Lesson 2 - Jumping Technique Development
Foundation Jumping and Locomotion Through Playful Exploration
•Reception
•Fundamental Movement Skills
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How can we use our whole body to jump safely and travel far?
Learning Objectives
- To develop efficient jumping technique using head, arms and feet
- To understand why correct body position helps us jump further and land safely
- To apply jumping skills in paired competition activities
Key Outcomes
- Students will jump using correct head position, arm swing and knee bend
- Students will understand the purpose of each body part in jumping
- Students will demonstrate safe landing technique consistently
Equipment & Resources Required
Used as take-off markers and landing position markers
Alternative: Bean bags, small markers, chalk lines
For marking landing distances in competition
Alternative: Small cones, foam blocks
Optional for measuring jumping distances
Alternative: Marked ground, counting steps
Key Vocabulary
Pushing with both feet to leave the ground
Coming back down and touching the ground safely
Moving arms backwards then forwards to help jump further
Bending legs like sitting on an invisible chair when landing
The correct way to do something to make it work best
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Understanding of personal space
- Simple partner work and turn-taking
Current Skills
- Coordinated jumping technique with head, arms and legs
- Safe landing with bent knees
- Applying technique for distance jumping
Next Steps
- Jumping for height and distance variations
- Jumping over obstacles safely
- Using jumping in simple games and activities
Milestone Indicators
Key Teaching Points
- Head up and eyes looking forward for balance and direction
- Arms swing backwards then forwards to generate momentum
- Two-footed take-off provides power and stability
- Bent knee landing absorbs shock and prevents injury
- Coordinate all body parts for maximum efficiency
- Safety always more important than distance
- Quality technique leads to better performance than rushing
Common Misconceptions
- Thinking that jumping harder means better technique - emphasise smooth coordination
- Believing that straight legs are stronger - demonstrate why bent knees are safer
- Focusing only on legs - show how head and arms are equally important
- Thinking competition is only about winning - emphasise personal improvement and fair play
- Assuming jumping is natural - explain that good technique must be learned and practiced
SEN Adaptations
ADHD
- Clear activity boundaries, frequent technique breaks, varied activity types, positive reinforcement for focus
dyspraxia
- Break down technique into smallest steps, extra practice time, visual guides for body positions, celebrate small improvements
autism spectrum
- Clear routine structure, visual schedule of activities, quiet practice space available, consistent verbal cues and demonstrations
visual impairment
- Use verbal cues for all movements, describe technique clearly, tactile guidance for body positioning, use bright coloured cones
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for start/stop, ensure student can see teacher clearly
physical disability
- Adapt jumping to seated bouncing, focus on arm movements, use supported jumping with assistance, modified landing techniques
Cross-Curricular Links
English
Following instructions, describing movements, explaining observations
Maths
Measuring distances, comparing lengths, counting and number recognition
Science
Forces and motion, gravity effects on body, shock absorption principles
PSHE
Turn-taking, fair play, supporting others, personal achievement and effort
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for head position, arm coordination, and safe landing technique
Intervention Points
Step in immediately for unsafe landings, provide individual support for struggling students
Demonstration Notes
Always demonstrate perfect technique first, then show common mistakes for contrast, use student examples when possible
Verbal Cues
- •'Head up, eyes forward!'
- •'Arms back, then swing forward!'
- •'Bend those knees like sitting on a chair!'
- •'Soft and quiet landings!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground, minimum 15m x 20m clear space
Surface Check
Non-slip surface, free from obstacles, preferably with some cushioning
Equipment Safety
Safety Checks
- •Check cones for cracks or sharp edges
- •Ensure bean bags are properly filled and intact
- •No equipment left in jumping areas
Risk Management
Key Risks
- •Heavy landings causing injury
- •Collisions between students
- •Overexertion or fatigue
- •Falls due to poor balance
Risk Mitigation
- •Emphasis on bent knee landings throughout
- •Adequate spacing between students maintained
- •Progressive skill building from simple to complex
- •Regular breaks and technique focus over distance
Supervision & Emergency Procedures
Supervision Points
- •Position to observe landing technique across whole group
- •Monitor for fatigue affecting safety
- •Ensure competition remains supportive not overly competitive
Emergency Procedures
Stop activity immediately if any injury occurs, assess and provide appropriate first aid, modify activity if patterns of poor technique observed