Lesson 8 - Skills in Action Challenges
Body Awareness & Movement Skills
•Year 2
•Fundamental Movement Skills
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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
Various distances for different station requirements
Alternative: Markers, spots, or chalk circles
Low height appropriate for Year 2 jumping ability
Alternative: Cones, bean bags, or pool noodles on cones
Individual ropes suitable for 6-7 year olds
Alternative: Hoops or ribbons for movement patterns
Must fit securely on tennis racket head
Alternative: Bean bags or soft balls
Child-sized rackets for better control
Alternative: Short-handled rackets or paddles
For easier balance challenges
Alternative: Soft balls or foam shapes
Key Vocabulary
Basic movement patterns like running, jumping, balancing and coordination
Managing your body movements with precision and purpose
The ability to move quickly and change direction with control
Using different parts of your body together smoothly
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
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