Lesson 2 - Safe Stopping Skills
Foundation Movement and Safety in PE
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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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
Initially place around perimeter, distribute to students for jumping activities
Alternative: Bean bags, hoops, or markers
Key Vocabulary
An area where you can move without bumping into others or equipment
Stop moving immediately and hold your position like a statue
Standing steady on both feet with knees slightly bent
Slightly bent knees that help absorb impact when landing
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
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