Lesson 2 - Jumping and Landing Techniques
Whole-Body Movement Confidence
•Reception
•Athletics
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How can we use our whole body to become amazing jumping athletes?
Learning Objectives
- Develop fundamental jumping skills using different take-off and landing combinations
- Coordinate running movements with jumping actions
- Understand the effect of physical activity on the body
Key Outcomes
- Students will demonstrate improved jumping technique with soft landings
- Students will show coordination in run-up to jump combinations
- Students will recognise physical changes in their body during exercise
Equipment & Resources Required
Use existing playground markings or create with chalk
Alternative: Chalk lines, masking tape
Blue cones for pond edges, various colours for molehills
Alternative: Marker spots, bean bags
Various sizes for lily pads and team houses
Alternative: Chalk circles, rope circles
Different colours for activities and pathways
Alternative: Paper plates, painted ground spots
Low height suitable for Reception children
Alternative: Pool noodles, rope at low height
Flat on ground for safe stepping/jumping
Alternative: Chalk ladder patterns, tape on ground
Key Vocabulary
The moment when both or one foot leaves the ground to begin a jump
When feet touch the ground after jumping, with knees bent to absorb impact
Jumping where you take off with both feet and land on both feet
Jumping where you take off with one foot and land on both feet
Using arms to help create power and momentum for jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance on one and two feet
- Walking and running with control
- Following simple movement instructions
Current Skills
- Two-footed jumping and landing
- One foot to two feet jumping
- Coordinating arms with jumping movements
Next Steps
- Jumping for distance and height
- Running and jumping combinations
- Advanced landing techniques
Milestone Indicators
Key Teaching Points
- Always emphasise soft landings with bent knees to prevent injury
- Use arms to generate power and maintain balance during jumping
- Progress from two-footed to one-foot take-offs gradually
- Maintain spatial awareness during all movement activities
- Connect jumping skills to real-world contexts (puddles, animals)
- Celebrate effort and improvement over absolute performance
- Use positive role modelling to enhance peer learning
Common Misconceptions
- Children think jumping higher is always better than controlled technique
- Landing with straight legs is acceptable - emphasise shock absorption
- Arms are not important for jumping - demonstrate power generation
- One foot to two feet jumping is the same as hopping - clarify landing difference
- Faster always means better - emphasise control and technique quality
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear movement boundaries, regular positive feedback
dyspraxia
- Break down movements into smaller steps, allow extra practice time, provide additional demonstrations
autism spectrum
- Provide clear visual schedule of activities, allow processing time for instructions, quiet space available if needed
visual impairment
- Use verbal descriptions of all activities, provide tactile markers for jumping targets, buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written activity cards
physical disability
- Modify jumping requirements to stepping or supported movements, provide seated alternatives where appropriate
Cross-Curricular Links
English
Following instructions, using descriptive language about movement, letter recognition during games
Maths
Counting jumps and successful activities, measuring jumping distances, understanding concepts of more/less
Science
Understanding how the body works during exercise, observing changes in breathing and heart rate
PSHE
Working as part of a team, showing resilience when activities are challenging, celebrating others' achievements
Teacher Guidance
Positioning
Central location during group activities, mobile during circuit work, always maintaining visual contact with all children
Observation Focus
Landing technique quality, use of arms for power and balance, spatial awareness during movement, signs of fatigue
Intervention Points
Step in immediately for unsafe technique, provide encouragement for reluctant participants, offer technique reminders
Demonstration Notes
Use clear, exaggerated movements to show correct technique, involve children in demonstrations, break down complex skills into simple steps
Verbal Cues
- •'Soft landings with bendy knees!'
- •'Use your arms to help you!'
- •'Spring up like a kangaroo!'
- •'Land like a gentle airplane!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space for activities, additional circuit area
Surface Check
Non-slip surface suitable for jumping and landing, free from holes or uneven areas
Equipment Safety
Safety Checks
- •All jumping apparatus at appropriate height for Reception children
- •Hoops and markers stable and non-slip
- •Circuit equipment properly spaced with clear pathways
- •No sharp edges or dangerous equipment
Risk Management
Key Risks
- •Collisions during group activities
- •Falls from poor landing technique
- •Trips over equipment or markers
- •Overexertion during sustained activities
Risk Mitigation
- •Clear activity boundaries and spacing established
- •Progressive skill building from simple to complex
- •Constant emphasis on soft landing technique
- •Regular rest periods and hydration breaks
- •Teacher positioned for optimal supervision
Supervision & Emergency Procedures
Supervision Points
- •Central position during warm-up for visibility of all children
- •Mobile supervision during circuit activities
- •Specific focus on landing technique during jumping practice
- •Monitor for fatigue and overexertion signs
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required