Lesson 4 - Jumping, Landing and Linking Movements
Exploring Body Parts and Movement Through Playful Gymnastics
•Nursery
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Spread around hall with clear space around each
Alternative: Low tables, sturdy boxes, or mats folded in half
Pile at one end for treasure game
Alternative: Foam blocks, small toys, or coloured scarves
Place around benches for safe landing zones
Alternative: Carpet tiles or towels for landing areas
Positioned where teacher can easily control
Alternative: Phone/tablet with speaker, or drum for rhythm
Key Vocabulary
Body parts we balance on - front, back, bottom
Turning round and round on the spot
Coming down safely with bent knees
Movements that follow each other in order
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
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