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Patterns and Pathways

As we apply our skills

Activity
Physical Activity Provider Card
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Dragon Multi-skills

Let's Play

  • Eight children in each ‘garden’.
  • Work together to make a series patterns and pathways on the floor that they have to follow.
  • Patterns/pathways made using throw-down markers, chalk, cones or skipping ropes, ladders, etc.
  • Patterns are for specific foot patterns, for example 2 on/in, 2 off/out. Pathways are for routes to be followed no matter what foot pattern is used, e.g. figure of 8, letter ‘W’, slalom course, bends and straights, etc.
  • Aim to complete the course as quickly as possible and as accurately as possible.

Safety & Organisation

Ensure:

  • surface is safe and free from obstructions
  • the children stay within their ‘garden’
  • large runoff areas in between ‘gardens’
  • zones for less ambulant or wheelchair users as appropriate
  • high-contrast markers for visually impaired

Opportunities to

  • develop ‘fast feet’
  • develop agility, balance, co-ordination
  • develop speed and stamina
  • show improved co-ordination and control across a range of activities
  • sustain activity over appropriate periods of time
  • describe how they feel doing different activities and show some understanding of the importance of physical activity to health, fitness and well-being

Questions

  • What did you think about to help you do this activity quickly?
    – What else could you think about to help you next time?
  • Which was the hardest section to do?
  • Which skills are you going to practise to help you go faster next time?
  • Why are activities like these important to your health?

Changes to the activity

Change the:

  • Space

    • pathways – easier / more complex, shorter/longer, bigger/smaller, etc.

  • Task

    • patterns – easier / more complex, shorter/longer.
    • way of travelling, e.g. backwards, sideways, etc. or add in a ball to dribble with hands, feet or with a ball and stick, etc. Use markers/cones as visual cues to slow down, speed up, backwards, dribble, etc.
    • activities in the course so have to do other things like hold balances, score goals, do maths calculations, spell words, complete puzzles, etc. Think ‘Biathlon’ – fast long cross-country skiing then aiming/concentration activity.

  • Equipment

    • vary the equipment used

  • People

    • way the course is completed, e.g. work in pairs, one behind the other, or mirroring; consider using music
    • leader – take turns to teach or coach someone else and help them improve