Lesson 4 - Jumping and Leaping Skills
Discovering Balance Through Playful Movement
•Nursery
•Fundamental Movement Skills
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How can I use my whole body to jump and leap safely while keeping my balance?
Learning Objectives
- To develop jumping and leaping skills with control and balance
- To understand the difference between jumping and leaping movements
- To demonstrate balance after landing from jumps and leaps
Key Outcomes
- Children will jump using different take-off and landing combinations
- Children will leap from one foot to the opposite foot with control
- Children will demonstrate balance on one leg for 3+ seconds
Equipment & Resources Required
Create pond boundaries and traffic signals
Alternative: Blue markers, blue tape on floor
Scattered between blue cones as lily pads
Alternative: Chalk circles, rope circles
Mixed with hoops to create varied pathways
Alternative: Paper plates, masking tape X marks
Scattered around space for balance activities
Alternative: Soft toys, foam blocks
Positioned for easy access during free play
Alternative: Basket or box with varied equipment
Key Vocabulary
Taking off with one or two feet and landing on one or two feet
Taking off from one foot and landing on the opposite foot
Staying steady and controlled on one or both feet
The moment when feet leave the ground
When feet touch the ground after jumping or leaping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance on two feet
- Walking and running with control
- Following simple movement instructions
Current Skills
- Jumping with different take-off and landing combinations
- Leaping from one foot to opposite foot
- Static balance on one leg
Next Steps
- Jumping over obstacles
- Dynamic balance during movement
- Combining jumps with directional changes
Milestone Indicators
Key Teaching Points
- Demonstrate clear difference between jumping (various foot combinations) and leaping (one foot to opposite foot)
- Emphasise safe landing technique with bent knees and soft contact
- Use arms for balance and momentum in all jumping movements
- Push off from balls of feet rather than flat-footed take-offs
- Practice balance after landing to develop control and stability
- Progress from simple to complex movements building confidence
- Connect movements to real-world contexts (frogs, cars) for engagement
Common Misconceptions
- Children thinking all jumping is the same - correct by showing different foot patterns clearly
- Believing leaping is just a big jump - emphasise the one-foot-to-opposite-foot pattern
- Landing heavily is acceptable - teach soft landings prevent injury and improve control
- Arms don't matter in jumping - demonstrate how arms help with balance and height
- Balance is just standing still - show that balance is active control of body position
SEN Adaptations
ADHD
- Shorter activity bursts, frequent position changes, clear stop/start signals, movement breaks built into lesson
dyspraxia
- Slower demonstrations, broken down movement patterns, visual markers for positioning, extra practice time
autism spectrum
- Clear routine structure, visual schedule of activities, quiet retreat space available, consistent language and signals
visual impairment
- Use bright coloured equipment, verbal descriptions of demonstrations, tactile guides for spatial boundaries, audio cues for directions
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written/picture cards for game rules, vibrant visual cues
physical disability
- Seated jumping variations, modified hopping (stepping), use of mobility aids as appropriate, focus on achievable movements
Cross-Curricular Links
English
Following multi-step instructions, using descriptive language for movements, letter recognition in games
Maths
Counting jumps and leaps, measuring distances jumped, understanding patterns in hopscotch sequences
Science
Forces in jumping (push/pull), gravity affecting landing, body parts working together for movement
Geography
Directional language (forward, backward, left, right), spatial awareness and positioning
PSHE
Building confidence, resilience when learning new skills, cooperation and teamwork in games
Teacher Guidance
Positioning
Position where all children visible, move between groups during activities for individual feedback
Observation Focus
Watch for: proper take-off technique, controlled landings, balance after movements, spatial awareness
Intervention Points
Step in if: technique becoming unsafe, children too tired, game rules being ignored, equipment used unsafely
Demonstration Notes
Always demonstrate slowly first, then at normal speed. Exaggerate key technique points. Use children as positive examples when possible.
Verbal Cues
- •'Push off with strong feet!'
- •'Soft landings like a cat!'
- •'Arms help you balance!'
- •'Different feet for leaping!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 10m clear space, dry non-slip surface preferred
Surface Check
Check for wet patches, obstacles, or tripping hazards before starting
Equipment Safety
Safety Checks
- •Ensure hoops lie flat and are not cracked
- •Check bean bags are sewn securely
- •Verify cones have no sharp edges or damage
- •Position equipment to avoid collision points
Risk Management
Key Risks
- •Falls during jumping and landing
- •Collisions between children during games
- •Fatigue leading to poor technique
- •Slipping on equipment
Risk Mitigation
- •Teach proper landing technique with bent knees
- •Ensure adequate spacing between children
- •Monitor for signs of tiredness and provide rest
- •Clear pathways and remove slip hazards
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all jumping activities
- •Move between groups during free play
- •Watch for technique breakdown indicating fatigue
- •Monitor game rules to prevent rough play
Emergency Procedures
Stop activity immediately if injury occurs, assess, provide appropriate first aid, contact school first aider if needed