Lesson 5 - Hopping and Landing Balance
Foundation Movement Skills and Body Awareness
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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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
Scattered around the teaching area for treasure hunt activity
Alternative: Small toys, blocks, or foam shapes
Spread around area with enough space for safe movement between them
Alternative: Chalk circles on playground, rope circles, or cones
Key Vocabulary
Jumping and landing on the same foot repeatedly
Staying steady and not falling over
Coming down from a jump safely
Your own safe area that doesn't touch others
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
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