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Lesson 8 - Skills in Action Challenges

Body Awareness & Movement Skills

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Year 2

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Fundamental Movement Skills

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45 min

Big Question

How can we use our fundamental movement skills to overcome different physical challenges?

Learning Objectives

To apply a range of fundamental movement skills to different activities with control
To demonstrate improved control and coordination in fundamental movements
To work collaboratively and support teammates during challenging activities

Key Outcomes

Students will successfully apply fundamental skills across various stations
Students will show improved control in jumping, balancing, running and coordination activities
Students will demonstrate teamwork and encouragement skills

Equipment & Resources Required

Cones

Various distances for different station requirements

Alternative: Markers, spots, or chalk circles

Hurdles

Low height appropriate for Year 2 jumping ability

Alternative: Cones, bean bags, or pool noodles on cones

Ropes

Individual ropes suitable for 6-7 year olds

Alternative: Hoops or ribbons for movement patterns

Tennis Balls

Must fit securely on tennis racket head

Alternative: Bean bags or soft balls

Tennis Rackets

Child-sized rackets for better control

Alternative: Short-handled rackets or paddles

Balls

For easier balance challenges

Alternative: Soft balls or foam shapes

Key Vocabulary

Fundamental skills

Basic movement patterns like running, jumping, balancing and coordination

Control

Managing your body movements with precision and purpose

Agility

The ability to move quickly and change direction with control

Coordination

Using different parts of your body together smoothly

Encouragement

Giving positive support and praise to help others

Skill Progression Pathway

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

Prior Learning

Basic running, jumping and hopping movements
Simple balance and coordination skills
Following instructions and taking turns

Current Skills

Applying fundamental skills to varied challenges
Demonstrating control in complex movement patterns
Working collaboratively in group activities

Next Steps

Combining fundamental skills in game situations
Advanced coordination and agility challenges
Leadership roles in physical activities

Milestone Indicators

Can complete all five stations with appropriate technique

Shows consistent control across different movement types

Demonstrates positive teamwork and encouragement

Key Teaching Points

Emphasise controlled movement over speed in all activities
Link technique points to safety and effectiveness
Build a culture of encouragement and mutual support
Focus on effort and improvement rather than comparison
Connect fundamental skills to everyday movements and other sports
Use positive reinforcement to build confidence
Adapt challenges to ensure all students can experience success

Common Misconceptions

Faster is always better - actually control and technique matter more
Only the strongest students can succeed - skills and encouragement matter most
Jumping higher means better technique - safe landing is more important
Competition means being better than others - it's about personal improvement
Some people can't improve at fundamental skills - everyone can develop with practice

SEN Adaptations

ADHD

Clear time boundaries at each station, frequent positive feedback, movement breaks built into design

dyspraxia

Simplified equipment like bean bags instead of balls, extra practice time, step-by-step instruction breakdown

autism spectrum

Visual schedule of station rotation, clear routine for transitions, quiet area available if needed

visual impairment

Use bright coloured equipment, provide verbal descriptions of station setups, buddy system for guidance

hearing impairment

Visual demonstrations at each station, clear hand signals for rotation, written instruction cards

physical disability

Adapted heights for hurdles, seated versions of activities where appropriate, modified distances

Cross-Curricular Links

English

Following multi-step instructions, using descriptive language for movement, expressing feelings about activities

Maths

Counting shuttle runs, timing activities, measuring distances between cones, comparing scores and improvements

Science

Understanding how muscles work in jumping, forces in running and direction changes, heart rate changes during activity

PSHE

Teamwork and cooperation, encouraging others, celebrating differences in ability, resilience when facing challenges

Teacher Guidance

Positioning

Central position initially for instructions, then circulate between stations for maximum supervision

Observation Focus

Watch for correct technique application, safety awareness, and positive teamwork interactions

Intervention Points

Step in when technique is unsafe, groups need teamwork support, or equipment is misused

Demonstration Notes

Use students to demonstrate good technique, show incorrect vs correct examples, emphasise safety points clearly

Verbal Cues

•'Bend those knees!'
•'Control your speed!'
•'Encourage your teammates!'
•'Focus on technique!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 20m x 30m for five stations

Surface Check

Non-slip surface, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Hurdles at appropriate height for Year 2 (low height)
•Tennis rackets checked for damage
•Cones placed securely with no sharp edges
•Skipping ropes appropriate length for age group

Risk Management

Key Risks

•Collisions between students at different stations
•Falls when jumping or landing from hurdles
•Being struck by tennis balls or rackets
•Tripping over skipping ropes

Risk Mitigation

•Clear boundaries and adequate spacing between stations
•Controlled group sizes of three at each station
•Progressive skill building from easier to harder variations
•Constant teacher supervision and circulation

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all stations
•Circulate between stations to provide feedback
•Monitor jumping/landing technique closely
•Ensure safe equipment handling

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, contact school procedures if needed