🎓

Lesson 2 - Running and Stopping

Body Control & Movement

•

Reception

•

Fundamental Movement Skills

•

40 min

Big Question

How can we run safely and stop quickly when we need to?

Learning Objectives

To develop safe and controlled running techniques
To master quick stopping skills in various situations
To understand when and why stopping quickly is important for safety

Key Outcomes

Students will demonstrate controlled running with appropriate pace
Students will stop quickly and safely on command or when needed
Students will explain why stopping skills are important for safety

Equipment & Resources Required

Cones

Distributed around teaching area perimeter

Alternative: Bean bags, markers, or chalk marks

Coloured Cones

For teacher to hold during red light, green light activities

Alternative: Coloured cards or fabric squares

Key Vocabulary

Controlled running

Running at a pace you can manage while staying safe

Stopping technique

Using small steps and bent knees to stop safely

Personal space

The area around you where you can move safely

Balance position

Standing steady with feet apart and knees slightly bent

Spatial awareness

Knowing where you are and where others are around you

Skill Progression Pathway

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

Prior Learning

Basic walking and simple balance skills
Understanding of personal space
Following simple instructions

Current Skills

Controlled running with awareness of others
Quick stopping using proper technique
Partner cooperation and following skills

Next Steps

Running with direction changes
Stopping at different speeds
Advanced partner cooperation activities

Milestone Indicators

Can run for 30 seconds without stopping

Stops within 2 steps when signal given

Shows consistent knee bending when stopping

Key Teaching Points

Big steps for running, small steps for stopping
Bend knees deeply when stopping for better control
Keep chest up and look forward, not at feet
Use arms for balance during stopping
Listen carefully and react quickly to instructions
Maintain appropriate distance from partners
Apply stopping skills for safety in all activities

Common Misconceptions

Thinking you can stop in one big step - teach multiple small steps
Believing faster running is always better - emphasise controlled speed
Stopping by leaning forward - teach upright chest position
Ignoring partner safety - emphasise responsibility for others
Stopping is just about legs - include arms and whole body balance

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, immediate feedback, movement breaks between explanations, simple clear instructions

dyspraxia

Slower pace, extra practice time, simplified movements, visual and verbal cues combined, break down stopping technique into smaller steps

autism spectrum

Clear routines, visual schedule of activities, quiet zones available, predictable structure, advance warning of activity changes

visual impairment

Use bright coloured cones, clear verbal descriptions of activities, buddy system for guidance, tactile boundaries

hearing impairment

Clear visual signals with coloured cones, visual demonstrations, hand signals, written instruction cards

physical disability

Adapt to wheelchair/walking frame pace, use upper body movements, modified stopping techniques, seated participation options

Cross-Curricular Links

Maths

Counting steps, understanding big and small, measuring distances between partners

Science

Forces and motion - why small steps help us stop, how friction works

Communication and Language

Following verbal and visual instructions, describing movement, discussing safety

PSHE

Keeping safe, following instructions, caring for others, cooperation

Teacher Guidance

Positioning

Central position during Red Light Green Light games for visibility, move around perimeter during partner activities to monitor all pairs

Observation Focus

Watch for proper stopping technique - bent knees, small steps, upright chest. Monitor spatial awareness and collision avoidance

Intervention Points

Step in if children are moving too fast to stop safely, if stopping technique is poor, or if partner activities become uncooperative

Demonstration Notes

Always demonstrate stopping technique with exaggerated movements so all children can see. Show clear contrast between big running steps and small stopping steps

Verbal Cues

•'Small steps to stop!'
•'Bend those knees!'
•'Chest up!'
•'Look for space!'
•'Control your speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large open space minimum 15m x 15m, clear of obstacles and hazards

Surface Check

Dry, even surface essential for safe stopping. Check for wet patches or debris

Equipment Safety

Safety Checks

•Cones checked for damage and sharp edges
•Equipment stored safely around perimeter during activities
•No equipment left in playing area during movement activities

Risk Management

Key Risks

•Collisions between children during running activities
•Falls when stopping quickly
•Trips over equipment
•Children running into walls or fixed objects

Risk Mitigation

•Clear boundaries established with cones
•Emphasise controlled running rather than maximum speed
•Teach proper stopping technique before applying in games
•Adequate space between pairs during partner activities
•Teacher positioned for maximum visibility of all children

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during movement activities
•Move around space to monitor technique and safety
•Watch for children struggling with stopping technique

Emergency Procedures

Stop all activity immediately with clear stop signal. Assess any injuries and apply appropriate first aid. Ensure other children remain calm and in safe positions.