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Energising Movement Worksheet

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Energising Movement Worksheet

You are planning a short movement break for your team. Read the activity descriptions, solve the movement challenges and design a safe sequence. If you try any movements, use a clear space and move at a pace that feels comfortable.

Read the moves

Think about how each movement works and when it might fit into a movement break. Activity descriptions: Marching on the spot—lift each knee while swinging the opposite arm. Arm circles—circle both arms while standing still. Side steps with an overhead reach—step sideways while reaching both arms overhead at the same time. A one-foot balance—stand still on one foot.

1.Which movement description shows a movement that keeps travelling sideways rather than staying in one spot?

Marching on the spot
Arm circles
Side steps with an overhead reach
A one-foot balance

2.Choose two movements from the descriptions that use both the arms and legs at the same time. Name them and explain how you know.

3.True or false? A one-foot balance is a still movement, while marching on the spot is a moving movement.

TrueFalse

Build a movement break

Use movement skills such as travelling, balancing, changing levels and controlling your speed.

4.A team does 8 marching steps, pauses for a 5-second balance, then repeats the whole pattern 3 times. How many marching steps do they do altogether?

5.Fill in the blank: Before a more energetic activity, begin gently and gradually increase your movement so your body can to the activity.

6.Put these movement-break stages in a sensible order by writing the letters: A. Move more energetically; B. Start with gentle movements; C. Slow down and take calm breaths.

7.Design a safe four-move sequence for a small space. Include one travelling movement, one balance, and one way to change your level (for example, reaching high or bending low). Write the moves in order and add a count or time for each.

8.Your team has 4 minutes for its movement break. Your sequence takes 40 seconds. How many complete times can the team do the sequence, and how much time will be left?

9.During the sequence, one person feels uncomfortable and wants to stop. What is a respectful and safe response from the team?

10.Name one change you could make to your sequence to include someone who prefers lower-impact movements, and explain how the change helps.