Lesson 5 - Jumping for Height and Coordination
Whole-Body Movement Confidence
•Reception
•Athletics
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How can we use our whole body to jump as high as possible and land safely?
Learning Objectives
- To develop jumping techniques for height using coordinated movements
- To understand how different body parts contribute to effective jumping
- To practice timing and coordination in jumping activities
Key Outcomes
- Students will demonstrate improved jumping height through coordinated arm and leg movements
- Students will identify key body parts involved in jumping for height
- Students will show understanding of take-off timing and safe landing techniques
Equipment & Resources Required
Placed 10 metres from team starting positions
Alternative: Chalk circles, rope circles
Ready to distribute for grabbing activity
Alternative: Small ribbons, tissue paper
Height appropriate for Reception (15-20cm)
Alternative: Pool noodles on cones, tape lines
Mark boundaries and traffic light areas
Alternative: Markers, spots
Optional for traffic lights warm-up rhythm
Alternative: Teacher voice commands
Key Vocabulary
The moment when both feet leave the ground to begin a jump
A jumping technique where legs move in opposite directions like scissors
Using different parts of your body together smoothly
How high you can jump off the ground
The safe way to come down after jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Understanding of stop and start on command
- Basic balancing skills
Current Skills
- Jumping for height with coordination
- Take-off timing and preparation
- Scissor kick introduction
- Obstacle clearance
Next Steps
- Advanced scissor kick technique
- Running jump approaches
- High jump bar introduction
- Competitive jumping activities
Milestone Indicators
Key Teaching Points
- Bend knees deeply before jumping to generate power and height
- Drive arms upward actively to assist jumping height and coordination
- Land with bent knees to absorb impact safely and maintain balance
- Practice single-foot take-off for scissor kick development
- Use whole body coordination for maximum jumping effectiveness
- Maintain spatial awareness during movement to ensure safety
- Develop timing skills through partner and team activities
Common Misconceptions
- Students think jumping is only about leg strength - emphasise whole body coordination including arms
- Belief that jumping harder means jumping higher - focus on technique over force
- Assumption that scissor kick is too difficult - break down into manageable steps
- Thinking that self-assessment should always be positive - encourage honest reflection
- Misconception that exercise should not make you tired - explain healthy tiredness vs harmful fatigue
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, use clear boundaries and expectations
dyspraxia
- Use larger, softer equipment, reduce complexity of movement patterns, provide extra practice time and encouragement
autism spectrum
- Provide clear structure and routine, visual schedule of activities, quiet space available if overwhelmed
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of all demonstrations, pair with sighted buddy for activities
hearing impairment
- Use clear visual demonstrations, hand signals for commands, provide written instruction cards with pictures
physical disability
- Modify jumping to seated bouncing movements, use arm movements to simulate jumping, focus on timing and coordination
Cross-Curricular Links
Maths
Counting jumps in sequences, measuring jumping distances, comparing heights achieved
Science
Understanding heart rate changes during exercise, identifying body parts and their functions
Geography
Directional movement (forwards, backwards, sideways), spatial awareness and positioning
PSHE
Teamwork and cooperation, resilience when learning new skills, honest self-assessment
Teacher Guidance
Positioning
Move around perimeter for constant view of all students, position near equipment during activities
Observation Focus
Watch for correct jumping technique, safe landings, positive peer interactions, signs of fatigue
Intervention Points
Step in when technique becomes unsafe, when students struggle with cooperation, or when activity needs modification
Demonstration Notes
Use exaggerated movements for clear visibility, demonstrate both correct and incorrect technique for contrast, involve confident students in demonstrations
Verbal Cues
- •'Bend those knees for power!'
- •'Drive your arms up to help you jump!'
- •'Land softly with bent knees!'
- •'Watch and learn from your partner!'
- •'Great teamwork - help each other!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor hard surface area, minimum 20m x 15m clear space
Surface Check
Non-slip surface free from water, debris, or uneven areas that could cause falls
Equipment Safety
Safety Checks
- •Hurdles appropriate height (15-20cm maximum) with stable base
- •Hoops checked for cracks or damage
- •Scarves/beanbags soft materials that won't cause injury if dropped
- •Cones positioned to avoid tripping hazards
Risk Management
Key Risks
- •Collisions during free movement activities
- •Falls during jumping activities especially when fatigued
- •Overenthusiastic jumping leading to loss of control
- •Hurdle contact causing trips or falls
Risk Mitigation
- •Clear boundaries established and regularly reinforced
- •Adequate spacing between students during all activities
- •Progressive skill building from simple to complex movements
- •Regular rest breaks to prevent fatigue-related accidents
- •Appropriate hurdle height for age group
- •Teacher positioned for maximum visibility of all students
Supervision & Emergency Procedures
Supervision Points
- •Constant visual supervision during jumping activities
- •Position near hurdle activities for immediate intervention
- •Monitor fatigue levels and provide rest as needed
- •Watch for students attempting beyond their ability level
Emergency Procedures
Stop all activity immediately if injury occurs, assess student, provide appropriate first aid, contact school office if serious injury suspected