Lesson 4 - Jumping and Landing
Foundation Movement Skills and Body Awareness
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we jump safely and land with control like different animals?
Learning Objectives
- To develop jumping skills including take-off and landing techniques
- To understand how to bend knees for safe landing
- To demonstrate control and coordination in jumping movements
Key Outcomes
- Students will be able to jump with two feet together and land safely
- Students will show improved control when jumping from different starting positions
- Students will demonstrate awareness of space and safety when jumping around others
Equipment & Resources Required
Place 4 at start positions, 4 at finish positions for queues
Alternative: Bean bags, markers, or coloured spots
Various arrangements: individual placement, scattered for lily pad jumping
Alternative: Chalk circles, rope circles, or carpet squares
Place between hoops for advanced challenges
Alternative: Small mats, foam pads, or balance discs
Key Vocabulary
The moment when both feet leave the ground to start a jump
When your feet touch the ground after jumping
Staying steady and not falling over
Being able to stop your movement exactly when and where you want
Both feet side by side when jumping and landing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping with both feet off the ground
- Understanding of following simple instructions
- Awareness of personal space during movement
Current Skills
- Controlled take-off and landing in jumping
- Jumping from different starting positions
- Coordination of arms and legs during jumping movements
Next Steps
- Jumping for distance and height
- Sequential jumping patterns
- Jumping in game situations with equipment
Milestone Indicators
Key Teaching Points
- Bend knees for safe landing - this is the most critical safety point
- Look ahead, not down, to maintain balance and prevent forward falls
- Squeeze muscles on landing to improve balance and control
- Wait and look before jumping to ensure safety around others
- Two feet together for jumping - like rabbits, kangaroos, or frogs
- Persevere with difficult skills - improvement comes with practice
- Help others and keep everyone safe during activities
Common Misconceptions
- Thinking jumping higher is better - focus should be on control and technique
- Believing that looking down helps with accuracy - this actually causes instability
- Assuming that landing hard shows strength - soft, controlled landings are safer and more skilful
- Thinking only perfect technique matters - effort and improvement are equally important
- Believing that helping others slows you down - cooperation makes activities safer and more fun
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, movement breaks between instruction periods, positive reinforcement
dyspraxia
- Slower demonstrations, break down movements into smaller steps, extra practice time, supportive encouragement
autism spectrum
- Clear visual schedule of activities, quiet space available if overwhelmed, consistent routine and expectations
visual impairment
- Use bright coloured hoops, provide verbal descriptions of demonstrations, buddy system for spatial guidance
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written/picture cards for key concepts
physical disability
- Seated jumping variations, smaller ranges of movement, adapted equipment like smaller hoops or mats
Cross-Curricular Links
Science
Understanding forces in jumping (push/pull), exploring balance and gravity, body parts and movement
Geography
Directional language (around, across, over), spatial awareness and route planning
PSHE
Taking turns, helping others, perseverance when tasks are difficult, celebrating success and effort
Teacher Guidance
Positioning
Move around the space to observe all children, position centrally for demonstrations, near exit for emergency access
Observation Focus
Landing technique, spatial awareness, helping behaviours, fatigue levels, engagement and enjoyment
Intervention Points
Step in when children struggle with technique, safety awareness diminishes, or frustration levels rise
Demonstration Notes
Always demonstrate at child's eye level, exaggerate key points, use animal imagery, repeat demonstrations frequently, involve children in demonstrations
Verbal Cues
- •'Bend those knees like springs!'
- •'Eyes up, look where you're going!'
- •'Squeeze your muscles tight when you land!'
- •'Wait for a clear space before jumping!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, indoor hall with non-slip surface ideal
Surface Check
Dry, even surface free from obstacles, appropriate footwear for surface type
Equipment Safety
Safety Checks
- •Check hoops are not cracked or damaged
- •Ensure cones are stable and visible
- •Verify base stations (if used) are secure and appropriate height
Risk Management
Key Risks
- •Falls from poor landing technique
- •Collisions during movement games
- •Fatigue leading to reduced control
- •Equipment entanglement or tripping
Risk Mitigation
- •Constant emphasis on bent-knee landing technique
- •Clear boundaries and traffic management
- •Regular technique breaks to prevent fatigue
- •Adequate spacing between equipment and children
Supervision & Emergency Procedures
Supervision Points
- •Position to observe landing technique across whole group
- •Monitor for signs of fatigue affecting safety
- •Watch for children attempting skills beyond their ability
- •Ensure clear sight lines during all activities
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, have another adult supervise group if individual attention required