Lesson 6 - Exploring Hopping Movements
Foundation Jumping and Locomotion Through Playful Exploration
•Reception
•Fundamental Movement Skills
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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
Distributed around space, arm's length apart minimum
Alternative: Mats, chalked circles, poly spots
For traffic light signals and background music
Alternative: Whistle for signals
Key Vocabulary
Moving by jumping on one foot repeatedly
Staying steady and not falling over
An empty area where you can move safely
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
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