Moving, Stopping, and Communicating

National Curriculum Links

Physical Education: Key Stage 1 (Years 1 and 2) and Lower Key Stage 2 (Year 3)

• Pupils should develop fundamental movement skills, become increasingly confident and competent, and access a broad range of opportunities to extend their agility, balance, and coordination.
• Pupils should be taught to:
  • Master basic movements including running, jumping, throwing, and catching, and begin to apply these in simple team games.
  • Participate in team games, developing simple tactics for attacking and defending.
  • Develop communication skills in physical activities, giving and following clear instructions.

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Learning Objectives

By the end of the lesson, all pupils will be able to:

• Move safely with control, varying speed and style according to the character named during warm-up.
• Demonstrate effective ball control using their bodies to move and stop a ball by rolling and fielding accurately.
• Work cooperatively in small groups to instruct and respond clearly, enhancing teamwork and communication skills.
• Perform the long barrier in fielding on both sides of the body, demonstrating an understanding of spatial awareness and positioning.

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Equipment

• 11 soft rubber balls (approximately size 3 or 4 to fit little hands)
• Cones for marking space if needed (optional)
• Whistle or timer

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Lesson Structure (45 minutes)

1. Introduction & Warm-up (8 minutes)

Activity:

• Gather the pupils in a circle in the hall or playground.
• Explain that today, we will move like different characters to warm up our bodies and brains!
• Call out each character name and model the movement first:
  • Mr Slow – Move very slowly like you’re walking through thick mud.
  • Mrs Rush – Move fast like you're running to catch a bus.
  • Mr Jelly – Shake your whole body like jelly on a plate!
  • Mr Muddle – Walk backwards carefully without bumping into anyone.
  • Mrs Bounce – Bounce on the spot like a kangaroo.
• Repeat the sequence 2–3 times encouraging variation in speed and energy.

Curriculum focus: Develop agility, balance, and coordination through varied physical movement.

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2. Hot and Cold Communication Activity (7 minutes)

Setup:

• Pupils pair up. One child is the “mover,” the other is the “instructor.”
• "Mover" closes eyes or covers them; instructor gives simple movement instructions (e.g. “take three big steps forward,” “touch the ground with your right hand”).
• The aim is to get hot (very close) or cold (far away) to an object or point in the space based on instructions.

Key teaching points:

• Emphasise clear, simple, directional instructions.
• Swap roles after 3 minutes so everyone practices both giving and following instructions.

Curriculum focus: Enhance clarity in communication and teamwork during physical activity.

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3. Introduction to Ball Control & Long Barrier Fielding (5 minutes)

Teacher Demonstration:

• Explain today’s focus: using hand and leg positioning to control and stop the ball, focusing on long barrier fielding.
• Ask pupils to split into groups of 3, each group with 1 ball.
• Position pupils in a triangle, demo rolling the ball between players:
  • Hold the ball in the writing hand.
  • Step forward with the opposite leg to that hand.
  • Point the free hand (non-rolling hand) towards where you want the ball to go.
  • Demonstrate standing position rolling; remind them not to knee down or pat the ball lightly along the floor.
  • Emphasise that the ball should be rolled gently and accurately to their group mates, never hard or knocking the ball away.

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4. Guided Practice - Rolling and Communication (10 minutes)

• Groups practice rolling the ball in triangles.
• Circulate, giving feedback on posture, hand/leg positioning, and communication (e.g. calling “ready” before rolling).
• Encourage children to watch carefully and give descriptive instructions like “Roll it slowly to your right” or “I’m moving in to stop it.”

Assessment: Teacher uses observational assessment, noting pupils who consistently use correct technique and communicate effectively.

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5. Long Barrier Fielding Explanation & Practice (10 minutes)

Whole class activity:

• Explain what happens if we try to field standing feet apart and miss the ball – it will roll through. Ask pupils how to stop that.
• Show how putting knees together is insufficient to stop the ball fully.
• Demonstrate long barrier position: turn sideways, put back knee down, create a wide fielding area with hands. Explain with visual aid if possible (a poster or demonstration).
• Pupils remain in same space with their groups. One member rolls the ball out while another moves to stop it using the long barrier.

Emphasise:

• Keeping heads up and eyes on their own ball only.
• Moving early to get in position.
• Using the long barrier on either side of the body (practice both left and right).

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6. Cool Down and Reflection (5 minutes)

Cool-down activity:

• Gather pupils back in a circle. Lead slow stretching focusing on legs, arms, and core.
• Reflection discussion:
  • “What was easiest about rolling and stopping the ball today?”
  • “Why is it important to give clear instructions to your partners?”
  • “How did moving like the characters in warm-up prepare your body?”

Curriculum focus: Cool down to safely lower heart rate, and develop social and communication skills through reflection.

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Assessment & Differentiation

• Formative assessment: Teacher observes pupil participation and skill execution during group rolling and long barrier practice.
• Peer assessment: Pupils provide positive feedback to their partner’s communication and technique.
• Differentiation:
  • Support: Some pupils may use larger balls or smaller rolling distances.
  • Extension: More confident pupils practice rolling and fielding with increased speed or under time pressure, or attempt to give multi-step instructions during the “hot and cold” activity.

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Safety and Organisation Considerations

• Space pupils evenly to prevent collisions during rolling and fielding.
• Use soft, light balls to minimise injury risk.
• Remind pupils to be aware of others around them and not to roll balls too hard.

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This lesson encourages physical skill development alongside communication and teamwork skills, embedding fundamentals of invasion and fielding games in an engaging, conceptually rich way that is perfectly suited for Years 2 and 3 and meets the National Curriculum standards fully.