Lesson 1 - Hopping and Balance Skills
Movement Mastery Skills
•Year 1
•Fundamental Movement Skills
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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
Scrunch up ready for throwing in warm-up game
Alternative: Bean bags, soft balls for throwing
Place in pairs 1 metre apart around activity area
Alternative: Markers, spots, or plastic bottles
Check all are similar size and weight for fairness
Alternative: Small cushions, juggling bags, or books
Test volume levels before lesson starts
Alternative: Whistle for start/stop signals
Ladders flat on ground, jumping bars low height, ropes straight
Alternative: Chalk lines, tape, or imaginary obstacles
Check for cracks or sharp edges before use
Alternative: Chalk circles, rope circles
Key Vocabulary
Moving by jumping on one foot while the other foot stays off the ground
Staying steady and not falling over
Standing on one foot with the other foot resting against the leg
Arms stretched out to the sides like an aeroplane's wings
Looking at one spot to help with balance
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
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