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Lesson 2 - Safe Stopping Skills

Foundation Movement and Safety in PE

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Reception

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Intro to PE

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56 min

Big Question

How can we move safely and follow instructions to keep ourselves and others safe during PE?

Learning Objectives

To follow simple movement instructions accurately and quickly
To demonstrate safe stopping techniques in various movement activities
To show awareness of personal and general space during movement

Key Outcomes

Students will be able to stop safely in a balanced position when instructed
Students will demonstrate different ways of moving whilst avoiding others
Students will respond appropriately to simple movement commands

Equipment & Resources Required

Cones

30 (1 per student)

Initially place around perimeter, distribute to students for jumping activities

Alternative: Bean bags, hoops, or markers

Key Vocabulary

Safe space

An area where you can move without bumping into others or equipment

Freeze

Stop moving immediately and hold your position like a statue

Balanced position

Standing steady on both feet with knees slightly bent

Soft knees

Slightly bent knees that help absorb impact when landing

Negotiate space

Moving around carefully to avoid bumping into others

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic walking and running movements
Understanding of simple instructions like 'stop' and 'go'
Awareness of personal space

Current Skills

Safe stopping techniques with control
Following multi-step movement instructions
Jumping with proper landing technique

Next Steps

Combining movement skills in sequence
Leading others in movement activities
Creating own movement patterns

Milestone Indicators

Consistent safe stopping in under 2 seconds

Ability to change direction whilst maintaining control

Jumping with soft, controlled landings

Key Teaching Points

Safe space awareness prevents injuries and promotes independent movement
Small steps and bent knees are fundamental to safe stopping in all activities
Immediate response to freeze commands develops listening skills and safety habits
Two-footed jumping with soft landing builds foundation for all jumping skills
Combining movement with instruction following develops cognitive and physical skills simultaneously
Progressive jumping challenges allow differentiation while maintaining safety
Discussion reinforces learning and develops vocabulary around movement and safety

Common Misconceptions

Bigger steps help you stop faster - actually small steps provide better control
Stiff legs are stronger for jumping - bent knees absorb impact and provide better balance
Moving fast shows you're good at PE - controlled movement shows skill and safety awareness
Freeze means slow down - freeze means immediate complete stop
Only worry about your own space - everyone is responsible for safe shared space
Instructions games are just fun - they develop essential safety and listening skills

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use positive reinforcement frequently

dyspraxia

Use larger equipment, allow extra practice time, break skills into smaller steps, provide physical guidance

autism spectrum

Provide clear structure and routine, use visual schedule, offer quiet break space if needed

visual impairment

Use bright coloured cones, clear verbal descriptions of space, buddy system for guidance

hearing impairment

Use visual signals and demonstrations, written instruction cards, ensure face-to-face communication

physical disability

Adapt jumping to stepping or upper body movements, provide seated alternatives, modify cone height

Cross-Curricular Links

Maths

Counting jumps, recognising patterns in movement sequences, understanding positional language (forwards, backwards, sideways)

Science

Understanding how our body moves, forces in jumping and landing, balance and gravity

PSHE

Following rules for safety, caring for others, listening skills, resilience when learning new skills

Teacher Guidance

Positioning

Move around the space to observe all students, position for clear demonstrations

Observation Focus

Watch for safe stopping technique, spatial awareness, instruction following accuracy

Intervention Points

Step in immediately for unsafe movement, correct technique before it becomes habit

Demonstration Notes

Use clear, exaggerated movements. Show correct technique multiple times. Highlight students demonstrating good examples.

Verbal Cues

•'Small steps and bent knees!'
•'Look for your safe space!'
•'Freeze like a statue!'
•'Soft landing like a cat!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, soft surface preferable

Surface Check

Dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check cones have no cracks or sharp edges
•Ensure cones are lightweight and safe for contact
•Position cones with adequate space for jumping activities

Risk Management

Key Risks

•Collisions during free movement
•Falls from jumping activities
•Overexertion from continuous movement

Risk Mitigation

•Establish clear boundaries and safe space rules
•Progress jumping activities gradually
•Monitor technique to prevent unsafe landing
•Regular breaks and technique reminders

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around space to monitor technique closely
•Be ready to intervene for safety demonstrations

Emergency Procedures

Stop activity immediately, assess any injury, provide appropriate first aid, report if necessary