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Lesson 4 - Hopping & Jumping Patterns

Obj Control & Movement Basics

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Reception

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Manipulation & Coordination

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45 min

Big Question

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

Balls

1 per student (30)

Stored in basket at start of hopscotch area

Alternative: Small soft balls, juggling bags, tennis balls

Chalk

6-8 pieces

Pre-draw 5-6 hopscotch grids before lesson

Alternative: Masking tape, cones for marking squares

Cones

Mark out 4 zones and river boundaries

Alternative: Markers, spots, rope

Music Player

Prepared with lively, fun music for zone activity

Alternative: Phone with speaker, tablet

Measuring Tapes

For marking 5-metre 'river' distances

Alternative: Long rope, pre-measured distances

Key Vocabulary

Hop

Moving from one foot to the same foot, like a bunny rabbit

Jump

Moving from one foot to two feet, or two feet to two feet, like a frog

Step

Moving from one foot to the other foot, like walking but bigger

Sequence

A series of movements performed one after another in order

Balance

Staying steady and not falling over during movements

Zone

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

Can hop continuously for 5-8 hops on each foot

Demonstrates clear differentiation between all three movements

Maintains balance during transitions between movements

Shows improved distance and control over the lesson

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