Lesson 2 - Running and Stopping
Foundation Movement Skills and Body Awareness
•Reception
•Fundamental Movement Skills
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How can we move our bodies to run fast and stop safely?
Learning Objectives
- To develop running technique with good body control
- To master quick and controlled stopping skills
- To improve spatial awareness and safety when moving
Key Outcomes
- Students will demonstrate running with appropriate arm and leg action
- Students will stop quickly and safely on command
- Students will show awareness of space and others while moving
Equipment & Resources Required
Distributed around teaching area for individual spaces
Alternative: Bean bags, hoops, or marked spots
Key Vocabulary
Moving quickly with both feet leaving the ground
Coming to a complete halt from movement
Empty areas where we can move safely without bumping others
Staying steady and not falling over
Being able to manage how our body moves
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and simple movement patterns
- Understanding of 'go' and 'stop' commands
- Awareness of personal space
Current Skills
- Running with control and good technique
- Quick and balanced stopping
- Moving safely around others
Next Steps
- Running and stopping in more complex games
- Dodging and weaving while running
- Running at different speeds with control
Milestone Indicators
Key Teaching Points
- Big steps for running, small steps for stopping
- Bend knees to help balance when stopping
- Use your arms to help you run faster and balance better
- Always look for space to keep yourself and others safe
- Feet shoulder-width apart for best stopping balance
- Listen carefully to instructions and follow them quickly
- Help others when they need it in games
Common Misconceptions
- Children think running faster always means better - emphasise control and technique
- Believing stopping is just about feet - teach whole body involvement including arms and core
- That space is just 'somewhere to go' rather than active safety awareness
- Thinking helping others in games slows them down - show how cooperation makes games more fun
- That challenges should be easy - help them understand effort and practice lead to improvement
SEN Adaptations
ADHD
- Shorter activity bursts, regular movement breaks, clear visual and verbal cues, positive reinforcement
dyspraxia
- Extra practice time, simplified movement patterns, larger equipment, break skills into smaller steps
autism spectrum
- Clear visual schedule of activities, warn of activity changes, provide quiet space if needed for regulation
visual impairment
- Use verbal cues and physical guidance, bright coloured cones, ensure buddy support system
hearing impairment
- Use visual signals and demonstrations, written instructions if needed, ensure child can see teacher
physical disability
- Modify movements to ability level, use walking instead of running, seated alternatives for some activities
Cross-Curricular Links
Maths
Counting steps, measuring distances, understanding big/small concepts, spatial reasoning
Science
Forces and motion, balance and stability, how bodies work during exercise
PSHE
Following rules, helping others, perseverance when activities are challenging, celebrating effort
Teacher Guidance
Positioning
Central position during explanations, mobile during activities to provide individual feedback
Observation Focus
Watch for: correct stopping technique, spatial awareness, listening to instructions, helping behaviours
Intervention Points
Step in if: unsafe movement patterns, children not following safety rules, someone struggling significantly
Demonstration Notes
Always demonstrate skills slowly first, then at normal speed. Exaggerate key points like arm pumping and knee bending for clarity.
Verbal Cues
- •'Big steps to run, small steps to stop!'
- •'Look for space!'
- •'Squeeze your muscles when you stop!'
- •'Bend those knees!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 15m x 20m
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones placed securely and stable
- •No sharp edges or broken equipment
- •Adequate supply for all children
Risk Management
Key Risks
- •Collisions between children during running
- •Falls when stopping quickly
- •Trips over equipment or other children
Risk Mitigation
- •Clear boundaries and rules about personal space
- •Progressive skill building from slow to fast
- •Constant emphasis on looking for space
- •Teacher positioned for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during running activities
- •Move around to check technique and offer individual support
- •Monitor energy levels and modify intensity as needed
Emergency Procedures
Stop activity immediately if accident occurs, assess injury, provide first aid if trained, seek additional help if needed