Lesson 3 - Hopping Skills and Space Awareness
Animal Movement Exploration
•Nursery
•Fundamental Movement Skills
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we hop like different animals while staying safe and sharing our space?
Learning Objectives
- To develop hopping skills on both legs with control and balance
- To negotiate space safely and successfully around equipment and other children
- To understand and follow simple rules while sharing equipment and taking turns
Key Outcomes
- Children will hop on either leg with improved balance and control
- Children will move safely through obstacles without colliding
- Children will demonstrate good sharing and turn-taking behaviours
Equipment & Resources Required
Arranged in pairs as 'gates' throughout activity area
Alternative: Beanbags, plastic cups, or marker spots
Can be used instead of or with cones for hopping targets
Alternative: Chalk circles or masking tape X marks
Placed in four corners of activity area
Alternative: Coloured mats or large laminated paper circles
Placed in centre circle as 'dinosaur eggs'
Alternative: Soft balls, foam blocks, or stuffed animals
Key Vocabulary
Jumping forward on one foot and landing on the same foot
Staying steady and not falling over when moving
The area around you where you can move safely
Waiting for someone else to finish before you start
Using your arms and body to help you stay steady
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping with two feet
- Walking and running with confidence
- Following simple movement instructions
Current Skills
- Hopping on one foot with control
- Changing hopping leg when needed
- Moving safely around obstacles
Next Steps
- Combining hopping with other movements
- Hopping games with more complex rules
- Partner and team hopping challenges
Milestone Indicators
Key Teaching Points
- Hopping uses one foot for take-off and landing on the same foot
- Arms swing forward and backward to provide balance and power
- Lean slightly forward when hopping for better control and momentum
- Bend knees on landing to absorb impact and maintain balance
- Practice on both legs to develop bilateral coordination
- Maintain spatial awareness to avoid collisions with others
- Progress from stationary hopping to moving through space
Common Misconceptions
- Thinking hopping is the same as jumping - emphasise one foot vs two feet
- Believing one leg is 'wrong' for hopping - encourage practice on both sides
- Assuming faster hopping is better - focus on control and technique first
- Forgetting that arms help with balance - demonstrate and practice arm movement
- Not understanding the importance of soft landings - model and practice knee bending
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement breaks, use clear physical boundaries, offer leadership roles for engagement
dyspraxia
- Use larger, softer equipment, provide extra demonstration time, break skills into smaller steps, offer physical support for balance
autism spectrum
- Provide clear structure and routine, use visual schedules, create quiet retreat area, prepare for sensory considerations with equipment textures
visual impairment
- Use bright coloured equipment, provide verbal descriptions of activities, establish tactile boundaries, assign peer buddy for guidance
hearing impairment
- Use visual demonstrations, hand signals for instructions, written/picture cards for game rules, ensure clear sight lines to teacher
physical disability
- Offer seated hopping alternatives, use stable chairs for balance support, modify distances and equipment heights, provide assistance as needed
Cross-Curricular Links
Maths
Counting gates in hopping course, counting team collections in dinosaur egg game, simple addition of team scores
Science
Understanding balance and forces, learning about leg muscles and movement, exploring gravity in hopping actions
Geography
Directional language (forward, backward, left, right), spatial awareness, navigation through obstacle courses
PSHE
Turn-taking, sharing equipment, teamwork, resilience when facing challenges, celebrating others' achievements
Teacher Guidance
Positioning
Stay on perimeter of activity area for maximum visibility, move position regularly to observe all children, position near challenge areas
Observation Focus
Monitor hopping technique, balance control, spatial awareness, and social interactions during games
Intervention Points
Step in when technique becomes unsafe, support children struggling with balance, redirect over-excited behaviour during games
Demonstration Notes
Use slow-motion demonstrations for technique, exaggerate arm movements for clarity, show both correct and incorrect examples when safe to do so
Verbal Cues
- •'Same foot up, same foot down!'
- •'Use your arms for balance!'
- •'Soft landings with bendy knees!'
- •'Find your space and stay safe!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear area for movement activities, plus separate circle area for introduction/cool-down
Surface Check
Dry, level surface free from obstacles, adequate grip for hopping activities without slipping
Equipment Safety
Safety Checks
- •Check cones are stable and have no sharp edges or cracks
- •Ensure beanbags are properly filled and seams intact
- •Verify hoops lie flat and are not torn or damaged
- •Confirm all equipment is age-appropriate size
Risk Management
Key Risks
- •Falls due to loss of balance during hopping
- •Collisions when children move to same area simultaneously
- •Fatigue leading to decreased control and increased fall risk
- •Over-excitement during games leading to unsafe behaviour
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Progressive skill building from static to dynamic hopping
- •Adequate rest periods between high-intensity activities
- •Clear rules about safe movement during games
- •Teacher positioned for maximum supervision of activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all children during activities
- •Move around perimeter during games to monitor behaviour
- •Stay close to challenge activities that may cause balance issues
- •Maintain proximity to children who struggle with coordination
Emergency Procedures
Stop activity immediately with freeze command if unsafe behaviour observed, assess any injuries calmly, provide appropriate first aid or seek additional support as needed