Lesson 2 - Moving Through Hoops
Body Awareness & Creative Move
•Reception
•Fundamental Movement Skills
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How can we move our bodies in different ways to travel through hoops?
Learning Objectives
- Develop coordination and spatial awareness when moving through hoops
- Practice working cooperatively with a partner to achieve movement goals
- Explore different pathways and movements through varying hoop positions
Key Outcomes
- Students will successfully move through hoops using at least 3 different methods
- Students will work safely and supportively with a partner during hoop activities
- Students will demonstrate improved balance and control when moving through confined spaces
Equipment & Resources Required
Distribute around space with different sizes available for each pair
Alternative: Large cardboard circles, rope circles, or masking tape circles on floor
Spread evenly around hall with adequate space between each mat
Alternative: Marked floor spaces with tape or cones
For Sun children in warm-up game
Alternative: Yellow scarves, yellow bean bags, or yellow bibs
Available at side of hall for challenge variations
Alternative: Small soft toys, scarves, or juggling balls
Key Vocabulary
Keeping your body steady and not falling over
Making different parts of your body work together smoothly
The route or direction you take when moving
Someone you work with to help each other learn
Keeping something still and not wobbly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and body control
- Understanding of personal space and safe movement
- Simple partner work and taking turns
Current Skills
- Coordinated movement through confined spaces
- Cooperative partner work with equipment
- Balancing and controlled body movements
Next Steps
- Moving through obstacle courses with multiple equipment
- Advanced partner and group coordination activities
- Complex pathways and directional movements
Milestone Indicators
Key Teaching Points
- Always emphasise slow, controlled movements over speed
- Model and encourage positive partnership behaviours throughout
- Celebrate effort and problem-solving, not just successful outcomes
- Use the hoop as a focus for spatial awareness and body control
- Provide clear, step-by-step instructions with demonstrations
- Monitor energy levels and adjust activities to maintain engagement
- Create opportunities for children to make movement choices and express creativity
Common Misconceptions
- Misconception: 'Faster movement is better' - Correction: Demonstrate how slow, controlled movement shows more skill
- Misconception: 'I can't do it because the hoop is too small' - Correction: Show how different body positions can solve the problem
- Misconception: 'My partner isn't holding it right' - Correction: Teach communication skills to work together effectively
- Misconception: 'It's too hard so I won't try' - Correction: Break task into smaller, achievable steps and celebrate attempts
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, allow movement breaks, give clear boundaries and expectations
dyspraxia
- Use larger hoops for easier target, break movements into smaller steps, provide additional practice time, offer hand-over-hand guidance if needed
autism spectrum
- Provide visual schedule of activities, offer quiet retreat space if needed, use clear, consistent language, allow extra processing time
visual impairment
- Use brightly coloured hoops, provide verbal descriptions of demonstrations, pair with sighted buddy, ensure clear pathways
hearing impairment
- Use visual signals and demonstrations, provide written instruction cards with pictures, ensure child can see teacher's face for lip reading
physical disability
- Adapt hoop sizes and heights to ability, allow seated variations of movements, use wheelchair-accessible hoops, provide additional adult support
Cross-Curricular Links
Science
Understanding forces when moving through hoops, exploring balance and gravity, discussing how muscles work during movement
PSHE
Developing cooperation and turn-taking skills, building resilience when tasks are challenging, celebrating effort and achievement
Teacher Guidance
Positioning
Move around the space to observe all children, position where you can see potential safety issues
Observation Focus
Watch for balance and coordination, note cooperation levels, assess individual confidence
Intervention Points
Step in if partnerships aren't working effectively, support children who are struggling with balance, redirect energy levels if becoming too high
Demonstration Notes
Always demonstrate movements slowly and clearly, show both successful attempts and how to recover from mistakes, model positive partnership behaviour
Verbal Cues
- •'Slow and steady wins the race!'
- •'Hold that hoop like it's made of glass!'
- •'Plan your route before you move!'
- •'Beautiful teamwork!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall minimum 15m x 10m with clear floor space, adequate ceiling height for hoop lifting
Surface Check
Clean, dry, non-slip surface free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Check hoops for cracks or sharp edges before use
- •Ensure hoops are appropriate sizes for children's ages
- •Verify mats are flat and won't slip during activities
Risk Management
Key Risks
- •Slips and falls during movement activities
- •Collisions between children during warm-up
- •Hoop holders losing control of equipment
- •Children attempting movements beyond their ability
Risk Mitigation
- •Clear boundaries established with adequate spacing between pairs
- •Progressive skill building from simple to complex movements
- •Constant supervision of partner work to ensure cooperation
- •Emphasis on controlled, planned movements rather than speed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs during partner activities
- •Monitor warm-up game for safe tagging and movement
- •Watch for fatigue or frustration that might lead to unsafe behaviour
Emergency Procedures
Stop all activity immediately, assess any injuries, provide appropriate first aid, ensure other children are safely supervised