Lesson 4 - Jumping Skills and Control
Animal Movement & Spatial Skills
•Reception
•Fundamental Movement Skills
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How can we jump like different animals and land safely every time?
Learning Objectives
- Develop jumping skills using two feet to two feet and one foot to two feet patterns
- Demonstrate control and balance when landing from jumps
- Negotiate space successfully while jumping and moving
Key Outcomes
- Students will jump with confidence using proper take-off and landing technique
- Students will show control when moving through obstacle courses
- Students will understand how to share equipment and take turns safely
Equipment & Resources Required
Use blue cones specifically for pond boundaries
Alternative: Markers, spots, or small traffic cones
Represent lily pads in pond crossing activity
Alternative: Chalk circles, rope circles, or spots
Laid flat for jumping patterns practice
Alternative: Rope ladders or chalk ladder markings
Set at ankle height for safety
Alternative: Pool noodles, rope, or foam bars 6 inches high
Laid flat as lines to jump over
Alternative: Thick rope or ribbon on ground
Used as 'bugs' to collect in pond crossing game
Alternative: Small cones or foam shapes
Represent rocks in pond - one foot landing only
Alternative: Small mats or chalk marks
Key Vocabulary
Jumping by taking off with both feet and landing on both feet
Landing quietly by bending knees and cushioning the impact
The moment when feet leave the ground to begin a jump
Staying steady and in control of your body position
Moving safely around obstacles and other people
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hopping on one foot
- Simple jumping up and down
- Following simple movement instructions
Current Skills
- Two feet to two feet jumping
- One foot to two feet jumping
- Controlled landing technique
- Spatial awareness while jumping
Next Steps
- Jumping for distance and height
- Triple jump patterns
- Jumping in game situations with opponents
Milestone Indicators
Key Teaching Points
- Soft landings are crucial for safety - emphasise 'landing like a cat'
- Arms drive upward to help with take-off power and balance
- Eyes should look forward, not down at feet during jumping
- Knees bend on landing to absorb impact and maintain balance
- Two feet to two feet jumping requires coordinated take-off
- Spatial awareness prevents collisions during group activities
- Taking turns and sharing equipment builds cooperation skills
Common Misconceptions
- Children thinking jumping higher is always better - focus on control first
- Students believing they must land quietly by jumping smaller - teach proper absorption technique
- Assumption that arms don't help with jumping - demonstrate arm drive importance
- Thinking one foot jumping is easier - explain different skills required
- Believing fast movement is always better - emphasise control over speed
SEN Adaptations
ADHD
- Shorter activity bursts, regular movement breaks, clear physical boundaries for activities
dyspraxia
- Slower demonstrations, break down jumping into smaller steps, provide physical support if needed
autism spectrum
- Clear visual schedule of activities, quiet reflection space available, consistent routine structure
visual impairment
- Use bright coloured equipment, clear verbal descriptions of movements, buddy system for guidance
hearing impairment
- Visual demonstrations, hand signals for start/stop, written instruction cards
physical disability
- Seated jumping variations, modified jumping distances, alternative balancing challenges
Cross-Curricular Links
English
Vocabulary development with jumping terms, following complex instructions in games
Science
Understanding forces in jumping, gravity effects on landing, how muscles work in jumping movements
PSHE
Taking turns, supporting classmates, managing emotions during competition, celebrating others' success
Teacher Guidance
Positioning
Move around the space to observe all students, position at centre of circle for demonstrations
Observation Focus
Watch landing technique, spatial awareness, and balance control throughout activities
Intervention Points
Step in when students show poor landing technique or attempt unsafe jumps beyond ability
Demonstration Notes
Show exaggerated movements for clarity, demonstrate both correct and incorrect technique for comparison
Verbal Cues
- •'Land like a cat!'
- •'Push hard with your legs!'
- •'Arms help you fly!'
- •'Soft knees on landing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m hall space with 3m clear zones around jumping equipment
Surface Check
Clean, dry, non-slip hall floor checked for obstacles and water spillages
Equipment Safety
Safety Checks
- •Jumping bars secured at maximum 6 inch height
- •Hoops and spots checked for damage and non-slip base
- •Adequate space between equipment stations to prevent collisions
Risk Management
Key Risks
- •Hard landings causing injury to knees, ankles, or back
- •Collisions between students during games
- •Tripping over equipment during transitions
Risk Mitigation
- •Emphasise soft landing technique throughout lesson
- •Clear boundaries and pathways between activities
- •Adequate spacing during jumping practice
- •Controlled group sizes at equipment stations
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all jumping activities
- •Monitor landing technique continuously
- •Watch for students attempting jumps beyond ability level
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school office if serious injury