Lesson 4 - Jumping for Height and Control
Body Awareness & Movement Control
•Reception
•Fundamental Movement Skills
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How can we jump higher and land safely like superheroes?
Learning Objectives
- To jump for height onto apparatus with confidence
- To jump accurately and with control using correct technique
- To land with control and stability
Key Outcomes
- Students will demonstrate jumping from floor to apparatus with confidence
- Students will show controlled landing positions with bent knees
- Students will apply jumping skills in different contexts and directions
Equipment & Resources Required
Spread around the space with room to move between them
Alternative: Chalk circles, rope circles laid flat
Pairs use 2 cones to mark start and finish points
Alternative: Bean bags, markers, painted lines
Large foam dice work best for young children
Alternative: Number cards 1-6, spinner with numbers
Start with single mats, stack for progression
Alternative: Folded blankets, cushions
Ensure benches are stable and appropriate height
Alternative: Low sturdy boxes, stable platforms
Use as landing targets around benches
Alternative: Paper plates, chalk marks
Ensure all children can hear signals clearly
Alternative: Tambourine, whistle for signals
Key Vocabulary
When both feet leave the ground at the same time to start a jump
When both feet touch the ground at the end of a jump
Landing position with knees bent like sitting on an invisible chair
Equipment we use in PE like mats, benches, and hoops
Being able to stop and balance when we want to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic two-foot jumps on the spot
- Understands the concept of inside and outside spaces
- Can follow simple instructions and stop/start on command
Current Skills
- Jumping for height with take-off and landing control
- Jumping accurately to specific targets
- Controlled landing in 'magic chair' position
Next Steps
- Jumping over obstacles and barriers
- Combining jumps with other movements
- Partner jumping activities and sequences
Milestone Indicators
Key Teaching Points
- Always emphasise two-foot take-off and landing for safety and proper technique
- Use 'magic chair' position as consistent landing cue throughout lesson
- Build confidence gradually through progressive apparatus heights
- Celebrate attempts and effort rather than just achievement
- Link jumping technique to real-world contexts (superheroes, animals)
- Maintain clear safety boundaries while encouraging appropriate risk-taking
- Use positive reinforcement to build confidence with apparatus work
Common Misconceptions
- Children may think one-foot jumps are easier - emphasise two-foot power and stability
- Some believe straight legs are stronger - demonstrate how bent knees absorb impact safely
- Children might think higher is always better - stress appropriate progression and control
- May assume apparatus work is only for 'good' jumpers - ensure all children experience success
- Could think landing hard shows strength - emphasise soft, controlled landings as skilful
SEN Adaptations
ADHD
- Short activity bursts, clear visual boundaries, regular movement breaks, positive behaviour focus
dyspraxia
- Extra practice time, simplified movement patterns, additional adult support, larger target areas
autism spectrum
- Clear visual schedule of activities, quiet zones available, consistent routine and language
visual impairment
- Use brightly coloured equipment, verbal descriptions of apparatus layout, buddy system for guidance
hearing impairment
- Visual signals for stop/start, demonstration emphasis, written instructions on display
physical disability
- Alternative jumping activities (arm movements), seated participation where possible, modified apparatus heights
Cross-Curricular Links
English
Following instructions, describing movements, using positional vocabulary
Maths
Counting jumps, recognising odd and even numbers, measuring distances
Science
Understanding forces needed for jumping, gravity affecting landing
PSHE
Building confidence, taking appropriate risks, supporting others
Teacher Guidance
Positioning
Move between stations to provide close supervision, especially at apparatus
Observation Focus
Watch for consistent two-foot take-off, controlled landings, building confidence
Intervention Points
Step in if children attempt beyond capability or show unsafe technique
Demonstration Notes
Always demonstrate perfect technique, exaggerate key points like bent knees, use positive examples from children
Verbal Cues
- •'Magic chair landing!'
- •'Two feet together!'
- •'Soft and quiet like a cat!'
- •'Look where you want to land!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m hall space, clear of obstacles
Surface Check
Non-slip, even surface suitable for jumping activities
Equipment Safety
Safety Checks
- •All mats securely positioned and not overlapping
- •Benches stable and appropriate height (maximum 30cm for Reception)
- •Hoops lying flat to prevent tripping
- •Dice large enough to prevent choking hazard
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between children during jumping
- •Inappropriate risk-taking on higher equipment
- •Overexcitement leading to loss of control
Risk Mitigation
- •Progressive skill building from floor level upwards
- •Clear boundaries and turn-taking systems
- •Adult supervision at apparatus stations
- •Emphasis on controlled movements throughout
Supervision & Emergency Procedures
Supervision Points
- •Position to observe apparatus work closely
- •Monitor confidence levels - no forced attempts
- •Watch for fatigue affecting landing control
Emergency Procedures
Stop activity immediately, assess child, provide appropriate first aid, contact office if injury requires attention