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Lesson 2 - Moving Through Hoops

Body Awareness & Creative Move

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Reception

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Fundamental Movement Skills

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30 min

Big Question

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

Hoops

15-20 (various sizes - small, medium, large)

Distribute around space with different sizes available for each pair

Alternative: Large cardboard circles, rope circles, or masking tape circles on floor

Mats

15 (1 per pair)

Spread evenly around hall with adequate space between each mat

Alternative: Marked floor spaces with tape or cones

Cones

2-4

For Sun children in warm-up game

Alternative: Yellow scarves, yellow bean bags, or yellow bibs

Balls

15 (for extension activities)

Available at side of hall for challenge variations

Alternative: Small soft toys, scarves, or juggling balls

Key Vocabulary

Balance

Keeping your body steady and not falling over

Coordination

Making different parts of your body work together smoothly

Pathway

The route or direction you take when moving

Partner

Someone you work with to help each other learn

Steady

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

Child maintains balance when moving through hoops

Child works cooperatively with partner without conflicts

Child shows creativity in movement choices

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