Lesson 4 - Starting and Stopping with Control
Foundational Movement Skills
•Reception
•Fundamental Movement Skills
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How can we start and stop our bodies in different ways whilst staying safe and in control?
Learning Objectives
- Explore a variety of ways to start movement showing control and coordination
- Develop different methods of stopping safely in various positions
- Demonstrate spatial awareness whilst moving at different speeds
Key Outcomes
- Students will be able to start movement from at least 3 different positions
- Students will demonstrate controlled stopping using different body positions
- Students will show improved spatial awareness during movement activities
Equipment & Resources Required
Distributed evenly around the space for activity 1
Alternative: Spots, mats, or chalk circles
Teacher holds for traffic light signals
Alternative: Coloured cards or bean bags
One set per quarter of hall for activity 2
Alternative: Verbal instructions only
Key Vocabulary
A balanced stance prepared to move quickly
Moving your body exactly how you want it to move
Stop moving completely like a statue
Knowing where you are in relation to others and objects
Staying steady on your feet or in a position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running skills
- Understanding of stop and start commands
- Basic spatial awareness in movement
Current Skills
- Controlled starting from different positions
- Safe stopping techniques
- Speed variation with control
- Enhanced spatial awareness
Next Steps
- Starting and stopping in response to different signals
- Combining starts and stops in sequences
- Competitive starting techniques
Milestone Indicators
Key Teaching Points
- Always emphasise controlled movements over speed
- Encourage creativity in starting and stopping positions
- Use consistent signals and clear demonstrations
- Build complexity gradually throughout the lesson
- Focus on balance and spatial awareness development
- Celebrate variety and individual achievements
- Connect movement patterns to real-world applications
Common Misconceptions
- Faster movement always means better movement - emphasise control first
- Only standing positions are 'ready' positions - show variety of heights
- Stopping means any way to become still - teach controlled, balanced stops
- All children should look the same - celebrate individual interpretations
- Balance is only on one foot - show multiple balance challenges
SEN Adaptations
ADHD
- Frequent position changes, clear physical boundaries, regular movement breaks, simplified instructions with visual cues
dyspraxia
- Extra practice time for positions, simplified movement patterns, larger target areas with hoops, additional balance support
autism spectrum
- Clear visual schedules for activity changes, consistent routines, quiet spaces available, predictable signal patterns
visual impairment
- Use verbal descriptions of positions, tactile guidance for hoop placement, bright coloured equipment, buddy system for spatial awareness
hearing impairment
- Visual signals with colour cones, demonstrations for all instructions, written or picture cards for position reminders
physical disability
- Adapted starting/stopping positions from seated or supported positions, modified equipment like larger hoops, alternative balance challenges
Cross-Curricular Links
Science
Understanding how body position affects movement, exploring forces in stopping and starting, balance and gravity concepts
PSHE
Following instructions, working safely with others, perseverance in learning new skills, celebrating achievements
Teacher Guidance
Positioning
Central position with clear sight lines to all hall areas, move between quarters during activity 2
Observation Focus
Watch for controlled stopping, creative starting positions, spatial awareness, balance quality
Intervention Points
Step in if children losing control, provide individual support for balance challenges, adjust speed if children struggling
Demonstration Notes
Always demonstrate new positions slowly and clearly, use child volunteers to show good examples, emphasise safety in all demonstrations
Verbal Cues
- •'Show me control!'
- •'Find your space!'
- •'Hold that position!'
- •'Smooth movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, soft flooring preferred
Surface Check
Non-slip surface, free from obstacles and water
Equipment Safety
Safety Checks
- •Check hoops for cracks or rough edges before use
- •Ensure cones are soft plastic without sharp points
- •Verify adequate space for hoop activities
Risk Management
Key Risks
- •Falls during stopping activities
- •Collisions during movement
- •Loss of balance in challenging positions
- •Overexertion in extended holds
Risk Mitigation
- •Emphasise controlled movements throughout
- •Clear boundaries and movement patterns established
- •Progressive increase in difficulty and speed
- •Constant supervision of challenging positions
Supervision & Emergency Procedures
Supervision Points
- •Position to see all four quarters simultaneously
- •Monitor stopping activities for safety
- •Watch for fatigue during extended activities
- •Ensure clear escape routes around equipment
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact office if needed