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Lesson 5 - Developing Hopping Skills

Body Control & Movement

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Reception

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Fundamental Movement Skills

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40 min

Big Question

How can we move like a flamingo and hop safely to explore different ways of travelling?

Learning Objectives

To develop hopping technique with control and balance
To understand the difference between jumping and hopping
To demonstrate safe movement and spatial awareness

Key Outcomes

Students will hop with improved balance and control
Students will show understanding of hopping as one foot to same foot
Students will demonstrate kind behaviour during competitive activities

Equipment & Resources Required

Cones

Distributed around space perimeter and for activities

Alternative: Bean bags, hoops, or markers

Bibs

For identifying catchers in flamingo tag

Alternative: Different coloured cones to hold

Key Vocabulary

Hopping

Moving by pushing off and landing on the same foot repeatedly

Balance

Staying steady and controlled on one or both feet

Landing

The moment your foot touches the ground after hopping

Flamingo

A bird that stands on one leg, like our balance position

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students can jump with two feet
Students can balance on one foot briefly
Students understand personal space

Current Skills

Hopping on one foot repeatedly
Controlled landing with bent knees
Spatial awareness during movement

Next Steps

Hopping for distance and height
Combining hopping with other movements
Using hopping in game situations

Milestone Indicators

Maintains balance during single-foot activities

Shows controlled hopping movement

Demonstrates kind behaviour in competitive situations

Key Teaching Points

Hopping is one foot to the same foot - not jumping with both feet
Bend knees on landing for control and safety
Keep chest up and look ahead for better balance
Use arms to help with balance during single-foot activities
Kind behaviour and helping others is more important than winning
Practice makes progress - celebrate all attempts and improvements
Balance like a flamingo - steady and graceful on one foot

Common Misconceptions

Thinking hopping and jumping are the same - clarify one foot vs two feet
Believing they must hop fast - emphasise control over speed
Focusing only on winning races - redirect to effort and kindness
Thinking balance means staying perfectly still - show active balance with small adjustments
Assuming they can't improve - celebrate small progress and persistence

SEN Adaptations

ADHD

Frequent movement breaks, clear step-by-step instructions, immediate feedback and praise

dyspraxia

Slower pace instruction, extra practice time, simplified movement patterns initially

autism spectrum

Clear visual schedule of activities, quiet space available, predictable routine structure

visual impairment

Use textured cones, clear verbal descriptions of space, buddy system for movement activities

hearing impairment

Visual demonstrations, hand signals for start/stop, written instruction cards available

physical disability

Seated hopping alternatives, use of support rails, modified equipment heights

Cross-Curricular Links

Maths

Counting hops in sequences, understanding number patterns 1-5, spatial concepts of over/under/sideways

Science

Forces and movement, balance and stability, body parts and their functions during movement

PSHE

Cooperation and teamwork, celebrating differences, showing kindness and empathy to others

Teacher Guidance

Positioning

Move around space to observe all students, position near less confident students during challenges

Observation Focus

Watch for correct hopping technique, safe landing patterns, and positive social interactions

Intervention Points

Step in if unsafe hopping technique, poor sportsmanship, or exclusion occurs

Demonstration Notes

Always demonstrate hopping slowly and clearly, exaggerate key points like knee bend and same-foot landing

Verbal Cues

•'One foot to same foot!'
•'Bend those knees!'
•'Be kind friends!'
•'Flamingo balance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space or outdoor hard surface area

Surface Check

Non-slip surface, free from obstacles and hazards, even ground for hopping

Equipment Safety

Safety Checks

•Cones in good condition with no sharp edges
•Appropriate cone height for age group
•Regular equipment checks during lesson

Risk Management

Key Risks

•Falls during single-foot activities
•Collisions during movement games
•Overexertion during hopping
•Inappropriate competition levels

Risk Mitigation

•Adequate spacing between students during all activities
•Progressive skill building from static to dynamic
•Clear boundaries and movement rules established
•Regular rest breaks during intense hopping practice

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during movement activities
•Monitor hopping technique to prevent injury
•Watch for fatigue signs during repetitive hopping
•Ensure appropriate competition and sportsmanship

Emergency Procedures

Immediate stop signal established, clear access for first aid, know location of nearest medical support