Obstacle Navigation

Overview

In Lesson 7 of 10, students build on prior object-control practice by navigating an obstacle course while coordinating rolling and throwing actions. Students will apply personal and social skills—showing respect, taking turns, and managing feelings when tasks feel tricky.

Learning intentions

• Students will navigate an obstacle course safely while using an appropriate rolling action and a throwing action.
• Students will use simple spatial awareness cues to move to the right spot before sending the object.
• Students will demonstrate personal and social skills to support teamwork during turns and feedback.
• Students will recognise how their choices affect others during gameplay and practice. WALT connections: students select and use personal and social skills to strengthen relationships while interacting with others through peer activities and structured movement.

Success criteria

• I can roll a ball under control towards a target while moving through the space.
• I can throw a ball/beanbag safely towards a target and move to my next station.
• I can wait my turn, follow safety rules, and respond respectfully to my partner/teacher feedback.
• I can use a “watch–step–send” plan to choose where to go next.

Curriculum links

• Personal, Social and Community Health – Health Education: students select, use and refine personal and social skills to establish, manage and strengthen relationships.
• Personal, Social and Community Health – Health Education: students engage in peer interactions through structured activities.

Lesson structure (50 minutes)

1. 0–7 min · Retrieval warm-up (Game: “Road to the Target”). Teacher sets up two lines with targets and practise stations. Students roll a ball from a starting marker to a target, then jog back and high-five a partner’s hand (no contact). Teacher repeats cues: “Watch the target, step, roll.”
2. 7–11 min · Goals and safety check. Teacher shows the obstacle course plan and models a full run: roll → throw → move on. Students repeat key safety rules: “Stop when teacher says stop”, “Only throw/roll when it’s my turn”, “One person in the space, others on the side.”
3. 11–22 min · Learning (I Do – We Do).

• 11–15 min · I Do: Teacher demonstrates each station with slow motion:
• Station A (Roll): two hands guiding ball, body side-on, push forward. Cue: “Hands on the ball, eyes on target.”
• Station B (Throw): step with opposite foot, arm back, throw forward into a hoop/zone. Cue: “Step and throw.”
• 15–18 min · We Do: Students practise each station in pairs: one throws/rolls, partner counts and gives one word feedback (“nice roll”, “good step”). Switch roles.
• 18–22 min · We Do together: Guided run-through without objects first (miming movement). Teacher questions: “Where do you look before you roll?” “How do we keep space safe?”

4. 22–37 min · You Do (Obstacle Course Navigation). Students rotate through 3 stations in groups of 5–7 with minimal waiting. Course flow:

• Station 1: Roll to target cones (rolling zone).
• Station 2: Throw into hoop/target (throwing zone).
• Station 3: Collect and return to lane line (quick safe jog). Teacher roams with checklist for the success criteria; does quick reteach pauses if many students struggle (e.g., remind “watch–step–send”).
• Inclusion approach during You Do: provide different ball sizes/weights and allow underarm throw from closer range for support.

5. 37–45 min · Consolidation (Small-sided “Coach Teams”). Students run a shorter course (one roll + one throw) while “coach” partners use a simple prompt card: “I can…” (roll controlled / throw safely / safety and turn-taking). Coach gives one respectful cue, then runs to next line.

• Teacher focuses on personal and social skills: fairness, turn-taking, managing frustration, and respectful feedback.

6. 45–50 min · Show Me What You Know (Demonstrate + quick reflection). Each student completes one last mini-run (roll → throw). After, students sit in a circle and share one reflection sentence starter:

• “My plan was…” “Next time I will…” Teacher links back: “When we use turn-taking and respectful words, we build better relationships in our games.”

Resources

• Soft balls (varied sizes), foam balls, or larger sponge balls
• Beanbags (for throwing) or soft balls
• Cones and floor markers (lanes, start points, throwing zones, rolling zones)
• Coloured hoops or taped target squares/strips on the ground/wall-safe area
• Object collection baskets or buckets at each station
• Coach prompt cards with pictures/word cues
• Stop sign/whistle for safety pauses
• Optional: clipboard or simple teacher checklist

Assessment

• Teacher observes during stations: controlled rolling accuracy and safe throwing technique cues (“watch–step–send”).
• Formative check during peer coaching: students use respectful feedback and correct turn-taking behaviour.
• Exit demonstration: mini-run shows each student can complete roll + throw safely and move to the next spot.

Differentiation

• Support:
• Move target closer; allow rolling from a shorter distance; use larger, lighter balls.
• Provide step-by-step verbal cues and a teacher/peer “shadow turn” (student watches first, then repeats).
• Allow underarm throw with both hands for easier control.
• Extension (advanced learners):
• Increase distance; require aiming at smaller targets or hitting coloured zones.
• Add a “pattern” rule: “Roll red first, then throw blue” before moving on.
• Ask for a self-choice: “Which target is easier/harder today and why?”
• EAL/CLIL (Spanish support, fully understandable without Spanish):
• Use simple repeated phrases: “Mira el objetivo” (Look at the target), “Paso y lanza” (Step and throw), “Tu turno” (Your turn), “Bien hecho” (Well done). Pair with gestures and actions.
• Behaviour and safety expectations (clear and practised):
• “One in the lane, others on the side” and “Stop when we hear the signal.”
• Use visual space markers and quick resets to reduce downtime.