Reception Body Management Unit 2 Lesson 5
Lesson Summary
Learning Intentions
- Travel along a variety of equipment using different modes of locomotion
- Incorporate stretches, shapes and rolls
Success Criteria
- I can move in different ways
- I can roll, stretch and jump
- I can perform shapes with my body and move over apparatus
We are learning...
to travel across apparatus.
Links To Early Leaning Goals
PD – Develop agility, balance, and coordination and begin to apply them in challenging situations.
PSED – Show resilience when trying something new, especially when it feels tricky or challenging at first.
CL – Talk about which part of the activity they enjoyed the most and which part they found a bit hard.
M – Identify how many children should be in their group and order themselves.
Equipment
- Hoops, cones
- Music
- Mats, box tops, benches
Key Questions
- What happens when you practise something over and over again?
- Which station did you like the most? What made it fun?
- If you did this again next week, what would you try to get even better at?
- Which activities did you do where you had to balance?
Teaching Points
✔️ Assault course guidance
- Demonstrate each movement before starting, use the resources to support.
- Practise the more technical moves before starting such as 2 footed jump (rebound jump) and tuck roll.
- Have some adaptations prepared, e.g., pupils who are not confident about traveling on a bench can bunny hop next to it, etc.
- Remind children that each course uses the same activities—they’re just in a different order each time.
Lesson Content
Starter Activity - ‘Hills and ponds’
- Spread out enough button cones (Hills) and hoops (Ponds) so there’s one for each child (e.g. 15 of each for a class of 30).
- Children move around the space, weaving in and out of the cones and hoops.
- Change the way they travel to warm up their bodies—for example: big steps, tiptoes, or side steps.
- When the music stops or you shake a tambourine, children must quickly find the nearest Hill or Pond.
- If they go to a Hill (cone), they jump over it.
- If they go to a Pond (hoop), they jump in and out.
- All jumps should be two feet to two feet.
Activity 1
Assault Course Overview
The assault course helps children practise and apply skills like balance, coordination, and agility in a fun and slightly more challenging way. It gives them the chance to use what they’ve learned in a more active setting.
Each lane of the course should have the same types of activities, but laid out in a different order. This helps keep the course interesting and encourages problem-solving.
This activity is not mainly about winning or racing. However, once children are confident, you may choose to add a little friendly competition if appropriate.
Organisation Tips
- For a class of 30, aim to set up at least 5 separate courses (more if space and resources allow).
- Children work in small groups, one group per course.
- As soon as the first child in a group has passed a clear point (e.g. halfway through), the next child can start.
- This helps keep the activity moving, with fewer children sitting and waiting.
See Example below
How to Play
- Line up a group of children behind each assault course station.
- Children take turns to go one at a time through their course.
- When they finish, they return to the back of their group’s line.
- Once everyone in the group has had a turn, rotate the groups to a new station.
- The activities stay the same, but they will be in a different order at each station.
Extension
- Turn it into a friendly race. The first team with all players finished and sitting quietly behind their cone wins.