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Lesson 2 - Running and Stopping

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 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

Cones

30 (1 per child)

Distributed around teaching area for individual spaces

Alternative: Bean bags, hoops, or marked spots

Key Vocabulary

Running

Moving quickly with both feet leaving the ground

Stopping

Coming to a complete halt from movement

Space

Empty areas where we can move safely without bumping others

Balance

Staying steady and not falling over

Control

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

Maintains balance when stopping quickly

Uses appropriate stride length for running and stopping

Shows good spatial awareness in crowded areas

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