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Lesson 6 - Exploring Hopping Movements

Foundation Jumping and Locomotion Through Playful Exploration

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Reception

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Fundamental Movement Skills

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30 min

Big Question

How can we use our whole body to hop safely and confidently in different ways?

Learning Objectives

Explore hopping in different directions, speeds and levels
Develop understanding of how to use arms, knees and head when hopping
Learn to hop safely while avoiding others and equipment

Key Outcomes

Students will hop with improved technique using arms and bent knees
Students will move confidently into spaces while hopping
Students will understand safety considerations when moving around others

Equipment & Resources Required

Sun Markers

20-25

Distributed around space, arm's length apart minimum

Alternative: Mats, chalked circles, poly spots

Music Player

For traffic light signals and background music

Alternative: Whistle for signals

Key Vocabulary

Hopping

Moving by jumping on one foot repeatedly

Balance

Staying steady and not falling over

Space

An empty area where you can move safely

Direction

The way you are moving - forwards, backwards, sideways

Skill Progression Pathway

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

Prior Learning

Basic jumping on two feet
Understanding of personal space
Following simple movement instructions

Current Skills

Hopping on one foot with balance
Using arms for balance while hopping
Moving safely around equipment

Next Steps

Hopping in sequences and patterns
Combining hopping with other movements
Hopping games with rules

Milestone Indicators

Can hop 3+ times on one foot without falling

Uses arms naturally for balance

Shows awareness of others when moving

Key Teaching Points

Hopping requires balance - use arms and bent knee as natural helpers
Safety comes first - maintain personal space and controlled movements
Look forward not down - head position affects balance significantly
Land on ball of foot for spring-like action and softer landing
Start with stationary hopping before moving around space
Celebrate effort and improvement over speed or competition
Allow students to discover preferred hopping foot naturally

Common Misconceptions

That hopping should be fast - emphasise control and technique over speed
That both feet must be used equally - allow natural preference to develop
That arms should be kept still - demonstrate how arms aid balance naturally
That looking down helps with balance - show how head up position improves stability
That good hoppers never wobble - normalise balance adjustments as natural

SEN Adaptations

ADHD

Build in regular stops, use clear boundaries, provide extra encouragement for listening skills

dyspraxia

Break down technique into single elements, allow longer practice time, celebrate small improvements

autism spectrum

Provide clear routine structure, offer quiet break space, use consistent verbal cues and signals

visual impairment

Use brightly coloured markers, provide verbal descriptions of space layout, buddy system for navigation

hearing impairment

Use visual signals for traffic lights, provide written instruction cards, ensure clear sight lines for demonstrations

physical disability

Adapt to hopping in seated position, use walking instead of hopping, provide stability aids as needed

Cross-Curricular Links

Maths

Counting hops, identifying nearest/furthest markers, spatial concepts of direction

Science

Understanding balance and forces, observing how body parts work together

Communication

Following instructions, describing movements, sharing observations

Geography

Directional vocabulary - forwards, backwards, sideways, left, right

PSHE

Perseverance when learning difficult skills, celebrating others' achievements

Teacher Guidance

Positioning

Move around space during activities to provide individual feedback and ensure safety

Observation Focus

Watch for technique development, spatial awareness, and engagement levels

Intervention Points

["If students struggle with balance, suggest wall support", "When movement becomes too fast, emphasise control over speed", "If students become frustrated, refocus on effort over achievement"]

Demonstration Notes

Use exaggerated movements to show technique clearly, involve students in demonstrations, contrast good and poor technique

Verbal Cues

•'Spring like a bouncy ball!'
•'Arms out like a tightrope walker!'
•'Eyes looking where you want to go!'
•'Soft landings like a cat!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 10m or outdoor area with safe surface

Surface Check

Non-slip surface essential, check for wet patches or debris

Equipment Safety

Safety Checks

•Floor markers must be stable and non-slip
•Ensure markers are visible colour against floor
•Check markers have no sharp edges or protruding parts

Risk Management

Key Risks

•Falls due to loss of balance while hopping
•Collisions between students during movement
•Trips over equipment or markers

Risk Mitigation

•Establish clear personal space boundaries
•Start with stationary hopping before moving
•Ensure adequate spacing between markers
•Teach students to hop with control not speed
•Stop activity if any student shows fatigue

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during movement activities
•Watch for students becoming over-excited or losing control
•Monitor fatigue levels especially in weaker students

Emergency Procedures

Stop activity immediately, assess any injuries, provide comfort and appropriate first aid