Lesson 4 - Jumping and Landing Safely
Body Control Skills
•Reception
•Gymnastics
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How can we jump like different animals and land safely without making a sound?
Learning Objectives
- To develop jumping and landing safely with control
- To explore different types of jumps using two feet, one foot transitions
- To create and demonstrate clear body shapes whilst jumping
Key Outcomes
- Students will jump and land safely with bent knees
- Students will perform straight and star shape jumps with control
- Students will link shapes, balances and jumps in a simple sequence
Equipment & Resources Required
Distributed evenly around teaching space
Alternative: Bean bags, hoops, or markers
Key Vocabulary
The moment when your feet touch the ground after jumping
Jumping and landing with both feet together
Jumping from one foot and landing on the same foot
Jumping from one foot and landing on the other foot
A narrow body position with arms by ears and legs together
A wide body position with arms and legs spread out
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-foot jumping on the spot
- Simple balance positions
- Following movement instructions
Current Skills
- Controlled jumping and landing
- Shape-making whilst airborne
- Linking movements together
Next Steps
- More complex gymnastics shapes
- Jumping from apparatus
- Partner and group sequences
Milestone Indicators
Key Teaching Points
- Always emphasise bending knees on landing for safety
- Make shapes clear and visible during flight phase
- Progress from static to moving activities gradually
- Use positive language to encourage experimentation
- Connect jumping to real-world contexts (animals, characters)
- Value effort and improvement over perfect technique
- Link physical activity to health and wellbeing benefits
Common Misconceptions
- That jumping higher is always better than controlled jumping
- That loud landings show you're jumping well
- That all jumps should look the same regardless of purpose
- That feedback should focus on what's wrong rather than improvements
- That gymnastics shapes don't matter if you can jump high enough
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries marked, regular positive feedback and movement breaks
dyspraxia
- Slower progression, extra practice time, breakdown movements into smaller steps
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use bright coloured cones, clear verbal descriptions of shapes, tactile guidance for correct positions
hearing impairment
- Visual demonstrations of all movements, visual cues for timing, written instruction cards
physical disability
- Seated jumping variations, upper body shape work, adapted equipment heights
Cross-Curricular Links
Maths
Counting jumps and landings, measuring jump distances, describing shapes and their properties
Science
Understanding how muscles work, forces in jumping, balance and gravity
PSHE
Cooperation with partners, giving constructive feedback, perseverance when learning new skills
Teacher Guidance
Positioning
Move around space to observe all students, position for clear demonstration visibility
Observation Focus
Landing technique, shape clarity, spatial awareness, partner interactions
Intervention Points
Step in if landing technique deteriorates, if students collide, or if feedback becomes negative
Demonstration Notes
Demonstrate: Exaggerate correct technique, show common mistakes and corrections, use children as positive examples
Verbal Cues
- •'Bend those knees!'
- •'Make your shape clear!'
- •'Land quietly like a cat!'
- •'Well done for helping your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall or large classroom space, 15m x 10m, clear of obstacles
Surface Check
Non-slip, even surface suitable for jumping activities
Equipment Safety
Safety Checks
- •Check cones have no sharp edges or cracks
- •Ensure cones are stable and won't slip
- •Remove any damaged equipment before use
Risk Management
Key Risks
- •Heavy landings causing injury
- •Collisions during movement activities
- •Trips over equipment
Risk Mitigation
- •Emphasise knee bending consistently throughout lesson
- •Ensure adequate spacing between students
- •Clear equipment positioning and visibility
- •Progressive skill building from basic to advanced
Supervision & Emergency Procedures
Supervision Points
- •Position to observe landing technique constantly
- •Monitor spacing during movement activities
- •Watch for fatigue affecting technique
Emergency Procedures
Stop activity immediately if unsafe landing observed, check for injury, provide appropriate first aid and support