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Lesson 3 - Jumping Patterns and Combinations

Body Awareness & Movement Control

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Reception

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Fundamental Movement Skills

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30 min

Big Question

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

Hoops

1 per student (30)

Spread around hall with 2m spacing between each hoop

Alternative: Chalk circles, rope circles, or marked squares on floor

Cones

25-30

Used to create 5 pathways of 5m length each

Alternative: Bean bags, throw-down markers, or plastic bottles

Throw Down Markers

15-20

Mark specific jumping points along pathways

Alternative: Coloured paper plates or masking tape marks

Music Player

Positioned centrally for clear audio throughout hall

Alternative: Tablet, phone with speaker, or CD player

Upbeat music

Various tracks

Songs with clear beats and natural pause points

Alternative: Children's action songs or rhythmic instrumental music

Key Vocabulary

Jumping

Pushing off the ground with one or both feet to move through the air

Pathway

The route or direction we follow when moving

Landing

How we come down safely after a jump

Two feet to two feet

Jumping where you take off and land with both feet together

One foot to two feet

Taking off from one foot and landing on both feet

Combination

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

Consistent landing on both feet

Smooth transitions between different jumps

Maintaining balance after landing

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