Lesson 3 - Hopping and Balance Control
Animal Movement & Spatial Skills
•Reception
•Fundamental Movement Skills
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How can we use one foot to move like animals and keep our balance?
Learning Objectives
- To develop single-leg hopping skills with control and balance
- To explore hopping in different directions and with variations
- To demonstrate safe movement and spatial awareness during activities
Key Outcomes
- Students will hop confidently on either leg with good technique
- Students will negotiate space safely while hopping
- Students will understand and follow game rules and equipment sharing
Equipment & Resources Required
Arranged in pairs for gates and boundary markers
Alternative: Bean bags, markers, chalk circles
Paired with cones for hopping gates
Alternative: Chalk marks, tape crosses
Placed in corners of activity area
Alternative: Coloured mats, chalk circles
Used as 'dinosaur eggs' in centre circle
Alternative: Soft balls, foam blocks
Key Vocabulary
Moving by jumping on one foot repeatedly
Staying steady and not falling over
Using arms and free leg to help stay balanced
Knowing where you are in space and avoiding others
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can balance on one foot briefly
- Can jump with two feet together
- Understands basic movement vocabulary
Current Skills
- Single-leg hopping with balance
- Directional hopping (forwards, backwards, sideways)
- Spatial awareness while moving
Next Steps
- Hopping sequences and patterns
- Hopping over obstacles
- Combining hopping with other movements
Milestone Indicators
Key Teaching Points
- Hopping uses one foot for takeoff and landing on the same foot
- Arms and free leg provide counterbalance and forward momentum
- Slight forward lean and knee bend on landing ensures control
- Spatial awareness prevents collisions and maintains safety
- Practice on both legs develops balanced coordination
- Game rules and equipment sharing develop social skills
- Different directions challenge balance and coordination differently
Common Misconceptions
- Using both feet (jumping) instead of single foot hopping
- Thinking hopping should be easy on both legs immediately
- Believing speed is more important than control and technique
- Not understanding that arms help with balance and power
- Expecting to master all directions equally quickly
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use immediate positive feedback
dyspraxia
- Simplify movements initially, provide additional demonstration, allow extra practice time
autism spectrum
- Provide clear visual schedule, allow sensory breaks, establish calm routines and predictable structure
visual impairment
- Use textured markers for boundaries, provide audio cues for directions, buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for commands, written instruction cards
physical disability
- Modify to seated hopping movements, use upper body variations, adapted equipment as needed
Cross-Curricular Links
English
Following multi-step instructions, vocabulary development, listening and responding skills
Maths
Counting gates in hopping course, team egg collection totals, understanding of directions and spatial concepts
Science
Balance and forces in hopping, how the body works during exercise, understanding of push and pull forces
Geography
Directional vocabulary (forwards, backwards, sideways), spatial awareness and navigation
PSHE
Teamwork and cooperation, taking turns, perseverance when facing challenges
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally during demonstrations
Observation Focus
Watch for correct single-foot takeoff and landing, arm movement for balance, spatial awareness
Intervention Points
Step in if students show poor balance control, guide technique development, manage fatigue levels
Demonstration Notes
Always demonstrate slowly first, then at normal speed. Show common mistakes and corrections. Use students as positive examples when appropriate.
Verbal Cues
- •'One foot takeoff, same foot landing!'
- •'Use your arms to help balance!'
- •'Lean slightly forward, bend your knee!'
- •'Find your space and stay safe!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area with 2m boundary clearance
Surface Check
Dry, even surface free from obstacles, suitable for repeated hopping
Equipment Safety
Safety Checks
- •Check cones are stable and have no sharp edges
- •Ensure bean bags are soft and securely filled
- •Verify hoops lie flat and won't create trip hazards
Risk Management
Key Risks
- •Loss of balance leading to falls
- •Fatigue affecting hopping leg control
- •Collisions during games and activities
Risk Mitigation
- •Establish clear boundaries and spatial awareness
- •Monitor for fatigue and provide rest breaks
- •Ensure adequate spacing during all activities
- •Teach safe falling techniques if balance is lost
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during directional hopping
- •Monitor technique closely to prevent poor habits
- •Watch for signs of fatigue in supporting leg
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, provide appropriate support and comfort