Lesson 3 - Jumping Patterns and Combinations
Body Awareness & Movement Control
•Reception
•Fundamental Movement Skills
•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 use different types of jumps to create exciting movement patterns?
Learning Objectives
- To explore different types of jumps responding to musical stimuli
- To follow jumping patterns and pathways with control
- To combine running and jumping movements safely and confidently
Key Outcomes
- Students will demonstrate at least 3 different types of jumps
- Students will follow pathways using jumping movements
- Students will successfully combine running and jumping in sequence
Equipment & Resources Required
Spread around hall with 2m spacing between each hoop
Alternative: Chalk circles, rope circles, or marked squares on floor
Used to create 5 pathways of 5m length each
Alternative: Bean bags, throw-down markers, or plastic bottles
Mark specific jumping points along pathways
Alternative: Coloured paper plates or masking tape marks
Positioned centrally for clear audio throughout hall
Alternative: Tablet, phone with speaker, or CD player
Songs with clear beats and natural pause points
Alternative: Children's action songs or rhythmic instrumental music
Key Vocabulary
Pushing off the ground with one or both feet to move through the air
The route or direction we follow when moving
How we come down safely after a jump
Jumping where you take off and land with both feet together
Taking off from one foot and landing on both feet
Putting different movements together in sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Simple running with control
- Following basic movement instructions
Current Skills
- Different types of jumps (one foot to two feet, etc.)
- Following pathways with jumping movements
- Combining running and jumping
Next Steps
- Jumping with increased height and distance
- Complex jumping sequences
- Jumping over and onto equipment
Milestone Indicators
Key Teaching Points
- Always emphasise soft, controlled landings with bent knees to prevent injury
- Use clear directional language and ensure children understand before starting activities
- Progress from simple two-footed jumps to more complex one-foot variations
- Encourage use of arms for balance and power in all jumping activities
- Maintain adequate spacing between children during all activities for safety
- Combine movement with music and imagery to maintain engagement
- Provide multiple opportunities for practice of each jumping type
Common Misconceptions
- Children thinking jumping height is more important than control and technique
- Believing that landing heavily shows power rather than poor technique
- Confusion between left and right directions during activities
- Thinking that faster running always leads to better jumping
- Misconception that all jumps should be performed the same way
- Believing that jumping is only about leg strength rather than whole-body coordination
SEN Adaptations
ADHD
- Shorter activity bursts with clear rest periods, simple one-step instructions, movement outlets within structure, positive reinforcement frequently
dyspraxia
- Larger, more stable equipment, simplified movement patterns, extra practice time, break down complex jumps into smaller steps
autism spectrum
- Clear visual schedule of activities, quiet retreat area available, consistent routine structure, advanced warning of activity changes
visual impairment
- Use brightly coloured equipment, provide tactile markers for pathways, use clear verbal descriptions of movements, buddy system for guidance
hearing impairment
- Use visual demonstrations extensively, hand signals for directions, written instruction cards, ensure visual contact before giving instructions
physical disability
- Modify jumps to seated bouncing movements, use upper body jumping actions, adapt equipment height, provide physical support as needed
Cross-Curricular Links
English
Learning and using movement vocabulary (hop, jump, stride), listening and following instructions, expressing preferences during reflection
Maths
Counting jumps and sequences, understanding directions (left/right), measuring distances jumped, patterns in jumping sequences
Science
Understanding how muscles work during jumping, forces involved in take-off and landing, balance and coordination
PSHE
Following instructions, working safely with others, showing resilience when learning new skills, celebrating achievements
Teacher Guidance
Positioning
Position centrally during demonstrations, move around groups during activities for individual support
Observation Focus
Watch for correct jumping technique, safe landings, good spatial awareness, and positive participation
Intervention Points
Step in if children showing poor technique that could lead to injury, if group management breaks down, or if individual children need encouragement
Demonstration Notes
Demonstrate: Always show exaggerated technique for visibility, emphasise safety points, use enthusiastic delivery to maintain engagement, repeat key movements several times
Verbal Cues
- •'Soft landings like a cat!'
- •'Bend those knees for power!'
- •'Use your arms to help you balance!'
- •'Listen for the direction, then think, then jump!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space for pathways and group activities
Surface Check
Dry, even surface free from obstacles and appropriate for jumping activities
Equipment Safety
Safety Checks
- •Check hoops are flat and won't slip during use
- •Ensure cones are stable and visible
- •Verify markers are securely placed and visible
Risk Management
Key Risks
- •Collisions between children during free movement
- •Falls during jumping activities
- •Overexertion leading to fatigue
- •Equipment displacement causing trip hazards
Risk Mitigation
- •Clear 2m spacing between all equipment and children
- •Adequate rest periods between high-energy activities
- •Progressive skill building from simple to complex jumps
- •Clear boundaries and pathways established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children
- •Monitor for signs of fatigue or overexertion
- •Watch for proper landing technique to prevent injury
- •Ensure safe group management during transitions
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school first aider if needed