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Lesson 4 - Jumping and Landing Control

Animal Movement Exploration

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Nursery

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Fundamental Movement Skills

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45 min

Big Question

How can we jump like different animals and land safely every time?

Learning Objectives

Develop controlled jumping movements using different take-off and landing patterns
Demonstrate safe landing techniques with bent knees and balanced body position
Show confidence when moving through space and negotiating obstacles

Key Outcomes

Children will perform jumps from two feet to two feet with control
Children will demonstrate soft, safe landings with bent knees
Children will move confidently through obstacle courses using jumping skills

Equipment & Resources Required

Cones

20-30

Blue cones for pond edges, other colours for bugs/molehills

Alternative: Markers, bean bags

Hoops

15-20

Various sizes scattered for lily pads and molehills

Alternative: Chalk circles, rope circles

SAQ Ladders

2-3

Flat on ground for jumping patterns

Alternative: Chalk ladder patterns, rope ladders

Wall Bars

4-6

Height adjustable 10-20cm high

Alternative: Pool noodles, skipping ropes on cones

Sun Markers

For single-foot landings and molehills

Alternative: Small mats, chalk dots

Mats

6-8

For safe landing practice areas

Alternative: Towels, carpet squares

Balls

Represent bugs to collect in pond game

Alternative: Soft toys, small balls

Key Vocabulary

Jump

Pushing off the ground with both feet and landing back down

Soft landing

Landing quietly with bent knees like a cushion

Two feet to two feet

Taking off with both feet and landing on both feet

Balance

Staying still and steady like a statue

Freeze

Stop moving completely and hold very still

Skill Progression Pathway

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

Prior Learning

Can walk and run with basic control
Shows awareness of personal space
Can follow simple movement instructions

Current Skills

Two-foot to two-foot jumping
Safe landing with bent knees
Jumping over low obstacles
Moving confidently through space

Next Steps

One-foot to two-foot jumping patterns
Jumping for distance and height
Hopping on one foot
Combining jumping with other locomotor skills

Milestone Indicators

Consistent soft landings with bent knees

Confident jumping over obstacles

Ability to freeze and balance on command

Good spatial awareness during group activities

Key Teaching Points

Always emphasise soft landing with bent knees for safety and technique development
Use counting rhythm (1-2-jump) to help children coordinate take-off timing
Demonstrate the difference between noisy and quiet landings regularly
Build from two-foot to two-foot jumping before progressing to more complex patterns
Maintain spatial awareness during all activities to prevent collisions
Use positive language and celebrate effort over perfect technique
Encourage experimentation within safe parameters to build confidence

Common Misconceptions

Children think jumping higher is always better - emphasise control over height
Belief that landing hard shows more effort - teach that soft landings show skill
Assumption that fast movements are more skilful - demonstrate controlled technique
Thinking that some children 'can't jump' - show that everyone can improve with practice
Misconception that games are just for fun - explain learning happens through play

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent movement breaks, use clear start/stop signals

dyspraxia

Simplify movement patterns, provide extra practice time, use larger equipment for easier targeting

autism spectrum

Provide visual schedule of activities, offer quiet space for breaks, use consistent routine and clear boundaries

visual impairment

Use verbal descriptions of equipment layout, provide tactile exploration of equipment before use, pair with sighted buddy

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written or pictorial instruction cards

physical disability

Modify jumping to stepping or supported movements, use stable chairs for elevated positions, adjust equipment heights

Cross-Curricular Links

Maths

Counting jumps, measuring jumping distances, recognising patterns in movement sequences

Science

Understanding forces when pushing off ground, exploring gravity during landing, discussing animal movements and habitats

Geography

Spatial awareness and direction, understanding animal habitats (pond creatures vs land animals)

PSHE

Building confidence through achievement, teamwork and cooperation, perseverance when learning new skills

Teacher Guidance

Positioning

Move around perimeter during activities for maximum visibility, position centrally for demonstrations

Observation Focus

Watch for landing technique, spatial awareness, confidence levels, and following instructions

Intervention Points

Step in when technique becomes unsafe, when children attempt skills too advanced, or when frustration levels rise

Demonstration Notes

Always demonstrate technique slowly first, then at normal speed, use children as positive examples when appropriate

Verbal Cues

•'Soft knees!' for landing reminders
•'Two feet together!' for take-off preparation
•'Look where you're going!' for spatial awareness
•'Ninja landing!' for quiet, controlled landings

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, indoor hall preferred

Surface Check

Non-slip surface, free from obstacles, adequate ceiling height for jumping

Equipment Safety

Safety Checks

•All hoops flat and stable on ground
•Jumping bars securely positioned at appropriate heights
•Cones placed away from landing areas
•Regular equipment checks during activities

Risk Management

Key Risks

•Falls from poor landing technique
•Collisions during group activities
•Equipment displacement during vigourous activity
•Overexertion in competitive games

Risk Mitigation

•Progressive skill building from simple to complex
•Constant emphasis on landing technique
•Clear boundaries and spacing protocols
•Equipment height appropriate for age group

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all children during activities
•Move around during station work for individual support
•Monitor energy levels and technique deterioration
•Watch for children attempting skills beyond their ability

Emergency Procedures

Stop activity immediately for any injury, assess need for first aid, contact appropriate support, do not move injured child