🎓

Lesson 1 - Hopping and Balance Skills

Movement Mastery Skills

•

Year 1

•

Fundamental Movement Skills

•

45 min

Big Question

How can we use our eyes, arms, and focus to help us balance and hop with control?

Learning Objectives

To develop hopping skills using both feet with control
To improve static and dynamic balance through various challenges
To understand how visual focus and arm position aid balance

Key Outcomes

Students will hop confidently on both feet alternating when tired
Students will demonstrate various balancing positions with good control
Students will explain how focusing their eyes and using their arms helps balance

Equipment & Resources Required

Coloured Bibs

Scrunch up ready for throwing in warm-up game

Alternative: Bean bags, soft balls for throwing

Cones

30 (2 per pair)

Place in pairs 1 metre apart around activity area

Alternative: Markers, spots, or plastic bottles

Balls

30 (1 per child)

Check all are similar size and weight for fairness

Alternative: Small cushions, juggling bags, or books

Music Player

Test volume levels before lesson starts

Alternative: Whistle for start/stop signals

PE Equipment

Various

Ladders flat on ground, jumping bars low height, ropes straight

Alternative: Chalk lines, tape, or imaginary obstacles

Hoops

10-15

Check for cracks or sharp edges before use

Alternative: Chalk circles, rope circles

Key Vocabulary

Hop

Moving by jumping on one foot while the other foot stays off the ground

Balance

Staying steady and not falling over

Flamingo balance

Standing on one foot with the other foot resting against the leg

Aeroplane arms

Arms stretched out to the sides like an aeroplane's wings

Visual focus

Looking at one spot to help with balance

Control

Moving your body carefully and on purpose

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Simple standing balance on two feet
Following basic movement instructions

Current Skills

Hopping on one foot with control
Static balancing in various positions
Using arms and visual focus for balance

Next Steps

Hopping in patterns and sequences
Dynamic balance while moving
Balance beam and apparatus work

Milestone Indicators

Can hop 5+ times on preferred foot

Maintains flamingo balance for 5 seconds

Successfully balances object while walking

Key Teaching Points

Visual focus on fixed point improves balance significantly
Arms act as balancing aids - aeroplane position or overhead
Hopping requires same foot takeoff and landing consistently
Heel-to-toe walking develops dynamic balance control
Patient, slow movement produces better balance than rushing
Changing feet prevents fatigue during hopping activities
Object balancing requires head level and controlled steps

Common Misconceptions

Looking down at feet helps balance - actually looking ahead at fixed point is better
Hopping and jumping are the same - hopping uses same foot throughout
Faster movement shows better skill - controlled slow movement demonstrates better balance
Arms should stay still for balance - moving arms actually help with balance control
Balance is natural talent - balance can be taught and improved with practice

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent positive feedback, use movement as reward rather than restriction

dyspraxia

Allow extra practice time, break skills into smaller steps, provide physical guidance and support when needed

autism spectrum

Provide clear visual schedule of lesson activities, allow processing time between instructions, create quiet space if overwhelmed

visual impairment

Use bright contrasting equipment, provide verbal descriptions of all demonstrations, assign sighted buddy for spatial guidance during activities

hearing impairment

Use clear visual signals for stop/start, demonstrate all instructions physically, ensure student can see teacher's face during instruction

physical disability

Adapt hopping to stepping or supported movement, provide seated balance alternatives, use larger/easier equipment as needed

Cross-Curricular Links

Maths

Counting during balance holds, timing activities with seconds, measuring distances for cone placement, understanding patterns in figure of 8 walking

Science

Forces and balance, gravity's effect on balance, how eyes help with stability, understanding body parts and their functions in movement

Geography

Directional language (left, right, clockwise), spatial awareness and positioning, following routes and pathways

PSHE

Perseverance when activities are challenging, supporting and encouraging others, self-reflection and honest self-assessment

Teacher Guidance

Positioning

Move constantly around space to see all students, position at different vantage points during activities, stay close during new skill introduction

Observation Focus

Watch for correct hopping technique (same foot takeoff and landing), note balance control and duration, observe use of visual focus and arm position

Intervention Points

Step in when students struggling with balance for safety, correct hopping technique before bad habits form, support students showing frustration

Demonstration Notes

Show clear contrast between correct and incorrect techniques, use student demonstrations to reinforce good practice, break down complex skills into simple steps

Verbal Cues

•'Same foot hops!'
•'Eyes on the wall, not your feet!'
•'Aeroplane arms for balance!'
•'Slow and steady wins!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space or outdoor playground area, clear of obstacles and hazards

Surface Check

Non-slip surface suitable for hopping and balance activities, free from water, debris or trip hazards

Equipment Safety

Safety Checks

•Check bean bags for tears or loose filling before use
•Ensure cones have no sharp edges or cracks
•Test music equipment volume to prevent hearing damage
•Verify obstacle course equipment is stable and secure

Risk Management

Key Risks

•Falls during balance activities
•Collisions during running/tag games
•Fatigue from hopping activities
•Trips over equipment or other students

Risk Mitigation

•Adequate spacing between students during all activities
•Progressive skill building from easy to challenging
•Clear boundaries and movement rules established
•Regular rest breaks and foot changing during hopping
•Soft landing areas identified for balance practice

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during spread-out activities
•Move between groups during partner work to monitor technique
•Stay close to obstacle course for immediate support
•Watch for signs of frustration or fatigue in individuals

Emergency Procedures

Stop all activity immediately if injury occurs, assess student safely, provide appropriate first aid, contact school first aider if needed