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Lesson 3 - Hopping Skills and Space Awareness

Animal Movement Exploration

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Nursery

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Fundamental Movement Skills

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30 min

Big Question

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

Cones

20-25

Arranged in pairs as 'gates' throughout activity area

Alternative: Beanbags, plastic cups, or marker spots

Mats

20-25

Can be used instead of or with cones for hopping targets

Alternative: Chalk circles or masking tape X marks

Hoops

6-8

Placed in four corners of activity area

Alternative: Coloured mats or large laminated paper circles

Balls

30-40

Placed in centre circle as 'dinosaur eggs'

Alternative: Soft balls, foam blocks, or stuffed animals

Key Vocabulary

Hopping

Jumping forward on one foot and landing on the same foot

Balance

Staying steady and not falling over when moving

Space

The area around you where you can move safely

Take turns

Waiting for someone else to finish before you start

Counterbalance

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

Can hop 5+ times on each foot without stopping

Maintains balance when changing hopping leg

Shows spatial awareness in group activities

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