Lesson 6 - Moving and Stopping with Control
Foundational Movement Skills
•Reception
•Fundamental Movement Skills
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How can we control our bodies to stop safely and quickly when we hear different signals?
Learning Objectives
- Show control to stop and perform actions to suggest ways to move safely
- Move and stop appropriately responding to cues and signals
- Demonstrate body control and awareness whilst moving in confined spaces
Key Outcomes
- Students will be able to freeze their bodies on command without wobbling
- Students will demonstrate safe stopping techniques in different situations
- Students will show awareness of personal space and lane discipline
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Whistle, tambourine, or clapping for sound cues
Scattered randomly around activity area
Alternative: Poly spots, chalk circles on playground
Mark out 6-8 lanes approximately 15m long
Alternative: Bean bags, markers, chalk lines
Placed on cones at end of each lane
Alternative: Bean bags, quoits, tennis balls
Key Vocabulary
To stop your body completely still like a statue
Your own pathway or space to move in
A signal that tells you what to do
Being able to make your body do exactly what you want
Keeping steady and not falling over
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and walking movements
- Following simple instructions
- Understanding stop and go commands
Current Skills
- Controlled stopping on cue
- Moving safely in lanes
- Balancing after stopping
- Responding to musical and visual cues
Next Steps
- Complex movement patterns with stops
- Team coordination in relays
- Advanced agility movements
Milestone Indicators
Key Teaching Points
- Muscle tension creates controlled stopping - demonstrate tight vs loose muscles
- Eyes up and forward while running helps maintain lane discipline
- Different cues require different responses - audio vs visual signals
- Teamwork means encouraging others, not just winning relays
- Safety comes first - controlled movements are better than fast movements
- Personal space awareness prevents collisions and injuries
- Balance after stopping shows true body control
Common Misconceptions
- Stopping quickly means stopping unsafely - emphasise control over speed
- Lanes are suggestions rather than boundaries - reinforce importance of staying within markers
- Helping teammates means doing their turn for them - teach encouragement vs interference
- Freeze means any still position - demonstrate quality statue positions
- Winning relays is most important - emphasise participation and improvement over competition
SEN Adaptations
ADHD
- Shorter activity bursts, frequent position changes, clear behaviour expectations with visual reminders
dyspraxia
- Wider lanes for easier navigation, additional practice time, simplified movement patterns initially
autism spectrum
- Clear visual schedule of activities, predictable routine structure, quiet space available if needed
visual impairment
- Use verbal cues alongside music, buddy system for navigation, tactile markers for lanes and equipment
hearing impairment
- Clear visual signals for stopping, vibrating music mat, sign support for instructions
physical disability
- Adapted stopping activities from seated position, modified relay distances, alternative equipment handling
Cross-Curricular Links
Maths
Counting jumps and seconds, understanding positional language (in, out, between), measuring distances in lanes
Science
Understanding forces and friction when stopping, exploring how muscles work during freezing and movement
PSHE
Teamwork and cooperation, taking turns, encouraging others, following rules and instructions
Teacher Guidance
Positioning
Stand at corner of activity area for maximum visibility of all children during activities
Observation Focus
Watch for safe spacing, controlled movements, and positive team interactions
Intervention Points
Step in if children struggle with lane discipline, unsafe stopping, or team cooperation
Demonstration Notes
Always demonstrate with exaggerated movements for visibility, show both correct and incorrect examples for clarity
Verbal Cues
- •'Freeze like a statue!'
- •'Stay in your lane!'
- •'Tight muscles, no wobbling!'
- •'Cheer for your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor hall or outdoor hard court surface
Surface Check
Dry, even surface free from water, debris, or trip hazards
Equipment Safety
Safety Checks
- •Check hoops are flat and crack-free
- •Ensure cones are stable and visible
- •Verify balls are properly inflated
Risk Management
Key Risks
- •Collisions during musical statues
- •Falls when stopping quickly
- •Equipment trips and slips
Risk Mitigation
- •Clear boundaries and spacing rules established
- •Progressive skill building from simple to complex
- •Constant supervision during relay activities
- •Emphasis on controlled rather than fast movements
Supervision & Emergency Procedures
Supervision Points
- •Position to see all lanes during relay activities
- •Monitor hoop area during musical hoops
- •Watch for unsafe movements or behaviours
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, have emergency contact details readily available