Lesson 2 - Running and Stopping
Body Control & Movement
•Reception
•Fundamental Movement Skills
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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
Distributed around teaching area perimeter
Alternative: Bean bags, markers, or chalk marks
For teacher to hold during red light, green light activities
Alternative: Coloured cards or fabric squares
Key Vocabulary
Running at a pace you can manage while staying safe
Using small steps and bent knees to stop safely
The area around you where you can move safely
Standing steady with feet apart and knees slightly bent
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
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.