Movement Beginnings

Overview

Age group: Reception (4-5 years)
Class size: 25 students
Duration: 30 minutes
Unit: Fundamental Movement Fun (Lesson 1 of 6)
Theme: Introduction to Fundamental Movements
Curriculum links:

• Early Years Foundation Stage (EYFS) Framework (Physical Development - Moving and Handling)
• Development Matters 2020 (Physical Development Goals for Reception)
• UK Primary PE Association Guidance

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Learning Objectives

By the end of this 30-minute session, students will:

• Understand and experience key fundamental movements (running, jumping, balancing)
• Recognise the value of these movements in daily life
• Develop basic coordination and spatial awareness
• Build cooperation and turn-taking skills through group activities

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Outcomes & Assessment

• Formative assessment: Teacher observes students demonstrating fundamental movements, noting confidence and coordination.
• Success criteria: Children actively participate in activities, show basic control over movements, and can say which movements they did and when.
• Next steps: Identify children needing extra support for future differentiated activities.

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Resources

• Soft foam cones or markers (25+) for boundary limits
• Colourful bean bags (one per child)
• Large carpet squares or mats
• Music player with lively songs (optional)
• Visual flashcards depicting running, jumping, balancing
• Large mirror or reflective surface (if available)

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Lesson Breakdown

1. Welcome and Introduction (5 minutes)

• Gather children in a circle on the carpet area.
• Introduce the session with enthusiasm: “Today, we’re going to have fun learning about moving our bodies in different ways!”
• Show flashcards of running, jumping, balancing and ask children to guess what each is.
• Briefly explain how these movements help us do lots of things—like playing, getting dressed, or walking to school.
• Link to EYFS Physical Development: Encouraging children to move confidently and safely.

2. Warm-Up Game: “Follow My Movement” (5 minutes)

• Children spread out with enough personal space.
• Teacher performs simple movements (e.g., march on the spot, jump lightly on the spot, balance on one foot).
• Children copy each movement enthusiastically.
• Change movements every 20-30 seconds to keep engagement high.
• Encourage creative movements alongside fundamental ones for imagination and fun.

3. Main Activity 1: Movement Stations (12 minutes)

Divide the 25 children into 5 groups of 5. Groups rotate through the following stations every 2 minutes 30 seconds:

Station	Movement Focus	Description
Station 1	Running	Children run between two cones approx. 5 metres apart. Focus on fast feet and looking ahead.
Station 2	Jumping	Jump forwards over coloured mats or lines; emphasise bending knees before jumping.
Station 3	Balancing	Stand on one foot on a mat; attempt to hold balance for five seconds, then switch.
Station 4	Throwing and Catching	Throw bean bags underarm to a partner and catch; focus on hand-eye coordination.
Station 5	Obstacle Crawl	Crawl under tables or soft beams; promotes coordination and spatial awareness.

Teacher and teaching assistants actively encourage and support children, observing progress.

4. Cool Down: Movement Reflection and Stretch (5 minutes)

• Come back into the circle.
• Ask children to share their favourite movement from the stations and why.
• Lead simple stretching exercises (reach for the sky, touch toes, side stretches).
• Use encouraging language to praise effort and participation.
• Remind children that practising these movements helps them stay strong and healthy.

5. Closing (3 minutes)

• Recap the importance of fundamental movements in everyday life.
• Announce a fun “Movement Challenge” for the week: “Can you show your family one of your favourite moves?”
• Invite children to wave goodbye with “wiggly fingers” or “jump high” as a playful send-off.

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Differentiation and Inclusion

• Provide extra adult support at stations for children with additional needs.
• Adapt movements: e.g., walking instead of running, supported balancing for children requiring stability.
• Use visual and verbal cues for children with communication or sensory needs.
• Allow children to rest or observe when needed to maintain engagement.

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Curriculum Links Explanation

This lesson aligns with the EYFS Physical Development goals that children should:

• Show good control and coordination in large and small movements (running, jumping, balancing).
• Move confidently in a range of ways and safely negotiate space.
• Handle equipment and tools effectively (throwing and catching bean bags).

It also supports personal, social and emotional development through cooperative play and turn-taking.

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Teacher Reflection Prompt

• How did children respond to the variety of fundamental movements?
• Were transitions between stations smooth? How did pacing feel?
• Which children might need further support or challenge in upcoming lessons?
• How effectively did the children relate fundamental movements to everyday activities?

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This lesson establishes a playful, inclusive foundation for the Fundamental Movement Fun unit, fostering not only physical skills but enthusiasm and confidence in moving.