Gentle Movement Challenge

Overview

This 60-minute session is designed specifically for Year 4 SEN students to develop their balance, hand-eye coordination, and hand-foot coordination through engaging, adaptive activities using a variety of apparatus. The session aligns strictly with the National Curriculum for England’s Physical Education programme of study and focuses on creating a calm, supportive environment where each student feels safe, confident, and successful.

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National Curriculum Links

• Pupils should develop:

  • Physical: Use running, jumping, catching, and throwing in isolation and in combination (NC PE Programme of Study, KS2).
  • Social & Emotional: Recognise the importance of exercise and develop fundamental movement skills with confidence, control, and coordination (NC PE KS2).
  • Cognitive: Understanding and applying simple tactics and strategies to activities (shared spatial awareness).

• SEN Focus: Adaptations and supportive environments to meet individual needs in physical development. This lesson emphasises physical control and spatial awareness, consistent with guidance from SEND supplementary documentation supporting the PE curriculum.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Balance:
   • Demonstrate improved balance by holding and transitioning between simple static and dynamic poses on different apparatus.
2. Hand-Eye Coordination:
   • Catch, pass, and engage with balls and beanbags of varying sizes using hand-eye coordination with increasing accuracy.
3. Hand-Foot Coordination:
   • Perform controlled movements involving foot-to-object contact, like kicking or stepping onto specific targets, with focus and spatial awareness.
4. Social and Emotional:
   • Work cooperatively in small groups, demonstrating encouragement and positive communication.

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Resources Needed

• Low balance beams or taped lines on the floor (for safe balance practice)
• Soft coloured balls (foam or rubber), beanbags in varying sizes and textures
• Small cones or mats to designate stepping spots
• Light hurdles (or alternative objects to step/jump over)
• Hoops laid flat on the floor for balance and spatial activities
• Visual timetables & calm-down zone (e.g., mats and soft cushions) for sensory breaks
• Stopwatches or timers (visual and auditory cues for transitions)
• Soft music playlist (instrumental, slow tempo for calmness)

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Lesson Structure

1. Welcome & Grounding (10 minutes)

• Calm entrance and circle time: Gather students in a circle to explain lesson aims with simple visuals.
• Breathing exercise: 2 minutes of deep belly breathing to prepare bodies and minds.
• Warm-up:
  • Slow marching on the spot.
  • Gentle arm circles.
  • An animal movement game (e.g., “walk like a flamingo” – tiptoes for balance).

2. Activity 1: Balance Circuit (15 minutes)

• Set up 3 stations with apparatus adapted to each student’s ability:

  1. Balance Beam/Taped Line: Walk forward, sideways, and backwards. Encourage steady paced steps and looking ahead.
  2. Hoop Balance: Students stand on one leg in a hoop or hop between hoops. Support for those needing it (holding hands, parallel bars).
  3. Stepping Stones: Use mats/cones as ‘stones’ to step on without touching the floor between. Encourage focus on foot placement and spatial awareness.

• Differentiation:

  • Some students try one leg for 3 seconds; others can hold for up to 10 seconds.
  • Support provided physically or verbally as needed.

• Rotate every 5 minutes with clear visual cues.

3. Activity 2: Hand-Eye & Hand-Foot Coordination Games (20 minutes)

• Part A – Catch and Toss:

  • Use soft balls and beanbags.
  • Students pair up, starting with rolling balls to each other, progressing to gentle throws.
  • For hand-eye focus, try catching with both hands, then one hand.

• Part B – Foot Target Game:

  • Place coloured cones or mats a short distance apart.
  • Students kick or tap the ball/beanbag towards each target with their foot, focusing on control.
  • Encourage counting successful touches or kicks as a personal goal.

• Differentiation:

  • Use larger/more tactile equipment for students with sensory needs.
  • Offer sitting options or adapted catchers if needed.
  • Visual and verbal prompts to support engagement.

4. Cool Down & Reflection (10 minutes)

• Gentle stretching: Emphasise slow movements and deep breaths.

• Reflection Circle: Use simplified questioning or symbols:

  • What was your favourite activity?
  • What felt tricky today?
  • How did you feel when trying something new?

• Calm zone time: Offer optional moment in quiet corner for sensory regulation before leaving.

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Assessment & Monitoring Progress

• Use simple tracking sheets with visual symbols to record:

  • Balance duration (seconds holding poses)
  • Accuracy in catching/throwing (count successful catches out of attempts)
  • Foot coordination success (number of kicks/taps on target)

• Observe students’ confidence levels and willingness to attempt new skills.

• Note any assistance required and adjust next session planning accordingly.

• Use informal peer feedback during paired tasks to develop communication and social skills.

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Additional Teacher Tips

• Maintain a calm voice throughout to reduce anxiety and increase focus.
• Keep transitions visual and auditory, e.g., “3 clap” countdown or simple cue cards.
• Use personalised praise focused on effort rather than performance, e.g. “I loved how you kept trying to catch the ball!”
• Modify or simplify instructions into 1-2 steps for those with processing difficulties.
• Encourage peer support and celebrate successes within the group to boost motivation.

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By embedding careful differentiation and a nurturing atmosphere in line with the National Curriculum’s intent, this session supports SEN pupils in developing key physical skills while fostering positive attitudes towards physical activity.