Week 4

Movement exploration games - Hop

Home > Stage 1 Year 1 > Hop

Equipment

marker cones
15 hoops
1 bean bag per pair of students

Download the Week Movement exploration games - Hop task card to support teaching before and during the sport session.

FMS focus: Hop

Learning intention

Students are developing proficiency in the hop

Success criteria.

Student has:

Non-support leg bent and swings in rhythm with the support leg.
Head stable, eyes focused forward throughout the jump.

When proficient in above, student has:

Support leg bends on landing, then straightens to push off.
Lands and pushes off on the ball of the foot.
Arms bent and swing forward as support leg pushes off.

Explicit teaching of the hop

Model the skill

Remind students of the key components of the hop. Ask students to show you how they hop.
- Bend your leg to push off.
- Land on the ball of your feet.
- Find your rhythm.
- Look ahead, with head and eyes level.
- Use your arms for balance.

Guided practice with immediate teacher feedback - Follow the line

A designated player tries to tag players who are hopping around a court area following the lines. Once tagged, players form ‘force fields’ for the remaining players.

Designate one player as the tagger. All other players are scattered around the court on a line.
On your signal, players begin to move around the court, following the lines.
The tagger tries to tag players by following the lines.
Once a player is tagged, they must sit down in the spot they were tagged and become a ‘force field’. This means they stop any players from getting past, except for the tagger.
‘Force fields’ cannot move.
The game continues until all players have been tagged.

Skill development games

Frogs and lily pads - Playing for Life Activity Card

FMS focus activity - Frogs and lily pads

FMS: Hop

Equipment: A 10m x 10m square marked out by 4 cones (the pond), hoops to be used as lily pads.

How to play: Players continuously hop from lily pad to lily pad using a one foot take-off and landing technique.

Randomly distribute the hoops inside the pond, making sure they are not too far away from each other (i.e. jumping distance).
Players jump from lily pad to lily pad and see how many they can land on in a given amount of time (e.g. 60 seconds).
If there is more than one frog on the lily pad, it will sink. If a player jumps onto a lily pad with another player already on it, the original player must immediately find another lily pad to jump onto.
Players may jump into the pond as well as onto the lily pads.

FMS consolidation activity - Pick some spots, join the dots

Learning intention: Pick some spots, join the dots is an activity that aids decision-making, spatial recall, spatial length and distance. It is a good introduction to many dance activities.

Equipment: 4 marker cones, music (optional).

How to play: Players identify a set number of spots (spatial placements) around the room, then skip to link the various spots.

Players walk around the room to identify and name the 4 marked spots (e.g. 1, 2, 3, 4).
Teacher calls out a sequence (e.g. 1, 2, 4, 3).
Players then link the spots called by skipping.
Vary the way players move between spots e.g. running, hopping and side galloping.

Pick some spots, join the dots - Playing for Life Activity Card

Modified small-sided games

It's game time!

Teams play each other in the game outlined below.

Shapes in space

Equipment: Music

How to play: In a team, players make a basic shape in the middle of the room then skip clockwise. When the music stops, players run away from the basic shape. When the music starts again, players run back together and form another basic shape.

Call a shape (e.g. a circle, square or rectangle).
In a team, players make the nominated shape in the middle of the space, and the music begins.
Players start skipping clockwise while the music is playing.
When the music stops, all players skip away from the shape.
Call another shape (e.g. a square).
The music starts again and players skip to the middle to form the new shape.
Players begin skipping anti-clockwise.
Repeat this pattern.