Lesson 4 - Jumping for Distance and Control
Foundation Jumping and Locomotion Through Playful Exploration
•Reception
•Fundamental Movement Skills
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How can we use our whole body to jump as far as possible while staying safe?
Learning Objectives
- To develop jumping technique using two feet to two feet
- To explore jumping for distance with control and safety
- To understand how body position affects jumping distance
Key Outcomes
- Students will demonstrate correct jumping technique with arms and knees
- Students will jump safely between markers maintaining spatial awareness
- Students will understand how to make their bodies jump further
Equipment & Resources Required
Scattered across area with 1-2 metre gaps between them
Alternative: Chalked circles, small mats, bean bags
Arranged in pairs 3-5 metres apart initially
Alternative: Bean bags, small hoops
For setting up consistent distances between markers
Alternative: Chalk for marking distances
Key Vocabulary
How far we can jump from one place to another
Taking off with both feet together and landing on both feet together
Moving arms back then forward to help the body jump further
Bending knees when landing to stay safe and balanced
The place we are trying to jump to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Simple landing with bent knees
- Understanding of personal space
Current Skills
- Jumping for distance with control
- Using arms to assist jumping
- Spatial awareness while jumping
Next Steps
- Jumping for height
- One foot to two feet jumping
- Jumping over obstacles
Milestone Indicators
Key Teaching Points
- Two feet together for takeoff and landing - this is fundamental for safety and technique
- Arms swing back then forward to help generate power and distance
- Eyes looking forward to target, not down at feet, for better direction and safety
- Bent knees on landing to absorb impact and maintain balance
- Personal space awareness essential when multiple students jumping
- Quality of technique more important than distance achieved
- Encourage effort and improvement rather than comparing abilities
Common Misconceptions
- Thinking jumping higher automatically means jumping further - teach forward trajectory
- Believing strong legs alone create distance - emphasise whole body coordination
- Assuming one big jump is better than several good jumps - focus on technique consistency
- Thinking faster means better jumping - emphasise control and precision
- Believing only athletic children can jump well - celebrate all improvements and efforts
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear physical boundaries, offer frequent positive feedback
dyspraxia
- Break down movements into smaller steps, allow extra practice time, use larger targets, provide physical guidance if needed
autism spectrum
- Provide clear visual schedule, establish predictable routines, offer quiet rest space if needed
visual impairment
- Use bright coloured markers, provide verbal descriptions of space layout, assign sighted buddy for safety
hearing impairment
- Use visual signals for start/stop, demonstrate all instructions clearly, position for lip reading
physical disability
- Adapt to one-foot jumping or seated arm movements, use closer marker distances, focus on effort over distance
Cross-Curricular Links
English
Following instructions, using descriptive vocabulary (far, near, high, low), explaining techniques
Maths
Counting jumps, measuring distances with steps, comparing numbers (fewer jumps is better)
Science
Forces and motion in jumping, how muscles work together, effect of gravity on landing
PSHE
Working cooperatively with partners, encouraging others, perseverance when challenging
Teacher Guidance
Positioning
Move around perimeter to observe all students, position for demonstration visibility
Observation Focus
Watch for two-foot takeoffs/landings, arm swing development, spatial awareness, cooperation
Intervention Points
Step in if unsafe jumping, poor spatial awareness, or negative partner interactions observed
Demonstration Notes
Use slow motion for technique, exaggerate key points, always demonstrate safety first
Verbal Cues
- •'Feet together, jump together!'
- •'Big arm swing to help!'
- •'Look where you're going!'
- •'Soft landings with bendy knees!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space for marker layout and partner challenges
Surface Check
Clean, dry, non-slip surface free from obstacles or debris
Equipment Safety
Safety Checks
- •Floor markers flat and secure to prevent slipping
- •Cones stable and not creating trip hazards
- •Regular checks for damaged equipment
Risk Management
Key Risks
- •Collisions between students during jumping
- •Hard landings causing injury
- •Trips over equipment or markers
Risk Mitigation
- •Clear spacing rules and visual boundaries
- •Emphasis on controlled landings with bent knees
- •Regular safety reminders during activities
- •Progressive difficulty to build technique before distance
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all jumping areas
- •Monitor spacing between students constantly
- •Watch for fatigue affecting landing technique
- •Check partner areas for safe setup
Emergency Procedures
Stop activity immediately for any injury, assess, provide appropriate first aid, clear equipment if needed