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Lesson 4 - Starting and Stopping with Control

Foundational Movement Skills

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Reception

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Fundamental Movement Skills

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30 min

Big Question

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

Hoops

1 per student (30)

Distributed evenly around the space for activity 1

Alternative: Spots, mats, or chalk circles

Coloured Cones

3 (red, orange, green)

Teacher holds for traffic light signals

Alternative: Coloured cards or bean bags

Visual Aids

4 sets showing stopping positions

One set per quarter of hall for activity 2

Alternative: Verbal instructions only

Key Vocabulary

Ready position

A balanced stance prepared to move quickly

Control

Moving your body exactly how you want it to move

Freeze

Stop moving completely like a statue

Spatial awareness

Knowing where you are in relation to others and objects

Balance

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

Smooth transitions from stationary to moving

Controlled deceleration without stumbling

Consistent spatial awareness at different speeds

Creative exploration of starting positions

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