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Lesson 6 - Galloping & Object Skills

Animal Movement & Spatial Skills

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Reception

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Fundamental Movement Skills

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45 min

Big Question

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

Cones

20-30

Used for boundaries and relay markers

Alternative: Hoops, markers, or spots

Balls

30 (one per child initially)

Various colours if possible for identification

Alternative: Small soft balls, scarves

Soft Dodgeballs

Must be soft for safe underarm throwing

Alternative: Foam balls, bean bags for throwing

Key Vocabulary

Galloping

A forward sliding movement where the same leg always leads

Lead leg

The leg that stays in front during galloping movement

Object manipulation

Moving or controlling objects while performing other movements

Spatial awareness

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

Maintains galloping rhythm for 10+ seconds

Successfully changes lead leg on command

Demonstrates spatial awareness during games

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