Lesson 2 - Rhythmic Obstacle Running
Movement Mastery Adventures
•Year 2
•Athletics
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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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
Place at corners of activity area for boundaries
Alternative: Tall cones, marker posts
Use to mark starting positions and obstacle placement
Alternative: Flat markers, poly spots
Various heights for differentiated obstacle courses
Alternative: Bean bags, small hurdles
Adjustable heights from 15cm to 30cm
Alternative: Cones with poles, rope between cones
Key Vocabulary
A regular pattern of movement, like keeping the same time between steps
One complete step when running, from one foot touching the ground to the next
The moment when you push off the ground to jump
When your feet touch the ground after jumping
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
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