Obstacle Course Challenge

Unit: Dribble, Protect, Score! | Lesson 5 of 10

Year Levels: 1 and 2 Duration: 50 minutes Class Size: 25 students Location: Large indoor/outdoor space

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Victorian Curriculum Alignment

Content Descriptions (HPE 2.0)

• ACPMP024 — "Participate in games and physical challenges with and without equipment, for enjoyment and exercise."
• ACPMP025 — "Move the body in response to stimuli, demonstrating control and coordination."
• ACPMP028 — "Transfer and apply movement skills and concepts in different situations, such as dribbling objects around obstacles."
• ACPPS019 — "Work independently and collaboratively to plan and perform movement sequences and games."

Achievement Standards

By the end of Year 2, students develop controlled, coordinated movement skills to participate in a variety of physical activities, demonstrating emerging problem-solving and strategic thinking in games. They contribute positively in collaborative and inclusive settings.

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Lesson Objective (WALT)

• We are learning to dribble a ball with control while navigating obstacles in a game-like situation.
• We will practice changing direction and speed safely while protecting the ball.
• We will demonstrate teamwork by encouraging each other during challenges.

Student "I can" success criteria

• I can dribble the ball with control through an obstacle course. (Puedo controlar el balón mientras driblo.)
• I can change direction and speed while keeping the ball close.
• I can show respect by taking turns and supporting my classmates. (Yo respeto a mis compañeros y espero mi turno.)

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Equipment Needed

• 25 small balls suitable for dribbling (e.g., playground balls, soccer balls or similar)
• Cones (approx. 20) to create obstacles and boundaries
• Hula hoops or flat markers for station points
• Small pinnies or coloured bands for team identification
• Whistle and timer/stopwatch
• First aid kit and water bottles (agua)

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Lesson Structure

1. Retrieval Warm-up (5–8 minutes)

Activity: “Dribble Tag” (from Lesson 4)

• All students dribble a ball inside a marked area.
• On teacher’s whistle, students try to gently tag others with their hand while maintaining dribble control.
• Once tagged, students perform 3 jumping jacks and rejoin.
• Purpose: Reinforce ball control in a fun, dynamic game activating previous skill learning.

2. Introduction of Lesson Goals (3–5 minutes)

Teacher explains:

• WALT and I can statements.
• Safety and behaviour expectations: be aware of space, keep control of the ball, be kind and patient.

Spanish vocabulary focus:

• Balón (ball)
• Obstáculo (obstacle)
• Respeto (respect)
• Turno (turn)

3. Learning (I Do – We Do – You Do) (12 minutes total)

I Do (4 minutes):

• Model how to dribble the ball using gentle taps with the inside of foot/hands (depending on ball type).
• Demonstrate negotiating cone “obstacles” by weaving with controlled speed, looking where to go next.
• Show how to protect the ball with body positioning and awareness of personal space.

We Do (4 minutes):

• Teacher and helpers guide pairs/groups through a simple obstacle course: cones arranged in zigzag; hoops to stop and spin; markers to perform a skill before continuing.
• Ask guided questions:
• “¿Dónde está tu balón?” (Where is your ball?)
• “¿Cómo puedes mantener el control cuando giras?” (How can you keep control when you turn?)

You Do (4 minutes):

• Students complete the obstacle course individually with minimal prompts, focusing on control and safe movement.

4. Consolidation – Obstacle Course Challenge Game (15–20 minutes)

Setup:

• Create 3 parallel obstacle courses using cones, hoops, and markers to allow simultaneous participation.
• Students take turns running the course while dribbling.
• Teams of 5 form to encourage competition and teamwork; rotate roles as dribbler, encourager (‘animador’), and timekeeper.

Teacher Role:

• Move between courses providing feedback, reinforcing safe dribbling, encouraging positive language in English and Spanish.
• Differentiate for support:
• For those needing help: slow the pace, simplify obstacles (widen cone gaps).
• For advanced learners: add challenges such as dribbling with the non-dominant hand or foot and changing direction quickly at markers.

Active Participation:

• Ensure minimal downtime by using quick rotation and active encouragement zones.

5. Show Me What You Know (5 minutes)

Reflection activity with partner:

• Share which obstacle was the hardest and why.
• Demonstrate one skill they improved.
• Each student states one “I can” statement aloud.

Example sentence: “Puedo controlar el balón y cambiar de dirección rápido.”

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Behaviour & Safety Expectations

• Always keep personal space and be aware of others’ safety.
• Use equipment respectfully; no kicking balls too hard indoors.
• Listen when the teacher or compañeros compañeras are speaking.
• Play fairly and encourage others with positive feedback or ánimo.

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Differentiation Strategies

• Support: Simplified course with fewer cones, paired dribbling challenges, smaller balls.
• Extension: Add time challenges, include moving “defenders” the dribbler must avoid using body awareness and feints.
• Language: Use simple English and key Spanish vocabulary naturally during instructions. Use visual cues for non-Spanish speaking adults or CRTs.

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Summary notes for teachers

This lesson builds on prior dribbling skills in a game-like, problem-solving context with both individual control and teamwork. The obstacle course format challenges students to apply and transfer skills while maintaining engagement and physical activity. The CLIL approach introduces useful Spanish vocabulary to culturally connect the bilingual learning environment, supporting language development without impeding comprehension for non-Spanish speaking staff.

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If you would like, I can also provide a printable one-page summary for classroom display or handout!