Lesson 4 - Movement Skills
Young Leaders Through Practice
•Year 8
•Leadership
•Start Planning Better PE Lessons
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How can we teach younger children fundamental movement skills safely and effectively?
Learning Objectives
- Demonstrate fundamental movement skills with control and poise
- Understand what fundamental movement skills are and how they develop physical literacy
- Plan and deliver safe, age-appropriate activities for younger children
- Apply leadership and communication skills when teaching others
Key Outcomes
- Students will perform a variety of fundamental movement skills with increasing control
- Students will identify and explain key safety considerations when working with younger children
- Students will successfully plan and deliver a fundamental movement activity to their peers
- Students will evaluate the effectiveness of their teaching and identify areas for improvement
Equipment & Resources Required
Place centrally in a pile for 'Rob the Nest' activity, ensure different colours if possible for visual appeal
Alternative: Small soft balls, juggling scarves, quoits
Floor spots arranged in a circle 8-10 metres from central bean bag collection for 'Rob the Nest'
Alternative: Coloured markers, chalk lines, small mats
Store in bag or basket until 'Catch Clap' activity, ensure balls are properly inflated
Alternative: Foam balls, playground balls, beach balls for less confident catchers
Two different colours to distinguish Rats from Rabbits teams
Alternative: Coloured wristbands, team sashes
Mark clear activity zones for different groups delivering their activities
Alternative: Marker domes, corner flags
Use for attention and safety stops
Alternative: Verbal commands, hand signals
Prepare in advance with key points for each of the five activities groups will deliver
Alternative: Whiteboard, tablet with instructions
Key Vocabulary
Basic movement patterns that form the foundation for more complex physical activities, including locomotor skills (running, jumping), stability skills (balancing, twisting), and manipulative skills (throwing, catching)
Movement skills that allow us to move from one place to another, such as walking, running, hopping, skipping, galloping, and jumping
Skills involving controlling objects with hands, feet, or equipment, such as throwing, catching, kicking, dribbling, and striking
The ability to perform movements accurately and precisely, maintaining body awareness and coordination throughout
Graceful and elegant movement showing balance, composure, and body awareness
Factors to think about before, during, and after physical activities to prevent injuries and ensure all participants can take part safely
The process of identifying potential hazards in an activity and putting measures in place to reduce or eliminate risks
Physical tasks and games that match the developmental stage, physical abilities, and understanding of a particular age group
Showing others how to perform a skill or activity by modelling it clearly while explaining key points
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills: running, jumping, hopping, skipping
- Fundamental object control: throwing, catching, kicking
- Understanding of personal space and spatial awareness
- Experience working in pairs and small groups
- Basic understanding of fair play and sportsmanship
Current Skills
- Performing fundamental movement skills with control and poise
- Understanding the components of fundamental movement skills (locomotion, stability, manipulation)
- Identifying safety considerations when teaching younger children
- Planning and delivering age-appropriate activities
- Communicating instructions clearly and effectively
- Assessing and managing risks in physical activities
Next Steps
- Delivering full sessions to younger students in real settings
- Creating comprehensive lesson plans with progressions
- Adapting activities for SEND students
- Developing advanced leadership skills including motivation and behaviour management
- Evaluating teaching effectiveness using feedback and observation
Milestone Indicators
Key Teaching Points
- Control and poise should be emphasised throughout all activities - speed without control is not the goal
- Fundamental movement skills are categorised as locomotor (moving body through space), stability (balancing and controlling body), and manipulation (controlling objects) - use these terms consistently
- Safety is the absolute priority when teaching younger children - risk assessment must happen before activity delivery
- Clear, loud instructions are essential for effective teaching - leaders must be heard by all participants
- Demonstrations should accompany verbal explanations - show AND tell for maximum understanding
- Adequate spacing prevents collisions and injuries - this applies to all activities and age groups
- One-at-a-time rules in games like Rob the Nest control the number of students in motion, significantly reducing collision risk
- Rules should be clear, specific, enforceable, and agreed upon before activities begin - student involvement in rule-creation increases compliance
- Feedback should be specific, constructive, and kind - focus on what can be improved and how, not just what was wrong
- Leadership is a skill that can be developed - not all students will be confident initially, but all can improve with practice and support
- Self-assessment and reflection are crucial for improvement - encourage honest evaluation not false modesty or arrogance
- Fundamental movement skills are the building blocks for all sports and physical activities - developing these in childhood is essential for lifelong physical literacy
Common Misconceptions
- Misconception: 'Fundamental movement skills are just basic sports skills.' Correction: FMS are pre-sport - they're the building blocks that allow sport skills to develop later. Running is FMS; dribbling a basketball uses FMS but is sport-specific.
- Misconception: 'Going faster always means better performance.' Correction: Control and poise are more important than speed. Younger children especially need to develop controlled movement before adding speed.
- Misconception: 'If I can do it, I can teach it.' Correction: Performing a skill and teaching it are different abilities. Teaching requires clear explanation, demonstration, observation of others, and specific feedback - all separate skills.
- Misconception: 'Safety rules make activities boring.' Correction: Safety rules make activities possible. Without them, someone gets hurt and the activity stops - that's truly boring!
- Misconception: 'Everyone should be able to do the same thing.' Correction: Differentiation is essential. Students have different abilities, confidence levels, and starting points. Effective teachers adapt activities so all can succeed and be challenged appropriately.
- Misconception: 'Feedback should focus on what went wrong.' Correction: Effective feedback is balanced - specific positives (what to keep doing) plus constructive development points (what to try next). Purely negative feedback destroys confidence.
- Misconception: 'Younger children can't understand safety.' Correction: Even young children can understand and follow clear, simple safety rules. The key is making them concrete and practising them, not assuming children will just 'be careful.'
- Misconception: 'Leadership is about being bossy and in charge.' Correction: True leadership is about serving others - helping them succeed, creating safe environments, communicating clearly, and putting others' needs first.
SEN Adaptations
ADHD
- Short, varied activities maintain focus and engagement (built into lesson structure). Clear, concise instructions repeated multiple times. Visual reminders of rules displayed. Frequent positive reinforcement and specific praise. Movement breaks built in (whole lesson is movement-based). Leadership role in smaller chunks - specific, short-term tasks rather than sustained delivery. Fidget tools available during seated discussions if helpful. Clear boundaries and expectations with immediate, consistent consequences. Proximity to teacher during instruction times.
dyspraxia
- Larger, lighter equipment for easier manipulation (larger bean bags, softer balls). Extended practice time for new skills before pressure of game situations. Demonstrations broken down into smaller steps with pause between each. Visual step-by-step guides for complex movements. Reduced speed expectations - emphasise control over speed. Reduced complexity in warm-up manoeuvres (fewer to remember). Leadership role with preparation time and written support. Buddy support during activities. Positive reinforcement for effort and improvement not just achievement. Simple, uncluttered activity setups.
autism spectrum
- Visual schedule showing lesson structure and timings displayed throughout. Clear, literal language avoiding idioms or ambiguous phrases. Predictable routines - same warm-up structure each week. Quiet zones available if overwhelmed by noise/activity levels. Advance notice of activity transitions with timers/warnings. Written instructions as well as verbal. Leadership role carefully structured with clear expectations and success criteria. Social stories about working in groups and giving/receiving feedback. Option to observe before participating if needed to reduce anxiety.
visual impairment
- Use brightly coloured equipment (fluorescent bean bags, cones). Verbal descriptions of all demonstrations with tactile modelling (student touches teacher's arm to feel movement). Buddy system with sighted partner for spatial awareness support. Audible markers (bells on cones) for boundaries. High contrast floor spots. Reduce activity area size for easier navigation. During leadership phase, provide pre-written instruction cards in large print or braille. Activity cards in accessible formats.
hearing impairment
- Visual demonstrations essential - show every movement clearly. Visual signal cards for warm-up commands (pictures of each manoeuvre). Ensure student can see teacher's face for lip-reading - stand in well-lit area. Written instructions available for all activities on cards. Buddy interpreter if student uses BSL. During leadership phase, encourage use of demonstrations rather than verbal instructions only. Visual timer for activity rotations rather than whistle.
general adaptations
- All activities have three differentiation levels (support, core, extension) allowing students to work at appropriate challenge level. Flexible groupings consider ability, confidence, and social dynamics. Multiple means of demonstration and explanation cater to different learning styles. Success criteria focused on personal improvement not comparison to others. Choice within activities where possible (which locomotor skill, which manipulation method). Emphasis on inclusive language and celebrating all contributions. Teacher circulates to provide individual support as needed. Additional adult support deployed to students with highest needs if available.
physical disability
- Wheelchair users: adapted versions of warm-up (pushing chair at different speeds, arm movements for manoeuvres). Rob the Nest: can collect bean bags and transport in lap or attached bag. Leadership roles ideally suited - can demonstrate adapted versions and instruct. Reduced mobility: smaller activity area, closer floor spots, walking instead of running, seated activities. Use of adapted equipment: lighter balls, larger bean bags, lower targets. Extension of time limits if needed. Buddy support for equipment collection and setup.
Cross-Curricular Links
English
Oracy skills: delivering clear instructions to peers, asking questions, active listening during explanations. Persuasive language: convincing participants to follow safety rules. Descriptive language: explaining movements and techniques precisely. Vocabulary development: learning and using technical terminology (locomotion, manipulation, fundamental movement skills). Evaluative writing: providing constructive feedback to peers using specific language. Following instructions: listening to and executing complex verbal instructions during activities.
Maths
Counting bean bags collected and calculating team totals in Rob the Nest. Measuring distances for activity setups (8-10 metres, 5-metre spacing). Timing activities (4-minute rotations, 7-minute preparation time). Angles and directions during warm-up movements (circular motion for roundabout, 180-degree turns for reverse). Fractions and proportions (one third of team running, dividing class into halves or thirds for groupings). Data handling: collecting feedback scores, analysing self-assessment results.
Science
Cardiovascular system: understanding heart rate increase during warm-up and decrease during cool-down. Respiratory system: breathing rate changes during activity and controlled breathing during stretches. Muscular system: identifying which muscles are used in different fundamental movement skills. Forces: push and pull forces when throwing, catching, and manipulating bean bags. Friction: surface types affecting running speed and safety. Levers and movement: understanding body as lever system during jumps and throws. Energy: transfer and expenditure during physical activity.
Geography
Spatial awareness: understanding use of space, directions, and positioning. Mapping: visualising activity setups from above, planning use of space efficiently. Directions: using directional vocabulary (forwards, backwards, sideways, circular, diagonal). Scale and distance: judging appropriate distances for safe activity setups. Environmental awareness: considering how different surfaces and weather affect outdoor activities.
ICT
Recording activity instructions using tablets/devices during planning phase (if available). Researching fundamental movement skills development for different age groups. Creating visual activity cards or instructions. Video recording demonstrations for self-assessment and improvement (if available). Data collection: gathering feedback and self-assessment data for analysis.
PSHE
Teamwork and collaboration: working effectively in groups of 3 to plan and deliver activities. Leadership: taking responsibility for others' safety and learning. Communication: expressing ideas clearly and listening to others respectfully. Resilience: persevering when activities don't go as planned, accepting feedback constructively. Confidence building: delivering activities to peers despite nervousness. Fair play and sportsmanship: competing fairly, accepting defeat graciously, celebrating others' success. Safety awareness: understanding personal responsibility for own and others' wellbeing. Empathy: considering how younger children might feel and what they need to succeed.
Teacher Guidance
Positioning
Strategic positioning essential for safety and effective observation. Warm-up: position at edge with back to wall for full class visibility, rotate position to observe from different angles. Rob the Nest: position outside circle to see all teams simultaneously, move around perimeter to observe different teams closely. Activity stations: central position allowing view of multiple stations, constant circulation to observe each station at least twice per rotation cycle. Cool-down: positioned within circle as part of community. Never position with back to large portions of class.
Observation Focus
Warm-up: watch for spatial awareness, control at different speeds, response to commands, signs of adequate warm-up (increased breathing, flushed faces). Rob the Nest: monitor safety compliance (one at a time, spacing), quality of movement (control and poise), engagement and fair play. Leadership preparation: check understanding of activities, safety planning quality, equipment setup appropriateness, role distribution in groups. Leadership delivery: assess instruction clarity (volume, detail), demonstration quality, safety management, positioning for observation, feedback provision, behaviour management, time management, adaptability. Throughout lesson: monitor for signs of fatigue, distress, disengagement, conflict, unsafe behaviour - intervene proactively.
Intervention Points
Immediate intervention required for: any safety rule violation, collisions or near-misses, arguments or conflict, students showing distress or injury, inadequate supervision by leaders, unsafe equipment setup, activities running significantly over time, students excluded or disengaged. Supportive intervention appropriate for: leaders struggling with explanations (prompt questions), participants not understanding (suggest demonstration), activities too easy or hard (suggest modifications), low energy or engagement (encourage and motivate). Allow natural struggle and problem-solving where safe - don't over-intervene in minor challenges that develop resilience.
Demonstration Notes
Demonstrate every new movement or activity before asking students to attempt it. Warm-up manoeuvres: exaggerate the movement for visibility (big arm circles, obvious looking over shoulder when reversing). Fundamental movement skills: show correct technique slowly first, then at normal speed - contrast correct with common errors. Activity leadership: model what excellent instruction looks like before leaders prepare (position, volume, demonstration, checking for understanding). Cool-down stretches: demonstrate full range of motion and safe form (bent knees, controlled movements). Use student demonstrations strategically: stop class to highlight excellent examples ('Freeze! Watch this person's control'), builds confidence and provides peer models. Always accompany demonstration with clear verbal explanation of key points.
Verbal Cues
- •'Heads up!' - to improve spatial awareness when students looking down
- •'Find space!' - when students clustering or following others
- •'Freeze!' - emergency stop for safety or attention
- •'One at a time!' - reminder of safety rule in Rob the Nest
- •'Control and poise!' - reminder of lesson focus during movements
- •'Louder!' - to leaders who are speaking too quietly
- •'Show them!' - prompting leaders to demonstrate not just explain
- •'Think safety!' - reminder to consider risks when planning
- •'Specific feedback!' - encouraging detailed not vague feedback
- •'Deep breaths!' - during cool-down to encourage proper breathing
Safety Considerations
Space & Surface Requirements
Space Requirements
Large activity space minimum 20m x 25m for class of 30 students. When split into two groups, each group needs minimum 15m x 15m. Five activity stations in final section require minimum 5m x 5m each plus 3m spacing between stations. Indoor sports hall or large outdoor playground suitable. Clear of obstacles, walls minimum 2m from activity boundaries.
Surface Check
Dry, even surface essential - check for wet patches, debris, trip hazards before lesson. Indoor hall floor should be non-slip and clean. Outdoor surface should be flat tarmac or artificial turf, not grass if wet. No potholes, loose stones, or uneven surfaces in activity areas. Equipment storage area should not encroach on activity space.
Equipment Safety
Safety Checks
- •Bean bags checked for secure stitching - no beans leaking out
- •Balls properly inflated to manufacturer recommendations - not over or under inflated
- •Floor spots/cones in good condition - no sharp edges, cracks, or damage
- •Bibs/bands clean and in good repair with no choking hazards
- •All equipment appropriate size for Year 8 students
- •Equipment stored safely when not in use - no trip hazards
- •Sufficient equipment to avoid sharing issues or waiting times that cause disengagement
- •Activity cards laminated and with safe storage when not in use
Risk Management
Key Risks
- •Collisions during warm-up traffic activities - mitigated by adequate spacing and progressive speed increase
- •Collisions in Rob the Nest central area - mitigated by one-at-a-time rule and spread-out bean bags
- •Crossing paths during stealing variation - mitigated by neighbour-only stealing rule
- •Over-competitiveness leading to unsafe behaviour - mitigated by clear rules and immediate consequences
- •Inadequate leadership causing safety issues in stations - mitigated by teacher oversight and intervention protocols
- •Trips and falls during running activities - mitigated by surface checks and appropriate footwear requirements
- •Muscle strains from inadequate warm-up - mitigated by comprehensive 10-minute warm-up
- •Ball strikes during Catch Clap activity - mitigated by soft balls and adequate spacing
- •Fatigue affecting concentration and safety - mitigated by activity variation and intensity management
Risk Mitigation
- •Progressive warm-up with gradual intensity increase prevents muscle strains
- •Clear boundaries established for all activities using cones/markers
- •Adequate spacing maintained throughout - minimum 2m personal space in warm-up, 8-10m between floor spots
- •One-at-a-time rules in Rob the Nest activities control numbers in motion
- •Neighbour-only stealing rule prevents long, high-speed runs across space
- •Teacher circulation and observation ensures oversight of all activity areas
- •Stop signal (whistle or 'freeze' command) established and practiced at start
- •Immediate consequences for safety rule violations (sit out one turn)
- •Preparation time for leaders allows safety planning before delivery
- •Teacher veto/intervention in activity stations if safety compromised
- •Appropriate equipment for age and ability reduces risk of injury
- •Cool-down period ensures gradual recovery and prevents dizziness/fainting
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned at edge of space during warm-up for full visibility of all students
- •Rotate position during warm-up to observe from multiple angles
- •Outside the circle during Rob the Nest to see all teams simultaneously
- •Constant circulation during activity station phase - never static
- •Each station observed at least twice during rotations
- •Position to observe highest-risk activities more frequently
- •Awareness of all students at all times - head on swivel
- •Listen as well as watch - arguments or distress audible
- •Position in activity stations phase allows view of multiple stations - central location
- •During cool-down, position within circle to observe all stretches
Emergency Procedures
Whistle or 'FREEZE' command stops all activity immediately. Students trained to stop, look at teacher, and await instructions. For minor injuries (trips, bumps): assess on spot, first aid if needed, student sits out remainder of activity. For more significant injuries: freeze all activity, assess injury, send responsible student for additional help if needed, administer appropriate first aid, complete accident form, inform parents. For behavioural emergencies (conflict, unsafe behaviour): immediate stop, removal of involved students from activity, resolution discussion, phased return or exclusion depending on severity. For environmental emergencies (fire alarm, intruder, severe weather): follow whole-school emergency procedures, orderly evacuation or shelter.