YEAR 1 - Fundamental Movement Skills
Get Active – Active Tag
Setup: Children play inside a marked area with at least two taggers, each holding a different piece of equipment: one with a netball, the other with a rugby ball.
Tag Outcomes: If tagged by the netball, the child goes to Corner A and completes 5 reps of Exercise A (e.g. star jumps). If tagged by the rugby ball, the child goes to Corner B and completes 5 reps of Exercise B (e.g. lunges).
After completing the reps, the child re-enters the game.
Rotation: Rotate taggers regularly to ensure equal participation.
S – Adjust corner zones’ distance to match stamina levels; use cones or mats to clearly define tagging and exercise zones.
T – Modify exercises – e.g. substitute squat jumps with seated knee raises, or press-ups with chest push against a wall – for accessibility.
E – Use soft, age-appropriate balls; label corners with visual icons matching the exercise.
P – Assign roles strategically to balance abilities; model both tagging and exercise sequences with demonstration teams.
SEND Adaptations
Visual Guidance: Post corner-cards displaying both the ball type and corresponding exercise with accessible imagery.
Adapted Exercises: Offer seated or modified versions (e.g. half burpees, supported lunges) for pupils with differing mobility needs.
Safe Tag Alternatives: Use gentle touches, beanbags, or cloth strips instead of ball tags for sensory-sensitive pupils.
Role Variation: Allow some pupils to rotate into helper roles (e.g. timekeeper or corner coach) if needed.
Clear Rules & Modelling: Guide children through the flow using straightforward language, gestures, and a step-by-step visual flowchart on the wall.
Flexible Timing: Permit extra rest or quicker returns based on stamina and attention level, using a visual timer or cue.
Athletic Development – Rainbow Dash
Divide children into two teams: Team Red: touches only red cones. Team Blue: touches only blue cones.
On "Go!", children move around using different locomotor skills (running, hopping, skipping, etc.) as chosen by the teacher.
Children must touch as many cones of their team’s colour as possible, but cannot touch the same cone twice in a row.
The teacher can change the movement type during play to keep children engaged (e.g. “Now hop!” or “Tiptoe!”).
S – Use cones in clusters for children needing less travel distance.
T – Let children work in pairs.
E – Use large, bright cones for visibility.
P – Pair children with buddies for teamwork and guidance.
SEND Adaptations
Let children sit and reach to touch cones if needed.
Simplify the game: allow touching any red or blue cone with no restriction.
Use a timed round with a visual or audio cue to mark the end (e.g. bell, timer).
Use clear visual cards for movement types (e.g. 🏃 = run, 🐸 = hop, 🚶 = walk).
Allow some children to act as cone counters or helpers if they don’t want to move actively.
Skill 1 – Lightning Lanes
Children in small teams, each with a zig-zag path of cones/floor spots (laid diagonally).
A pile of cones is set at the far end of the area.
On “Go!” → first child in each team runs the zig-zag path, changing direction quickly at each cone/spot, and then collects one cone from the far pile.
Children run straight back to their team.
Next child repeats until all cones are collected or the teacher calls time.
Team with the most cones = winner.
S – Shorter zig-zag for beginners, longer/more cones for challenge.
T – Non-competitive option: whole class collects cones to “fill the team’s treasure chest.”
E – Use beanbags instead of cones at the collection end.
P – Mixed-ability groupings so all children succeed.
SEND Adaptations
Physical disabilities: Shorten distance; wheelchair users weave around wider-placed cones. If weaving isn’t possible, allow straight-line sprints.
Coordination needs: Reduce number of zig-zags; place cones further apart for smoother turns.
Visual impairments: Use bright/high-contrast cones or tactile markers. Provide a guide buddy if needed.
Cognitive/attention difficulties: Use a storytelling theme (“zig-zag through the forest to collect treasure”) to maintain focus. Limit number of cones to reduce overload.
Confidence/anxiety: Play cooperatively — focus on “collecting all the treasure together” rather than racing.
Skill 2 – Catch Me If You Can
SEND Adaptations
Adjust chasing format – e.g. rolling a ball to tag rather than physically tapping.
Encourage turn-taking with visual cues (e.g. passing a baton or soft toy to show whose turn it is).
Let children opt in to the role they feel comfortable with (e.g. starter, helper, runner).
For those who may find being “out” upsetting, create a role switch instead: “If you're tapped, become a helper or join the middle square with a task like clapping or counting.””
Catch the person in front, tap them, and continue chasing the next person while avoiding being caught.
Step into the middle of the square and wait for the activity to end.
Be the last child standing or the only one remaining after one minute.
S – Increase size of square = easier to avoid being caught.
T – Simplify: children only chase one person, not multiple.
E – Use bibs or bands for easy identification of who’s “out.”
P – Smaller groups = more space, less pressure.
Game - Rats & Rabbits
Children work in pairs, and each wears a bib tucked into the back of their shorts like a tail.
A cone is placed between each pair.
Another cone is placed 10 metres to the left and right of the central cone.
One child is the Rat, the other is the Rabbit.
The teacher leads with a round of “Heads, Shoulders, Knees and Toes” to focus attention.
After a few rounds, the teacher suddenly calls either "Rats!" or "Rabbits!".
The named animal must run toward their cone, trying to escape.
The other child must chase and try to grab their tail (bib) before they reach safety.
S – Shorten the running distance (e.g. 5 m) for children with reduced mobility.
T – Remove the tail-pulling and just race to the cone for a simpler version.
E – Use coloured cones to help children remember their direction.
P – Adult pairs with child if 1:1 support is needed.
SEND Adaptations
Use animal picture cards or visual signs for “Rat” and “Rabbit” to support the call-out.
Allow running without a tail and simply tag the other player.
Provide clear visual start/stop cues (e.g. raise red paddle to pause, green to go).
Use gentle language: “Let’s play a chase game” instead of emphasising “pulling” a tail.
Emphasise fun over winning — praise both the runner and chaser.
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