Mini Sports Games

Overview

Age group: Reception (4-5 years)
Duration: 30 minutes
Class size: 25 students
Unit: Ball Skills in Motion (Lesson 4 of 4)
Subject: Physical Education (PE)
Curriculum links:

• Early Years Foundation Stage (EYFS) Physical Development
  • Development Matters (2021) – Moving and Handling: Children show good control and coordination in large and small movements. They handle equipment and tools effectively.
  • Building the Foundations for PE: Focus on fundamental movement skills that underpin later PE learning.
• UK Early Years Statutory Framework (EYFS 2021) - Physical Development: Moving and Handling and Health and Self-Care.

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Lesson Aims

• To apply and integrate throwing, catching, kicking, passing, and batting skills into simple mini sports games.
• To introduce and link basic physics concepts such as force, direction, and speed through physical activity in an age-appropriate way.
• To develop teamwork, communication, and positive sporting behaviour.
• To encourage reflective thinking about how understanding movement and force help improve game performance.

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Learning Objectives

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

• Participate confidently in mini sports games using combined ball skills (throwing, catching, kicking, passing, batting).
• Demonstrate understanding of how force and direction affect ball movement through guided exploration and play.
• Show awareness of others in team-based games and display simple tactics like passing to teammates.
• Verbally share one way physics principles (e.g. push, pull, speed) helped with their game play during a reflection circle.

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Resources Needed

• Soft balls (various sizes for throwing/kicking/catching)
• Lightweight plastic bats or foam bats
• Markers/cones to set up mini-game stations
• Hoops or goals for scoring points
• Visual aids: simple illustrated cards depicting basic physics concepts (e.g. arrows showing direction, pictures illustrating pushing and pulling)
• Large outdoor or indoor space with clear boundaries
• Whistle for transition signals

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Lesson Structure

1. Introduction and Warm-up (5 minutes)

• Gather children in a circle. Briefly recap key ball skills from previous lessons (throwing, catching, kicking, passing, batting). Use visual aids to remind them of the “push/pull” and “fast/slow” forces they used before.
• Warm-up activity: "Physics Tag"
  • Children move around the space pretending to push or pull invisible balls of different sizes, changing their speed (fast/slow) on the teacher’s signal to prepare their muscles.

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2. Mini Sports Games Rotation (20 minutes)

Split the class into 5 groups of 5 children (adult support where possible). Each group spends 4 minutes at one station before rotating. Stations incorporate all skills learned and basic physics principles applied implicitly.

Station	Activity Description	Physical Focus	Physics Concept
1. Throw & Catch Relay	Children throw soft balls gently to each other in a line, focusing on aim and force.	Throwing, catching	How throwing force influences ball distance
2. Kicking Targets	Children try to kick balls into hoops or between cones.	Kicking	Direction control and force applied to change ball speed and trajectory
3. Passing Game	Children sit/kneel in a circle passing a ball with hands and feet, aiming for smooth, controlled passes.	Passing (hands/feet)	Force control (strong pushes versus soft pushes)
4. Batting Challenge	Using foam bats, children hit light balls rolled gently by the teacher to them towards a target area.	Batting	Timing and impact force
5. Mini Team Game	Simple team game combining all skills, e.g. ‘Ball Tag’ where teams pass, kick or throw the ball to tag the opposite team’s players.	Integration of all ball skills	Awareness of force and positioning

Teaching Tips:

• Emphasise safe movement and sharing space.
• Encourage children using phrases like “push gently,” “kick carefully,” or “look where you want it to go.”
• Monitor groups closely for engagement and offer praise for applying skills and showing understanding.

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3. Cool-down and Reflective Discussion (5 minutes)

• Gather children back in a circle sitting or standing.
• Introduce simple questions to prompt reflection:
  • “What skill did you enjoy using the most?”
  • “How did pushing or hitting the ball harder or softer change what happened?”
  • “Did working with your friends help you catch or pass better?”
• Use simple language to link back physics concepts: “When you push the ball softly, it moves slowly, and when you push harder, it goes faster!”
• Encourage at least 3 children to share their thoughts, using visual cues and props to support understanding.

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Assessment & Differentiation

• Formative assessment: Ongoing through observation of skill application, turn-taking, and participation in reflection.
• Differentiation:
  • Provide balls of different sizes and weights to suit varying physical abilities.
  • Allow more confident children to try longer throws or batting challenges.
  • Support less confident children at stations requiring fine motor control, encouraging gentle attempts and recognising effort.
  • Use adult helpers to scaffold understanding and provide individual guidance.

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Behaviour & Safety Considerations

• Clearly mark play areas and boundaries to prevent collisions.
• Use soft, child-safe equipment designed for early years.
• Reinforce rules about safe spatial awareness and respecting peers’ personal space.
• Have a first aid kit and trained adult present.

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Extension Ideas for Teachers

• Invite children to draw or use modelling materials to create their ‘ideal ball’ showing forces acting on it.
• Create a simple “Physics in PE” wall display featuring children’s reflections and drawings explaining how forces help them move the ball.

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Summary

This lesson provides a dynamic, child-centred experience combining physical development, team working skills, and early scientific understanding. It draws on EYFS physical development guidelines and supports holistic learning through play, reflection, and positive social interaction in line with UK early years frameworks. The integration of basic physics principles in ball games serves as an innovative approach to deepen young learners’ appreciation of their own movements and coordination, preparing them for future PE learning stages.

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Teacher's reflection prompt after lesson:

• How engaged were children in recognising how force and direction affected the ball?
• Which mini-game stations elicited the most skill application and cooperation?
• How can physics language be further embedded into future PE lessons for this age group?