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Lesson 4 - Leading Fundamental Movement Skills

Young Leaders Through Practice

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Year 7

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Leadership

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1h 12min

Big Question

How can we teach movement skills safely and effectively to inspire younger students?

Learning Objectives

Perform fundamental movement skills with control and poise
Understand fundamental movement skills and how to teach them safely to younger children
Develop leadership skills through activity organisation and delivery

Key Outcomes

Students will demonstrate controlled execution of fundamental movement patterns
Students will plan and deliver safe movement activities for peers
Students will evaluate the effectiveness and safety of activity organisation

Equipment & Resources Required

Balls

40-50 for 'Rob the Nest'

Initially placed in centre circle, then distributed to floor spots around perimeter

Alternative: Small soft balls, foam blocks, or beanbag alternatives

Dish Cones

10-15 for marking starting positions

Arrange in circle approximately 8-10 metres from centre point

Alternative: Chalk marks, poly spots, or tape markers on floor

Large Soft Balls

15 (one per pair for catch activities)

Stored in equipment bags, distributed when needed for station work

Alternative: Foam balls, playground balls (slightly deflated for safety), or volleyballs

Cones

20-30 for marking activity zones

Mark clear boundaries for each activity station with 2-3 metre spacing between zones

Alternative: Rope, chalk lines, or existing court markings

Bibs

15 in one colour for identifying leadership groups

Worn by students in leadership roles to identify them clearly

Alternative: Coloured bands, pinnies, or wristbands

Whistles

1 for teacher plus 5 for student leaders

Used for stopping activities quickly and gaining attention

Alternative: Hand signals, voice commands, or tambourine

Key Vocabulary

Fundamental Movement Skills

Basic movement patterns that are the foundation for more complex physical activities, including locomotion (travelling), manipulation (object control), and stability (balance)

Control

The ability to perform movements accurately and consistently with proper technique

Poise

Moving with grace, balance, and confidence whilst maintaining good posture and composure

Locomotion

Movement skills that transport the body from one location to another (walking, running, jumping, hopping, skipping, galloping)

Manipulation

Skills involving controlling objects (throwing, catching, kicking, striking, dribbling)

Safety Principles

Guidelines and practices that minimise risk of injury during physical activity

Activity Organisation

The process of planning, setting up, and managing physical activities including equipment, space, instructions, and safety

Skill Progression Pathway

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

Prior Learning

Basic movement patterns (running, jumping, throwing, catching)
Understanding of personal space and spatial awareness
Experience following instructions in PE activities
Basic understanding of warming up and cooling down

Current Skills

Demonstrating fundamental movement skills with control and poise
Planning and delivering activities safely to peers
Evaluating activity organisation and safety
Developing leadership and communication skills

Next Steps

Leading complete warm-up sessions for younger students
Creating original activities that develop specific fundamental skills
Assessing skill performance and providing developmental feedback
Managing group dynamics and behaviour during activity delivery

Milestone Indicators

Consistent demonstration of controlled movement across different skills

Clear, confident delivery of instructions with safety considerations

Ability to spot and correct unsafe practices

Positive peer feedback on leadership effectiveness

Key Teaching Points

Fundamental movement skills are the building blocks for all physical activity - locomotion (travelling), manipulation (object control), and stability (balance)
Safety must be planned before activities begin, not added afterwards - consider space, equipment, rules, and supervision
Control and poise means moving with intention, balance, and grace - speed is never more important than control
Effective activity delivery requires clear explanation, visible demonstration, checking understanding, and maintaining safety throughout
Leadership in PE is not just about being sporty - it's about organisation, communication, safety management, and supporting others
One-at-a-time rules prevent collisions and allow focus on quality of movement rather than rushing
Teaching activities to younger students requires simplified language, lots of demonstration, and constant safety awareness

Common Misconceptions

Misconception: Fundamental movement skills are only for young children. Reality: These are lifelong skills that underpin all sport and physical activity - even elite athletes refine fundamental movements.
Misconception: Faster movement is better movement. Reality: Control and poise are more important than speed - quality technique prevents injury and improves long-term performance.
Misconception: Safety rules limit fun. Reality: Safety rules enable fun by preventing injuries that would stop activities - they create the conditions for enjoyment.
Misconception: Only 'sporty' people can be PE leaders. Reality: Leadership in PE requires organisation, communication, and safety awareness - skills anyone can develop regardless of athletic ability.
Misconception: Activities are safe if no one gets hurt. Reality: Proactive safety planning prevents injuries before they happen - absence of injury doesn't mean activity was safely organised.
Misconception: Locomotion just means running. Reality: Locomotion includes walking, running, jumping, hopping, skipping, galloping, leaping, sliding, and more - each is a distinct skill to develop.
Misconception: Young children will automatically learn to move correctly. Reality: Fundamental movement skills must be explicitly taught and practised - they don't develop automatically without quality instruction.

SEN Adaptations

ADHD

Short, frequent activity changes maintain engagement (lesson structure supports this); clear, simple instructions repeated consistently; physical role in all activities (avoiding long waiting times); use of timers to create urgency and focus; regular positive reinforcement for on-task behaviour; channel energy positively (give leadership or demonstration roles); movement breaks if needed; clear visual boundaries for activities; immediate feedback rather than delayed

dyspraxia

Simplified movement patterns offered as alternative (e.g., two-foot jump instead of hop); larger equipment easier to control (bigger balls, larger targets); reduced complexity in multi-step instructions (break into smaller chunks); extra practice time before pressure added; reduce speed requirements initially; positive reinforcement for effort over outcome; encourage verbal rehearsal of movement sequence before performing; wall or partner support for balance activities; avoid activities requiring rapid changes of direction initially

autism spectrum

Provide visual schedule showing lesson structure before beginning; clear, consistent routines throughout; warnings before transitions ('In 2 minutes we will...'); quiet zones available if overwhelmed; reduce sensory overload (avoid excessive noise, allow students to wear headphones during loud activities); explicit teaching of expected behaviours (show visually what 'good listening' looks like); choice in activities where possible; clear start and end points for activities; social stories about PE lessons if needed

visual impairment

Use brightly coloured equipment (fluorescent balls, high-contrast cones); provide verbal descriptions of spatial setup (e.g., 'cones in circle, each 8 steps from centre'); buddy system pairing with sighted peer for navigation; use auditory cues (whistle patterns, music, call-and-response) to supplement visual demonstrations; tactile demonstration (guide student's body through movement pattern); reduce activity area size for easier navigation

hearing impairment

Ensure student can always see teacher's face for lip-reading; use visual demonstrations extensively before verbal explanations; provide written activity cards with pictures; use clear hand signals for commands (e.g., thumbs up for go, flat palm for stop); position student at front during explanations; use visual timer for rotation countdowns; buddy system with hearing peer to relay verbal instructions; teach basic BSL signs for key PE vocabulary to whole class

physical disability

Wheelchair-accessible versions: seated throwing/catching for Catch Clap; wheelchair slalom for warm-up driving activity; adapted Rob the Nest with shorter distances or wheeling instead of running; modified stretches appropriate for mobility range; reduced intensity activities (lower 'gears' throughout); additional equipment (larger, lighter balls; beanbags easier to manipulate than balls); leadership roles emphasised over physical performance

Cross-Curricular Links

English

Oracy skills during explanations and demonstrations; listening skills when receiving instructions; vocabulary development (fundamental movement skills terminology); sequencing skills when planning activity delivery; evaluative language during feedback and reflection

Maths

Counting during breath work and stretches (developing number fluency); timing rotations and activities (understanding seconds and minutes); spatial geometry when arranging activity stations (distance, spacing, circular formation); patterns in movement sequences (recognising and creating patterns)

Science

Cardiovascular system during exercise (heart rate increase during activity, reduction during cool-down); respiratory system (breathing patterns, oxygen use); muscular system (naming quadriceps during stretching, understanding muscle function); forces and motion (acceleration during gears, momentum, friction)

Geography

Spatial awareness and navigation through space; understanding directions (clockwise rotation); mapping movement patterns; using positional language (next to, behind, forward, across)

PSHE

Leadership skills development (responsibility, decision-making, managing others); teamwork and collaboration (working in groups of three, supporting peers); resilience (persevering when leading is challenging); communication (clear instructions, active listening); responsibility for safety (duty of care for others); self-assessment and reflection (metacognition, honesty, growth mindset)

Teacher Guidance

Positioning

During warm-up: central position for maximum visibility; during Rob the Nest: edge position to observe all runners; during activity stations: continuous circulation between five stations, spending 30-60 seconds at each before moving; during reflection: seated as part of circle to encourage open discussion

Observation Focus

Watch for: spatial awareness and controlled movement; adherence to safety rules; leadership communication quality; participant engagement and effort; signs of struggle or need for differentiation; positive interactions and sportsmanship; quality of fundamental movement skill execution; safety throughout all activities

Intervention Points

Intervene immediately if: unsafe practice observed; rules being consistently broken; student at risk of injury; activity not working as planned; leaders struggling significantly; participants disengaged or disruptive; equipment malfunction; medical issue arises. Use judgement for when to support vs. allow students to problem-solve independently - prompt with questions rather than taking over

Demonstration Notes

Always demonstrate new movements with exaggeration for clarity; face students when demonstrating; perform movements slowly first, then at full speed; show common mistakes alongside correct technique for comparison; invite exemplary students to demonstrate for class; use think-aloud to verbalise thinking during demonstrations; demonstrate incorrect vs. correct safety setup during Rob the Nest setup

Verbal Cues

•'Heads up, eyes forward - you can't drive looking at the pedals!'
•'Control first, speed second - always!'
•'Find space - if you can touch someone, you're too close'
•'Soft landings like a cat - bend those knees!'
•'Freeze! [When needing immediate attention]'
•'Leaders, louder please - everyone needs to hear your excellent instructions'
•'What safety rule are we forgetting here?'
•'Show me poise - controlled, graceful movement'
•'That's excellent control - well done [Name]!'
•'How could we make this safer?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space (standard school hall or outdoor area); sufficient for five simultaneous activity stations with 3-4 metre spacing between stations; clear boundaries established

Surface Check

Dry, even surface free from hazards; indoor wooden or rubber surface OR dry, flat outdoor area (grass or tarmac); check for trip hazards, wet patches, or debris before lesson; mark or cone off any unsafe areas

Equipment Safety

Safety Checks

•All balls properly inflated and checked for damage before use
•Cones and floor spots have no sharp edges or cracks
•Bean bags checked for splitting or leaking contents
•Equipment appropriate for age group (large soft balls not hard balls)
•Equipment stored safely at perimeter when not in use
•Sufficient quantity to avoid sharing disputes or waiting conflicts

Risk Management

Key Risks

•Collisions between students during multi-directional movement activities
•Tripping over equipment (bean bags, balls, cones) if not properly stored
•Loss of control during high-speed activities (motorway, speedbumps)
•Ball strikes to face during throwing/catching activities
•Twisted ankles during rapid direction changes or jumping activities
•Overexertion leading to exhaustion or asthma attacks
•Injuries from students running into walls or fixed equipment

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing maintained during warm-up (minimum 2 metres)
•One-runner-at-a-time rule strictly enforced during Rob the Nest
•Progressive skill building from walking to running speeds
•Emergency stop signal (whistle blast + 'FREEZE') practiced and used
•Students with medical conditions identified (asthma inhalers accessible)
•Appropriate footwear checked before activity begins
•Differentiation allows students to work at manageable intensity levels
•Regular hydration breaks during intense activities
•Station spacing prevents activity interference
•Leaders briefed on safety requirements before delivery

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally during warm-up for 360-degree visibility
•Continuous circulation during activity station rotations
•Visual scanning every 30 seconds across all active areas
•Position changes to maintain clear sightlines to all students
•Immediate intervention if unsafe practice observed
•Leaders act as additional supervisors at each station
•Clear communication channels maintained (voice projection, whistle)

Emergency Procedures

Stop all activity immediately using whistle blast and 'FREEZE' command; assess situation for severity; administer appropriate first aid if trained or summon qualified first aider; if serious injury, send reliable student for help while staying with injured person; complete accident report form; contact parents if needed; resume lesson only when safe to do so