Lesson 4 - Hopping & Jumping Patterns
Obj Control & Movement Basics
•Reception
•Manipulation & Coordination
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How can we use different foot patterns to move efficiently and help our teammates succeed?
Learning Objectives
- Respond to cues to change between hopping, jumping and stepping movements
- Coordinate feet to practice hop, step and jump sequences with increasing control
- Work collaboratively in team activities using locomotor skills
Key Outcomes
- Students will demonstrate clear differences between hopping, jumping and stepping
- Students will successfully complete hopscotch sequences with improved accuracy
- Students will work effectively as part of a team to solve movement challenges
Equipment & Resources Required
Stored in basket at start of hopscotch area
Alternative: Small soft balls, juggling bags, tennis balls
Pre-draw 5-6 hopscotch grids before lesson
Alternative: Masking tape, cones for marking squares
Mark out 4 zones and river boundaries
Alternative: Markers, spots, rope
Prepared with lively, fun music for zone activity
Alternative: Phone with speaker, tablet
For marking 5-metre 'river' distances
Alternative: Long rope, pre-measured distances
Key Vocabulary
Moving from one foot to the same foot, like a bunny rabbit
Moving from one foot to two feet, or two feet to two feet, like a frog
Moving from one foot to the other foot, like walking but bigger
A series of movements performed one after another in order
Staying steady and not falling over during movements
A special area marked out for specific activities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance on one foot for short periods
- Two-footed jumping with both feet together
- Walking with alternating steps
Current Skills
- Controlled hopping on one foot
- Coordinated jumping patterns (one foot to two feet)
- Deliberate stepping with weight transfer
- Following multi-step movement sequences
Next Steps
- Complex locomotor combinations in rhythmic patterns
- Directional changes while hopping, jumping and stepping
- Using locomotor skills in games and sports contexts
Milestone Indicators
Key Teaching Points
- Clearly differentiate between hop (same foot), jump (one to two feet), and step (alternate feet)
- Emphasise soft landings with bent knees for safety and control
- Use arms for balance during single-foot activities
- Build from individual practice to small group collaboration
- Celebrate effort and improvement rather than just success
- Connect movements to familiar animals (bunny hops, frog jumps, giant steps)
- Encourage counting and measuring to develop numeracy skills alongside movement
Common Misconceptions
- That hopping and jumping are the same movement - clarify the foot patterns clearly
- That harder/faster is always better - emphasise control and technique
- That making mistakes means failure - promote learning through trial and error
- That only athletic students can succeed - ensure activities are accessible to all
- That individual performance is most important - build focus on teamwork and cooperation
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, movement breaks as needed, positive behaviour management
dyspraxia
- Break movements into smaller steps, provide additional practice time, use larger targets and equipment
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet spaces available if needed, consistent language patterns
visual impairment
- Use brightly coloured cones and bean bags, provide verbal descriptions of visual cues, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, written instruction cards with pictures, hand signals for key instructions
physical disability
- Adapt movements to seated position or use supportive equipment, modify distances and heights as needed
Cross-Curricular Links
Maths
Counting movements across the river, measuring distances, comparing numbers of hops vs jumps, basic addition in team challenges
Science
Understanding how our bodies move, forces needed for jumping and hopping, balance and centre of gravity
PSHE
Taking turns, encouraging others, dealing with mistakes positively, working as part of a team
Teacher Guidance
Positioning
Central location allowing view of all groups, move actively between areas during practice
Observation Focus
Watch for correct technique, safe landing patterns, positive interaction between students
Intervention Points
Step in if students become unsafe, frustrated, or excluded from activities
Demonstration Notes
Use exaggerated movements for clarity, repeat key demonstrations as needed, model positive language and encouragement throughout
Verbal Cues
- •'Land softly with bent knees!'
- •'Use your arms for balance!'
- •'Take your time, focus on control!'
- •'Encourage your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground area, minimum 15m x 20m clear space
Surface Check
Even, non-slip surface free from holes, cracks or debris that could cause falls
Equipment Safety
Safety Checks
- •Check bean bags are soft and appropriately sized
- •Ensure chalk lines are clearly visible
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Falls during single-foot hopping activities
- •Collisions between students in movement zones
- •Over-exertion during repetitive hopping movements
- •Slips on chalk dust or wet surfaces
Risk Mitigation
- •Clear spacing guidelines between students and groups
- •Progressive skill building from simple to complex movements
- •Regular rest breaks and hydration reminders
- •Constant supervision and safety reminders
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all activity areas
- •Actively circulate between groups during practice
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately for injuries, assess severity, provide appropriate first aid, contact school medical support if needed