Movement Skills Intro

Overview

In this dynamic 60-minute session, children will explore fundamental movement skills aligned with the National Curriculum for England. They will engage in active station-based learning targeting agility, balance, and coordination through games and activities tailored for Year 4 students (age 8-9). This lesson sets a foundation for lifelong physical activity enjoyment and sport participation by developing essential movement competencies with creativity, teamwork, and confidence.

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Curriculum Links

Physical Education - Key Stage 2 Programme of Study (Years 3-4):

• Pupils should be taught to:
  • Develop flexibility, strength, technique, control and balance (fundamental movement skills)
  • Perform dances using simple movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best

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Learning Objectives

By the end of this session, pupils will be able to:

• Identify and perform fundamental movement skills including agility, balance, and coordination
• Demonstrate improved control and technique in a variety of physical activities
• Work collaboratively in small groups to complete physical challenges
• Reflect on how these skills apply to sports and daily activities, promoting confidence and teamwork

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Equipment Needed

• Cones and markers
• Balance beams or taped lines on floor
• Soft balls (tennis balls or beanbags)
• Hula hoops
• Jump ropes
• Stopwatch or timer
• Whiteboard and marker for reflection session

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Lesson Structure

1. Introduction & Learning Intentions (5 minutes)

• Gather pupils sitting in a circle on the floor.
• Explain what fundamental movement skills are and why they are important for PE, sports, and play.
• Share the session’s learning objectives in child-friendly language.
• Link to real-life examples: “How do you think these skills help in games like football, dance or tag?”

2. Warm-Up: Dynamic Movements (10 minutes)

• Lead pupils through an energising warm-up incorporating the following:
  • Jogging on the spot (30 seconds)
  • High knees and heel flicks (1 minute each)
  • Arm circles forwards and backwards (30 seconds each)
  • Side lunges and hip openers (1 minute)
  • Giant steps walking forwards and backwards (1 minute)
• Emphasise control and smooth, deliberate movements encouraging pupils to feel their bodies warming up.

3. Skills Stations Rotation (35 minutes)

Divide the class into 5 groups of 5 pupils. Each group spends 6-7 minutes at a station, then rotates.

Station 1: Agility Obstacle Course

• Set cones and low hurdles for pupils to run, zigzag, and jump around.
• Focus on quick changes of direction and speed control.

Station 2: Balance Beam Challenge

• Use balance beams or taped floor lines for pupils to walk forwards, backwards, and sideways without stepping off.
• Add a challenge by having them hold a ball or pass a beanbag.

Station 3: Ball Handling Skills

• Pupils practise bouncing, catching, and rolling balls with hands and feet.
• Introduce simple hand-eye coordination drills e.g. catching after one bounce.

Station 4: Coordination Jump Rope

• Pupils attempt different jump rope techniques: single jumps, alternating feet, and short sequences.
• Coaches model and assist to improve timing and rhythm.

Station 5: Hula Hoop Fun

• Pupils try to keep the hula hoop spinning on their waist, arms, or legs.
• Challenge to change directions or switch hoops with a partner.

Teacher/TA Role:

• Monitor safety and provide positive, specific feedback.
• Encourage pupils to challenge themselves while supporting peers.

4. Cool Down & Reflection (10 minutes)

• Lead gentle stretches focusing on legs, arms, neck, and back.
• Gather pupils seated in a circle for a guided reflection:
  • “Which skill did you find easiest? Which was trickiest?”
  • “How could you use these skills in games or sports outside school?”
  • “How did working with your friends help you today?”

Use a whiteboard to note ideas pupils share about teamwork and confidence building.

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Assessment

• Formative: Teacher observes pupils’ technique and engagement at stations, noting improvements or difficulties.
• Peer Assessment: During reflection, pupils share positive feedback about partners’ skills or teamwork.
• Self-Assessment: Pupils indicate on a simple ‘traffic light’ chart (red/yellow/green) how confident they feel about each skill introduced.

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Differentiation

• Support: Provide simpler tasks or reduce repetitions for pupils with additional needs, e.g. walking through agility course instead of running.
• Challenge: Encourage more advanced pupils to increase pace, add more complex sequences, or assist peers with tips.

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Cross-Curricular Links

• Science: Discussing how muscles and joints work during balancing and movement.
• PSHE: Emphasising teamwork, resilience, and self-confidence through physical activity.
• Maths: Counting jumps or timed rounds can link to basic number skills.

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Extensions & Home Learning

• Suggest pupils practise a fundamental movement skill at home and share a drawing or short description of their activity next lesson.
• Encourage families to try simple obstacle courses in the garden or park.

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Summary

This well-rounded session introduces Year 4 pupils to vital movement skills through engaging, varied activities. It builds physical competence as well as social and emotional skills, embedding foundations that support the broader PE curriculum goals. By focusing on fun, cooperation and personal reflection, the lesson honours the National Curriculum's emphasis on physical development, personal growth, and lifelong activity.