Lesson 6 - Galloping & Object Skills
Animal Movement & Spatial Skills
•Reception
•Fundamental Movement Skills
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How can we move like different animals and why is galloping such a special way to travel?
Learning Objectives
- Develop galloping technique with both legs as lead leg
- Manipulate objects whilst maintaining galloping rhythm
- Show safety awareness when tackling movement challenges
Key Outcomes
- Students will gallop confidently with either leg leading
- Students will demonstrate object manipulation while galloping
- Students will make safe decisions during movement activities
Equipment & Resources Required
Used for boundaries and relay markers
Alternative: Hoops, markers, or spots
Various colours if possible for identification
Alternative: Small soft balls, scarves
Must be soft for safe underarm throwing
Alternative: Foam balls, bean bags for throwing
Key Vocabulary
A forward sliding movement where the same leg always leads
The leg that stays in front during galloping movement
Moving or controlling objects while performing other movements
Understanding where you are in relation to others and objects
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jumping movements
- Following simple movement instructions
- Understanding personal space
Current Skills
- Galloping with consistent lead leg
- Object manipulation during locomotion
- Safety awareness in movement
Next Steps
- Combining galloping with directional changes
- Advanced object manipulation skills
- Leadership roles in movement games
Milestone Indicators
Key Teaching Points
- Galloping is a sliding movement with the same lead leg throughout
- Safety awareness is crucial - children must respond immediately to stop commands
- Focus on technique development before adding speed or complexity
- Object manipulation comes only after galloping mastery
- Positive reinforcement encourages all children regardless of ability level
- Games should maintain focus on galloping technique, not just winning
- Self-assessment helps children understand their own learning journey
Common Misconceptions
- Galloping is the same as running - correct by emphasising the sliding, lead leg concept
- You must gallop fast - emphasise control and technique over speed
- Both legs should alternate like running - reinforce that same leg always leads
- Only athletic children can gallop well - show that it's about practice, not natural ability
- Games are about winning - redirect focus to skill development and fair play
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks and positive reinforcement
dyspraxia
- Slower demonstrations, break down movements into smaller steps, extra practice time
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use verbal descriptions of movements, provide physical guidance, partner support system
hearing impairment
- Clear visual demonstrations, hand signals for stop/start, written instruction cards
physical disability
- Adapt galloping to seated position, modify activities for wheelchair users, focus on arm movements
Cross-Curricular Links
Maths
Counting galloping steps, sequencing coloured cones, spatial concepts like 'in front' and 'behind'
Science
Understanding how legs work together, balance and coordination, animal movement patterns
Geography
Directional awareness, following pathways, understanding spatial relationships
PSHE
Teamwork during partner activities, fair play in games, resilience when learning challenging skills
Teacher Guidance
Positioning
Stand where all children can see demonstrations, move to corners for activity observation
Observation Focus
Watch for consistent lead leg, spatial awareness, and response to instructions
Intervention Points
["Step in if galloping technique is unsafe", "Support children struggling with lead leg concept", "Manage games to ensure fair play and safety"]
Demonstration Notes
Always demonstrate galloping slowly first, emphasise the lead leg concept clearly, show both lead legs for advanced children
Verbal Cues
- •'Same foot leads - like a captain!'
- •'Smooth galloping, not rushing!'
- •'Eyes up, look for safe spaces!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear space for galloping activities
Surface Check
Ensure dry, even surface free from hazards, suitable for dynamic movement
Equipment Safety
Safety Checks
- •Check bean bags are soft and in good condition
- •Ensure sponge balls are soft and appropriate for gentle throwing
- •Verify cones are stable and have no sharp edges
Risk Management
Key Risks
- •Collisions during galloping activities
- •Falls when changing direction or stopping suddenly
- •Overexertion during sustained galloping
Risk Mitigation
- •Establish clear boundaries and movement pathways
- •Teach and practice immediate stop commands
- •Ensure adequate spacing between children throughout activities
- •Progressive skill building from slow to faster movements
- •Clear rules about safe throwing in Boulder game
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during galloping activities
- •Monitor for signs of fatigue or overexertion
- •Watch for unsafe play during partner activities
- •Ensure giants in Boulder game follow underarm throwing rules
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, comfort distressed children