Mini Minds Hub · Free printable
Obstacle Course Plan Garden: Free Printable Planner for Reception
- ForReception
- StageEarly Years
- CostFree
- FormatPrintable PDF
Obstacle Course Plan Garden is a free printable planner for Reception (ages 4 to 5). Children plan a garden course and draw each stop, from Start to Finish, with a jump and a crawl along the way. It needs only a pencil. Page 2 gives the grown up notes on how to use the sheet, help for children who find it hard, and a stretch idea.
It comes from the Mini Minds Hub, the free library of printables from Jaques of London, the British games and toy company that has been making games for families since 1795. Print both pages, give page 1 to your child and keep page 2 for yourself. Black and white printing works well.
What is on the sheet
Children plan their own garden obstacle course on page 1. The sheet has boxes for drawing or notes, and the stops are named Start, Jump, Crawl and Finish. Children decide what each stop will look like in their garden, draw it, and say how they will move there. Then a grown up helps set up the course and checks that it is safe.
- Start
- Jump
- Crawl
- Finish
Setting up the real course
Choose the space
Pick a flat, open part of the garden. Look at the grass, paths and edges together. An adult clears away anything sharp, hard or wobbly before play starts.
Mark the stops
Use cones, a rope laid flat on the ground, or chalk to show where each stop is. Match the marks to your child's drawing so they can see their plan become real.
Use what you have
A cushion, a low box or a line of soft toys can make a stop. Keep every item light, stable and easy to move. An adult decides what is safe to use.
Walk it first
Walk through the course slowly before anyone moves fast. Say each stop aloud. Change anything that feels too tight, too slippery or too crowded.
Why plan before you move?
Gross motor skills use the big muscles of the arms, legs and body. Jumping, crawling, running and balancing all help build them. In the Early Years Foundation Stage, physical development includes gross motor skills, and children in Reception often love using their whole bodies outdoors. An obstacle course gives them a reason to move in many different ways.
Planning adds thinking to the moving. A child has to choose an order, picture each move and explain it to someone else. Drawing the plan shows that a picture can stand for something real. When the course is built, children can compare what they imagined with what actually happened, and change their minds.
A grown up sets up the course and checks that it is safe before any child starts. Choose a clear, flat space. Remove anything sharp, hard or unstable. Keep children in view the whole time, and keep the course away from water, roads and anything hot.
Skills and curriculum link
- Planning
- Gross motor skills
- Putting things in order
- Talking about ideas
- Drawing a plan
- Moving safely
This sheet supports the area below. It is matched to the published England framework. Please check it against your own school plan.
| Framework | Subject or area | Strand | Year |
|---|---|---|---|
| Early Years Foundation Stage | Physical Development | Gross Motor Skills | Early Years |
What children will be able to do
- I can plan a course with different moves.
- I can jump, crawl and balance safely.
- I can tell a friend how to do my course.
Helping with physical development
- Big movementsJumping, crawling and balancing use the large muscles of the body. Children get stronger and more confident with short, regular practice.
- Order mattersA course has a first stop, a next stop and a last stop. Talking about what comes first and next helps children think in sequence.
- Talk it throughWhen children say what they will do at each stop, they link words to actions. This helps them remember the plan.
- Safe choicesChildren can learn to look at a space and think about what could go wrong. An adult still makes the final safety checks.
Key words
- PlanAn idea of what you will do before you do it.
- ObstacleSomething you have to go over, under, through or around.
- CourseThe path you follow from the start to the finish.
- CrawlMove along the ground on your hands and knees.
- JumpPush off the ground with your feet and land again.
- SafeNot likely to hurt you or anyone else.
How to use it
- Print both pages. Page 1 is for your child. Keep page 2 for the grown up.
- Look at the stops on page 1 together. Talk about what a jump stop and a crawl stop could be in your garden.
- Let your child draw or write their ideas in the boxes. Ask what they will do at each stop.
- A grown up sets up the course and checks that it is safe. Then your child tries it, following their plan.
- Come back to it another day. Change the plan, or make a new one. Repeating a familiar activity builds confidence.
Help, stretch and game ideas
If it feels too hard
Ask your child to say what they will do at each stop before they draw. Try one stop at a time. Let them point to the garden and show the move first. A simple drawing or a few marks in the box is fine.
To stretch confident children
Add a balance stop to the course. Ask your child to draw it and explain how they will keep steady. They could also decide where it should go, and say why that place works best.
Make it a game
Time how long it takes to go round the course. An adult holds the timer and keeps everyone safe. Take turns, then change one stop and time it again. Talk about whether the change made the course quicker or slower.
Talk about it
- Where does your course start, and where does it finish?
- What move comes first, and what comes next?
- What could you use in the garden for the crawl stop?
- How could you make one part of the course harder?
- How will you keep yourself and your friends safe?
- If you could add one new stop, what would it be?
Take it off the page
Chalk course
On a dry path, an adult helps draw a trail of chalk marks. Your child follows it with different moves, such as hopping, tiptoeing or stepping wide.
Indoor tunnel
Build a crawling tunnel with a table and a blanket. Check that it is stable and the floor is clear. Your child plans a short course around it.
Teach a friend
Your child explains their course to a family member and shows each move. The listener tries it and says what they liked.
Who it is for
Parents
Sit with your child for the first go and let them lead. Ask about each choice. You set up the real course and check it is safe. Keep it playful, and praise their effort and ideas.
Teachers
Use it as a starter before outdoor play, a plenary after a PE session or a table activity. It supports the Gross Motor Skills strand of Physical Development. Children can swap plans and try each other's courses with adult supervision.
Home educators
Pair it with garden play, books about movement and everyday talk. Let siblings plan a course together and compare ideas. Print it again later to make a new plan with different stops.
Where this fits in
Before this sheet, children explore movement through play. They run, climb, jump and crawl, and they start to notice how their bodies move. Talking about what they are doing helps them find words for actions.
After this sheet, children can plan longer routes, add more stops or take turns leading a game for others. They can also begin to think about rules and fairness. These skills build towards team games and PE lessons later in school.
Check it worked
Ask these when the sheet is finished. Listen for the reasoning, not just the answer.
- What move comes first in your course, and what comes next?
- How could you make one part of the course harder?
- How do you keep yourself and your friends safe on the course?
Questions parents and teachers ask
- What age is Obstacle Course Plan Garden for?
It is written for Reception, ages 4 to 5, in the Early Years Foundation Stage. Younger children can join in with help, and older children can add extra stops or explain their plan in more detail.
- What will children practise?
They practise planning a course using movements such as jumping and crawling. They also draw their ideas, put the stops in order and talk about what they will do. The real course then gives them a chance to move.
- Who sets up the course?
A grown up sets up the course and checks that it is safe. Children can help choose where things go and talk about their plan. The adult decides what to use and stays with the children while they play.
- What if it feels too hard?
Start by saying what you will do at each stop, before drawing anything. Try one stop at a time. Simple pictures or marks in the boxes are fine. You can always come back to the sheet another day.
- How long does it take?
It depends on the child. Some will draw quickly and want to move at once. Others will enjoy talking about each stop. Let your child set the pace, and stop and return later if they lose interest.
- Is this a screen free activity?
Yes. It needs only paper and a pencil for the planning, and then the garden for the moving. It works well for a rainy day, a quiet moment or a sunny afternoon. It gets children talking, drawing and moving.
- Can teachers and home educators use it?
Yes. Teachers can use it as a starter, plenary or table activity. Home educators can use it alone or as part of a wider plan. It is free to print again for brothers, sisters or another go.
Preview the full PDF
Made by Jaques of London, making games for families since 1795. A printable supports classroom learning and does not replace a teacher.