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Lesson 4 - Jumping for Distance and Control

Foundation Jumping and Locomotion Through Playful Exploration

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Reception

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Fundamental Movement Skills

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30 min

Big Question

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

Markers

20-30

Scattered across area with 1-2 metre gaps between them

Alternative: Chalked circles, small mats, bean bags

Cones

20 (pairs for distance challenges)

Arranged in pairs 3-5 metres apart initially

Alternative: Bean bags, small hoops

Measuring Tapes

For setting up consistent distances between markers

Alternative: Chalk for marking distances

Key Vocabulary

Distance

How far we can jump from one place to another

Two feet to two feet

Taking off with both feet together and landing on both feet together

Arm swing

Moving arms back then forward to help the body jump further

Bent knees

Bending knees when landing to stay safe and balanced

Target

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

Consistent two feet to two feet jumps

Clear arm swing visible

Controlled landings with bent knees

Accurate spatial judgement

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