Lesson 3 - Scissor Kick Jumping and Height
Jumping & Dynamic Mastery
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we use our whole body to jump higher and further?
Learning Objectives
- To develop scissor kick jumping technique with elevation
- To understand which foot feels better for take-off
- To explore different types of jumping (vertical and horizontal)
Key Outcomes
- Students will demonstrate scissor kick jumping with improved technique
- Students will identify their preferred take-off foot
- Students will experience and compare different jumping styles
Equipment & Resources Required
Central position for whole class to hear
Alternative: Phone with speaker, CD player
Various heights 10-20cm around activity area
Alternative: Cones with canes, rope lines
30cm apart in lines for bouncing over
Alternative: Skipping ropes laid on ground, chalk lines
Adjustable height 15-25cm for scissor jumping
Alternative: Two chairs with rope between
For safe landing areas at jumping stations
Alternative: Carpet squares, marked floor areas
For marking wall height measurements
Alternative: Washable markers, sticky notes
Central line for side-to-side jumping
Alternative: Tape lines on floor, rope on ground
For measuring jump distances and heights
Alternative: Ruler, marked floor areas
Key Vocabulary
A jumping action where legs move like scissors in the air
The foot you push off from to start your jump
Getting height in your jump by pushing up strongly
Jumping straight up as high as possible
Jumping forward as far as possible from a still position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and walking patterns
- Two-footed jumping on the spot
- Simple coordination movements
Current Skills
- Scissor kick jumping technique
- Single-foot take-off skills
- Arm coordination for jumping
Next Steps
- Advanced jumping combinations
- Distance and height challenges
- Jumping in games contexts
Milestone Indicators
Key Teaching Points
- Scissor kick jumping requires single-foot take-off with legs moving in opposite directions
- Arms drive upward to help gain elevation in all jumping activities
- Each child will have a preferred take-off foot that feels more natural and controllable
- Vertical jumping focuses on height while long jumping focuses on distance
- Soft landings with bent knees are essential for safety in all jumping activities
- Honest self-assessment helps children understand their own learning progress
- Equipment can be adjusted to provide appropriate challenge for different ability levels
Common Misconceptions
- All jumping must be done with two feet - explain when single-foot take-off is appropriate
- Higher obstacles are always better - emphasise technique over height
- Arms don't matter in jumping - demonstrate how arms provide power and balance
- Everyone should jump the same height - celebrate individual progress and effort
- Landing hard shows power - teach that soft landings show control and prevent injury
- Jumping is just about leg strength - explain whole body coordination involved
SEN Adaptations
ADHD
- Shorter activity bursts with clear start/stop signals, movement breaks between explanations, clear visual boundaries for activity areas, positive behaviour reinforcement
dyspraxia
- Larger equipment for easier success, slower demonstrations with breakdown of movements, extra practice time for coordination, simplified instruction sequences
autism spectrum
- Clear visual schedule of activities, predictable routine with advance warning of changes, quiet space available if overstimulated, consistent equipment placement
visual impairment
- Use bright coloured equipment, clear verbal descriptions of jumping actions, buddy system for equipment navigation, tactile guidance for wall measurements
hearing impairment
- Visual demonstrations of all skills, hand signals for commands, written or pictorial instruction cards, ensure face-to-face communication
physical disability
- Seated or supported jumping variations, modified equipment heights, focus on arm movements if leg movement limited, wheelchair-accessible measuring activities
Cross-Curricular Links
English
Following complex instructions, using descriptive language for jumping actions, discussing similarities and differences
Maths
Measuring jump heights and distances, counting jumps in speed activities, comparing measurements between attempts
Science
Understanding forces in jumping, gravity effects on landing, muscle coordination and body systems during exercise
PSHE
Building confidence through challenge, perseverance when activities are difficult, celebrating personal and others' achievements
Teacher Guidance
Positioning
Central position during demonstrations, circulating during practice, stationed at high-risk activities like vertical jumping
Observation Focus
Watch for correct take-off foot usage, scissor action development, safe landing technique, and individual confidence levels
Intervention Points
Step in when children struggle with take-off foot identification, provide support for equipment-based jumping, assist with self-assessment understanding
Demonstration Notes
Use slow motion for complex skills, exaggerate movements for visibility, select good child examples for peer learning, emphasise safety throughout
Verbal Cues
- •'One foot take-off, scissor legs!'
- •'Drive those arms up for height!'
- •'Soft landings with bent knees!'
- •'Which foot feels better?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 15m x 20m with high ceiling for vertical jumping
Surface Check
Non-slip surface free from obstacles, suitable for jumping and landing
Equipment Safety
Safety Checks
- •All jumping equipment stable and appropriate height for Reception age
- •Mats positioned at all landing areas
- •Equipment regularly checked for damage or wear
- •Canes securely held between cones at safe height
Risk Management
Key Risks
- •Falls from jumping activities
- •Collisions between children during free movement
- •Equipment instability during jumping
- •Overexertion during repeated jumping
Risk Mitigation
- •Clear spacing maintained between all activities
- •Progressive skill development from easy to challenging
- •Proper landing technique emphasised throughout
- •Equipment heights appropriate for age group
- •Regular rest breaks between intense activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all equipment stations
- •Active supervision at vertical jump wall area
- •Monitor fatigue levels during circuit activities
- •Ensure safe equipment use at all times
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other children are safely occupied