🏃

Lesson 2 - Rhythmic Obstacle Running

Movement Mastery Adventures

•

Year 2

•

Athletics

•

45 min

Big Question

How can we keep our rhythm steady when jumping over different obstacles?

Learning Objectives

To develop consistent rhythm and timing when running over obstacles
To maintain balance and coordination when linking running and jumping movements
To demonstrate positive teamwork and sportsmanship during competitive activities

Key Outcomes

Students will count strides to maintain even rhythm over obstacles
Students will demonstrate soft knee landings when jumping
Students will show encouragement to teammates and respect to opponents

Equipment & Resources Required

Wire Skittles

Place at corners of activity area for boundaries

Alternative: Tall cones, marker posts

Base Stations

Use to mark starting positions and obstacle placement

Alternative: Flat markers, poly spots

Cones

Various heights for differentiated obstacle courses

Alternative: Bean bags, small hurdles

Hurdles

Adjustable heights from 15cm to 30cm

Alternative: Cones with poles, rope between cones

Key Vocabulary

Rhythm

A regular pattern of movement, like keeping the same time between steps

Stride

One complete step when running, from one foot touching the ground to the next

Take-off

The moment when you push off the ground to jump

Landing

When your feet touch the ground after jumping

Obstacle

Something you need to go over, around or through

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running with good arm action
Simple two-footed jumping
Following simple instructions and taking turns

Current Skills

Rhythm and timing in obstacle running
Coordination between running and jumping
Stride counting and patterning

Next Steps

Hurdle technique development
Sprint starts and acceleration
Advanced obstacle course navigation

Milestone Indicators

Consistent rhythm maintained over 5+ obstacles

Smooth transitions between running and jumping

Positive leadership during team activities

Key Teaching Points

Rhythm is created by consistent stride counting, not by running faster
Bent knees on landing absorb impact and prevent injury
Looking ahead rather than down at obstacles improves balance and flow
Individual differences in stride length are normal and acceptable
Positive encouragement improves team performance and enjoyment
Technique should be maintained even during competitive pressure
Adaptation to different obstacle heights requires flexibility while maintaining rhythm

Common Misconceptions

Faster running automatically means better rhythm - actually, rushing often breaks rhythm
All students should have the same stride count - leg length differences create natural variation
Looking at obstacles while jumping is necessary - this actually disrupts balance and flow
Competition should prioritise speed over technique - good technique creates sustainable speed
Only the fastest runners should be celebrated - effort and improvement are equally important

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, movement breaks built in, visual cues for attention, celebration of focus achievements

dyspraxia

Simplified movement patterns initially, extra practice time, larger obstacles for easier navigation, step-by-step verbal guidance

autism spectrum

Clear visual schedule of activities, quiet space available for breaks, consistent routine structure, advance notice of competitive elements

visual impairment

Use brightly coloured obstacles, verbal counting cues, buddy system for guidance, audio signals for course boundaries

hearing impairment

Visual demonstrations of rhythm patterns, hand signals for instructions, written step cards, vibration cues for rhythm

physical disability

Wheelchair accessible route options, modified obstacle heights, seated throwing/catching alternatives, adapted timing requirements

Cross-Curricular Links

English

Following verbal instructions, using encouraging language, describing movement patterns

Maths

Counting strides and patterns, measuring distances between obstacles, timing and rhythm patterns

Science

Understanding forces in jumping, gravity and landing, muscle action during movement

PSHE

Teamwork and cooperation, dealing with competition, supporting others, resilience when facing challenges

Teacher Guidance

Positioning

Central position where all five obstacle courses are visible, rotate between groups during practice

Observation Focus

Watch for rhythm consistency, proper landing technique, and positive team interactions

Intervention Points

Step in if unsafe rushing occurs, if technique deteriorates significantly, or if negative team dynamics develop

Demonstration Notes

Use exaggerated movements to show proper technique, involve students in demonstrations when possible, always emphasise safety

Verbal Cues

•'Count it out loud!'
•'Soft knees on landing!'
•'Eyes forward, not down!'
•'Steady rhythm beats rushing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor area or large sports hall, clear of obstacles around perimeter

Surface Check

Level grass or sports hall floor, dry and free from holes or debris

Equipment Safety

Safety Checks

•Check all cones and hurdles are stable and undamaged
•Ensure mini hurdles are appropriate height (15cm-25cm)
•Verify adequate spacing between obstacle courses (minimum 3m)

Risk Management

Key Risks

•Collisions between students during competitive activities
•Falls during jumping or landing
•Equipment displacement during running

Risk Mitigation

•Clear boundaries and lanes established for each course
•Adequate spacing maintained between participants
•Progressive skill building from walking to running pace
•Emphasis on technique over speed throughout

Supervision & Emergency Procedures

Supervision Points

•Position to observe all five courses simultaneously
•Monitor fatigue levels during competitive sections
•Watch for proper landing technique and knee bend

Emergency Procedures

Stop activity immediately if injury occurs, assess condition, provide appropriate first aid, contact office if serious injury