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Lesson 5 - Hopping and Landing Balance

Foundation Movement Skills and Body Awareness

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Reception

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Fundamental Movement Skills

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40 min

Big Question

How can we hop like rabbits and land safely without falling over?

Learning Objectives

To develop hopping skills with control and coordination
To land in a balanced position after jumping and hopping
To negotiate space safely while moving in different ways

Key Outcomes

Students will be able to hop on one foot for at least 3 consecutive hops
Students will demonstrate controlled landings with bent knees
Students will move confidently around the space without collisions

Equipment & Resources Required

Balls

Scattered around the teaching area for treasure hunt activity

Alternative: Small toys, blocks, or foam shapes

Hoops

Spread around area with enough space for safe movement between them

Alternative: Chalk circles on playground, rope circles, or cones

Key Vocabulary

Hopping

Jumping and landing on the same foot repeatedly

Balance

Staying steady and not falling over

Landing

Coming down from a jump safely

Personal space

Your own safe area that doesn't touch others

Coordination

Making different parts of your body work together smoothly

Skill Progression Pathway

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

Prior Learning

Basic two-foot jumping movements
Understanding of personal space
Following simple movement instructions

Current Skills

Hopping on one foot with control
Landing with bent knees for balance
Coordinating arms and legs during movement

Next Steps

Hopping longer distances
Combining hopping with direction changes
Using hopping in games and sequences

Milestone Indicators

Can hop 5 times on each foot consecutively

Demonstrates consistent knee bend on landing

Shows good spatial awareness during movement

Key Teaching Points

Hopping uses the same foot for takeoff and landing - different from jumping
Bent knees on landing provide safety and better balance control
Eyes should look forward while moving to maintain spatial awareness
Arms help with balance and momentum during hopping movements
Strategic thinking can be applied to physical games and activities
Patience and turn-taking are essential for safe shared activities
Practice leads to improvement in coordination and balance skills

Common Misconceptions

Thinking hopping and jumping are the same movement - clarify single vs double foot
Believing looking down helps with balance - emphasise forward vision
Assuming faster movement is better - stress control over speed
Thinking arms are not important - demonstrate their role in balance
Believing some children 'can't' hop - emphasise progression and practice

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear boundaries, offer movement breaks as needed

dyspraxia

Break movements into smaller steps, use larger equipment, provide extra practice time and encouragement

autism spectrum

Provide visual schedule of activities, offer quiet space if overstimulated, maintain consistent routines

visual impairment

Use brightly coloured hoops, provide verbal descriptions of space, pair with sighted buddy for guidance

hearing impairment

Use visual signals for stop/start, demonstrate all movements clearly, use written instruction cards

physical disability

Adapt hopping to stepping or supported movement, use larger targets, allow seated participation where appropriate

Cross-Curricular Links

Maths

Counting collected treasures, recognising numbers, spatial awareness and direction

Science

Understanding balance and gravity, body parts and their functions, cause and effect in movement

PSHE

Taking turns, sharing resources, persistence when learning new skills, celebrating achievements

Teacher Guidance

Positioning

Stand at edge of activity area with clear view of all students, move around perimeter during activities

Observation Focus

Watch for correct single-foot hopping technique, bent-knee landings, and spatial awareness

Intervention Points

["Correct hopping technique if students use two feet", "Reinforce safety landing if straight legs observed", "Redirect if students moving unsafely around others"]

Demonstration Notes

Demonstrate movements clearly with exaggerated technique, show common mistakes and corrections, use children as positive examples

Verbal Cues

•'Same foot up, same foot down for hopping!'
•'Bend those knees like sitting on a chair!'
•'Eyes forward to see where you're going!'
•'Use your arms to help you balance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m indoor space or equivalent outdoor area with level surface

Surface Check

Dry, non-slip surface free from obstacles; outdoor grass area acceptable if level

Equipment Safety

Safety Checks

•Check hoops are not cracked or broken
•Ensure beanbags are properly filled and seams intact
•Verify equipment is clean and hygienic

Risk Management

Key Risks

•Falls during hopping or landing
•Collisions between students during movement games
•Fatigue leading to poor landing technique

Risk Mitigation

•Emphasise bent-knee landing consistently throughout lesson
•Maintain adequate spacing between students during activities
•Monitor for signs of fatigue and provide rest as needed
•Use clear boundaries and movement rules

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during hopping activities
•Monitor closely during balance challenges
•Watch for safe sharing of space during games

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact office if needed