Lesson 5 - Developing Hopping Skills
Body Control & Movement
•Reception
•Fundamental Movement Skills
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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
Distributed around space perimeter and for activities
Alternative: Bean bags, hoops, or markers
For identifying catchers in flamingo tag
Alternative: Different coloured cones to hold
Key Vocabulary
Moving by pushing off and landing on the same foot repeatedly
Staying steady and controlled on one or both feet
The moment your foot touches the ground after hopping
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
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