🤸

Lesson 4 - Jumping, Landing and Linking Movements

Exploring Body Parts and Movement Through Playful Gymnastics

•

Nursery

•

Gymnastics

•

45 min

Big Question

How can we move like animals and combine different body movements safely?

Learning Objectives

Jump off an object and land appropriately
Link 2 movements together safely
Travel with confidence around, under, over and through apparatus

Key Outcomes

Students will demonstrate safe jumping and landing techniques
Students will create simple movement sequences combining spins and balances
Students will move confidently around apparatus with awareness of others

Equipment & Resources Required

Gymnastics Benches

6 benches (1 per group of 5)

Spread around hall with clear space around each

Alternative: Low tables, sturdy boxes, or mats folded in half

Balls

20-30 pieces

Pile at one end for treasure game

Alternative: Foam blocks, small toys, or coloured scarves

Gymnastics Mats

11 mats

Place around benches for safe landing zones

Alternative: Carpet tiles or towels for landing areas

Music Player

Positioned where teacher can easily control

Alternative: Phone/tablet with speaker, or drum for rhythm

Key Vocabulary

Patches

Body parts we balance on - front, back, bottom

Spinning

Turning round and round on the spot

Landing

Coming down safely with bent knees

Sequence

Movements that follow each other in order

Balance

Staying still and steady on a body part

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple balancing on different body parts
Following simple movement instructions

Current Skills

Safe jumping and landing from low apparatus
Controlled spinning on patches (front, back, bottom)
Linking two movements smoothly

Next Steps

Jumping from higher apparatus
More complex movement sequences
Working collaboratively with apparatus

Milestone Indicators

Lands with bent knees and controlled balance

Spins without rolling away or losing control

Moves smoothly from one movement to another

Key Teaching Points

Always land with bent knees to absorb impact safely
Keep spinning slow and controlled to maintain safety and technique
Hold balances still like statues for 3 clear seconds
Take turns appropriately and share apparatus fairly
Use smooth transitions between movements in sequences
Keep awareness of others when moving around apparatus
Practice makes progress - focus on getting better not being perfect

Common Misconceptions

Thinking faster spinning is better - emphasise control over speed
Believing jumping higher is always better - focus on safe landing technique
Assuming balances should be wobbly - teach that still and controlled is the goal
Thinking all movements should be the same - encourage creativity within safety
Believing you can't be good at gymnastics - emphasise that everyone can improve with practice

SEN Adaptations

ADHD

Short activity bursts with clear boundaries, movement breaks built in, simple clear instructions

dyspraxia

Slower demonstrations, break down complex movements into smaller steps, additional practice time

autism spectrum

Clear visual schedule of activities, quiet area available if overwhelmed, consistent routine and structure

visual impairment

Use verbal descriptions of movements, tactile cues for body patches, bright coloured mats for landing areas

hearing impairment

Clear visual demonstrations, use visual signals for stopping/starting, written or picture instructions

physical disability

Seated spinning variations, modified jumping from lower surfaces, wheelchair accessible routes around apparatus

Cross-Curricular Links

Maths

Counting spins, sequencing movements 1-2-3, spatial concepts (around, over, under)

Science

Body parts and movement, forces in jumping and landing, balance and gravity

Geography

Positional language (over, under, around, through), spatial awareness and direction

PSHE

Taking turns, sharing equipment, supporting others, building confidence

Teacher Guidance

Positioning

Move around the hall to observe all children, position near apparatus during jumping practice

Observation Focus

Watch for control during spinning, safe landing technique, cooperation in groups

Intervention Points

Step in if dizziness occurs, correct poor jumping technique immediately, manage group dynamics

Demonstration Notes

Always demonstrate techniques clearly and slowly, use children as positive examples when appropriate

Verbal Cues

•'Soft landings like a cat!'
•'Spin slowly and controlled!'
•'Hold your balance like a statue!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 12m with clear walls

Surface Check

Non-slip clean floor suitable for rolling and spinning

Equipment Safety

Safety Checks

•Check benches are stable and at appropriate height
•Ensure mats are properly positioned beside jumping areas
•Verify cones/beanbags have no sharp edges

Risk Management

Key Risks

•Falls from apparatus
•Collisions during spinning
•Dizziness from excessive spinning
•Injuries from poor landing technique

Risk Mitigation

•Limit bench height to appropriate nursery level
•Teach and enforce proper landing technique
•Control spinning duration to prevent dizziness
•Ensure adequate spacing between children
•Group sizes limited to 5 per apparatus

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus
•Move around groups during apparatus work
•Monitor jumping and landing technique closely

Emergency Procedures

Stop all activity immediately, assess injury, apply first aid as appropriate, contact medical support if needed