Gross Motor Skill Circuit
Level 3 promotes critical thinking and personal responsibility. 'Gross Motor Skill Circuit' strengthens reasoning about health and safety decisions.
- Framework: EYFS
- Unit: EYFS Health, Safety and Hygiene
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Analyse health decisions
- Justify reasoning
- Extend with writing or data tracking
Instructions
Materials
- Masking tape for floor markings
- Six plastic cones
- Three balance beams or flat wooden planks
- Four hula hoops
- Bean bags for balancing
- Stopwatches for timing
Learning Objectives
- Demonstrate improved balance by walking heel to toe along a raised beam.
- Navigate a multi-step obstacle course while maintaining controlled movement.
- Coordinate body movements to jump into hoops without touching the edges.
- Follow complex, multi-step directions in a sequence.
Step-by-Step Instructions
1. Clear a large space in the classroom or outdoor area to set up the circuit.
2. Place the masking tape in a zigzag pattern on the floor for a line-walking exercise.
3. Set up the balance beams in a row, ensuring they are stable and low to the ground.
4. Arrange the hula hoops in a line, alternating between single hoops and pairs to encourage jumping variety.
5. Place the cones at the end of the circuit to serve as a slalom path for running.
6. Gather the children and demonstrate each station, emphasizing the importance of safety and waiting for the person in front to finish.
7. Instruct the children to carry a bean bag on their heads during the balance beam portion to increase the challenge.
8. Allow children to complete the circuit individually, encouraging them to focus on precision rather than speed.
9. Use the stopwatch to help children track their own progress if they wish to attempt the course multiple times.
10. Conclude the activity by discussing which part of the circuit felt the most difficult and why.
Educator Tip
To differentiate this activity, add a cognitive layer by asking children to perform a specific action at each cone, such as reciting a letter sound or naming a healthy food. If a child struggles with balance, provide a hand for support or place the beam directly on the floor to lower the centre of gravity.
Assessment
- Observe if the child maintains balance without stepping off the beam.
- Record the child's ability to sequence the circuit stations correctly without teacher prompts.
- Note the child's spatial awareness when jumping into hoops.
Educator tip
Use simple rubric; insist on justification; allow multiple correct solutions; support with exemplars/word banks.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Rubric: reasoning, clarity, independence.