Object Control Games

Overview

This is lesson 8 of 10 in “Manos en Acción: Object Control”. Students apply previously learned object control skills in fun, cooperative movement games, with a strong focus on safe bodies, clear turn-taking, and responding to their body parts and instructions as they move.

Learning intentions

Students will:

• apply a throwing/catching or striking action to a target or partner using safe body control
• respond when the teacher names body parts and guides movements during games (for example: “hands”, “arms”, “feet”)
• practise preferred ways to communicate and respond during game turns and instruction
• cooperate with a partner/small group to keep a game going fairly and safely

Success criteria

“I can …”

• I can throw (or strike) under/over/with my best control and aim toward a partner/spot
• I can catch (or stop) the object safely using my hands/arms
• I can follow the game rules and wait for my turn while staying safe
• I can communicate “ready”, “yes/no”, or “help” in my preferred way when I need support

Curriculum links

• Personal, Social and Community Health – Health Education: students respond as their body parts move and are named during familiar routines and processes
• Personal, Social and Community Health – Health Education: students respond to preferred and non-preferred actions or objects during routines with adult modelling and permission
• Personal, Social and Community Health – Health Education: students attend to a peer’s actions or sounds during activities and respond to verbal prompts like “Your turn”
• Health and Physical Education aims aligned to Foundation A understanding of body and how it moves through action and communication

Lesson structure (50 minutes)

1. 0–6 min · Retrieval warm-up (movement game). Teacher sets up “Body Parts Follow Me”: teacher calls “hands”, “arms”, “feet” while students copy a simple movement (reach, bend, step). Teacher adds a quick object cue from last lesson (e.g., “hands ready” then “throw”). Students move, repeat actions on cue, and practise getting an object into a safe ready position.

2. 6–9 min · Goals and safety. Teacher states WALT: “We are learning to use our object control skills in cooperative movement games.” Teacher models 2–3 game rules: safe space, wait for turn, throw/strike only when it’s your turn; “no chasing objects” unless teacher says so. Students repeat the “I can” success criteria using actions (point to hands, show catch shape, show wait signal).

3. 9–20 min · Learning (I Do – We Do – You Do). I Do (2 min): Teacher demonstrates one skill option (teacher chooses best fit for class ability today):

• Throw to partner/spot: “step–arm–release”, eyes on target, hands out.
• Catch/stop: “soft hands”, freeze, bring object to body. Spanish cues throughout: “manos” (hands), “brazos” (arms), “mirar” (look), “tu turno” (your turn), “suave” (soft). We Do (6 min): Students in pairs with foam ball/beanbag (choose low-bounce). Guided practice: 3 short rounds—aim at partner feet/ground spot, then catch/stop on teacher’s count. Teacher checks understanding with quick questions: “Where do we look?” “What do we do with our hands?” You Do (3 min): Teacher reduces prompts: students repeat the same two actions, teacher circles and gives targeted cues to 2–3 groups.

4. 20–38 min · Consolidation games (game-based, minimal downtime). Teacher groups students into mixed-ability teams of 4–5 with 2 game stations to keep everyone moving. Assign roles: Thrower/Seeker/Helper/Counter (non-verbal or preferred communication role). Game A: Partner Catch Relay (8 min).

• Set: 2 lines facing partner with a safe distance.
• Action: Thrower throws beanbag to partner “hands ready”; partner stops/catches and returns (or places) to Thrower’s zone.
• Score: cooperative—team gets a point for every successful stop/catch. Game B: Target Knock + Retrieve (8 min).
• Set: cones/hoops as targets; use sponge ball/soft ball for striking or throwing underarm.
• Action: Throw/strike to knock a target; Seeker retrieves only after the throw is complete (teacher cue). Reteach moment (2 min inside time): teacher stops one station briefly for “hands soft + eyes watching”. During roving: teacher supports targeted learners with reduced distance, larger targets, fewer steps, and visual cues (coloured spots). Advanced learners can increase distance, add accuracy points, or use a different throw level (low/high) safely.

5. 38–43 min · Show Me What You Know (5 min). Students choose one station for a final 1-minute challenge as a pair/team. After, partners do a quick “peer explain” using actions: one student shows throwing/catching shape while the other says (or signs/gestures) “manos” + “mirar” + “suave”. Teacher listens for: correct safety rule, eyes on target, soft hands/stop, and turn-taking.

6. 43–50 min · Cool down and reflection. Teacher leads “Body Parts Breathing”: slow reach to “brazos”, gentle steps, then still. Quick check-in: “Which skill felt easiest today?” “What do you need next time?” Students respond using preferred communication (pointing, gesture, yes/no).

Resources

• Foam balls and soft sponge balls
• Beanbags (including larger/light options)
• Cones, floor spots/coloured tape targets, 2–3 hoops
• Throw/landing zones marked with tape
• Small clipboards or tally counters for teams
• Visual cue cards: “manos”, “mirar”, “suave”, “tu turno”
• First-aid kit and a whistle/buzzer
• Cones for station boundaries and safe distances

Assessment

• Observe during warm-up and games: does the student respond to body-part cues (“hands/arms/feet”) and follow turn-taking/safety?
• Use a quick checklist while roving: successful stop/catch (or safe retrieval behaviour), attention to peer actions during “your turn”.
• Show Me What You Know: partner action explanation aligned to “I can” success criteria.

Differentiation

• Support: reduce distance, use larger balls/beanbags, larger targets, and allow two-hand catching/only stopping (no full catch) if needed.
• Scaffolds: teacher modelling with count-down, visual cue cards, and clear “wait/throw/stop/retrieve” routine.
• Communication: permit gestures, pointing, eye gaze, and yes/no responses for “ready/help/turn”.
• Extension (advanced learners): add accuracy scoring (hit specific coloured spots), vary throw height (low/high) safely, or require a two-step aim (look then throw).