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Lesson 2 - Flight, Bouncing and Jumping

Foundation Flight Skills and Creative Movement Sequences

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Reception

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Gymnastics

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45 min

Big Question

How can we use our bodies to jump and move with control like gymnasts?

Learning Objectives

Develop jumping technique through take-off and landing
Perform star and pencil jumps with control
Use apparatus imaginatively and safely

Key Outcomes

Students will jump with improved technique showing good take-off and landing
Students will demonstrate controlled star and pencil jumps
Students will create sequences using floor and apparatus imaginatively

Equipment & Resources Required

Gymnastics Benches

1 (optional)

Placed with mats at right angles at the end

Alternative: Low tables or platforms

Gymnastics Mats

6-8

At end of benches and around apparatus

Alternative: Carpet tiles or soft mats

Tables

Part of circuit arrangement

Alternative: Low boxes or platforms

Climbing Frames

For traversing activities

Alternative: Wall bars or large apparatus

Rubber Spots

10-12

Spaced around circuit for jumping

Alternative: Coloured hoops or markers

Ropes

4-6

Taped to floor for tightrope walking

Alternative: Chalk lines or tape

Key Vocabulary

Star jump

A jump where arms and legs spread wide like a star shape

Pencil jump

A jump with body straight and narrow like a pencil

Take-off

The moment you push up from the ground to jump

Landing

Coming down safely after a jump

Sequence

A set of movements performed one after another

Apparatus

Equipment used for gymnastics like benches and mats

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic jumping with two feet
Simple balancing activities
Following simple instructions

Current Skills

Controlled star and pencil jumps
Apparatus travel and dismount
Sequence creation with floor and apparatus

Next Steps

Complex jumping patterns
Apparatus combinations
Partner sequence work

Milestone Indicators

Consistent safe landings

Clear shape definition in jumps

Imaginative apparatus use

Key Teaching Points

Always emphasise controlled jumping with two feet together
Insist on bent knee landings for safety and technique
Encourage creative apparatus use while maintaining safety standards
Use positive examples from children to demonstrate good practice
Focus on technique and control over speed and distance
Celebrate effort and improvement rather than just achievement
Maintain clear sight lines to all apparatus during circuit work

Common Misconceptions

Thinking that jumping higher or further is always better - correct by emphasising control and technique
Believing that star and pencil jumps are the same - teach clear shape differences
Assuming apparatus work is about speed - correct by modelling slow, controlled movements
Thinking only 'winners' did well in challenges - celebrate all good technique and effort
Believing gymnastics is only for flexible people - show that control and practice matter most

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear boundaries and expectations, offer movement breaks between instructions

dyspraxia

Break down movements into smaller steps, provide extra practice time, use larger apparatus for easier targeting

autism spectrum

Provide visual schedule of activities, allow sensory breaks if needed, prepare for equipment setup changes in advance

visual impairment

Use verbal descriptions of apparatus layout, provide tactile exploration of equipment before use, buddy system for guidance

hearing impairment

Use visual demonstrations and gestures, position child to see teacher clearly, written or picture instructions for complex activities

physical disability

Adapt jumping to stepping or supported movements, use lower apparatus or floor-based alternatives, ensure wheelchair accessible routes

Cross-Curricular Links

English

Letter recognition in warm-up game, vocabulary development with gymnastics terms, following multi-step instructions

Maths

Counting jumps in challenge activity, understanding fewer/more, basic addition with two letters in names

Science

Understanding forces in jumping, learning about body parts and movement, exploring balance and gravity

PSHE

Taking turns and sharing equipment, encouraging others, honest self-assessment, celebrating achievements

Teacher Guidance

Positioning

Move around the hall during circuit work to observe all children, stay close to climbing frame during apparatus activities

Observation Focus

Watch for jumping technique improvement, creative apparatus use, and safe sharing of space

Intervention Points

Step in if children rushing on apparatus, help with balance if requested, correct unsafe jumping technique immediately

Demonstration Notes

Use children as positive examples whenever possible, exaggerate correct technique for visibility, always demonstrate safety aspects

Verbal Cues

•'Two feet together like a kangaroo!'
•'Bend those knees when you land!'
•'Show me your clear star shape!'
•'Control your body - you're in charge!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m for circuit and jumping activities

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check bench stability before use
•Ensure mats are positioned correctly at dismount points
•Verify climbing frame is secure and age-appropriate
•Check skipping ropes are firmly taped to floor

Risk Management

Key Risks

•Falls from apparatus
•Collisions between children
•Poor landing technique causing injury
•Overconfidence leading to unsafe movements

Risk Mitigation

•Mats placed at all dismount points
•Clear spacing between apparatus
•Adult supervision at climbing equipment
•Emphasis on controlled movements over speed
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus
•Move around circuit during activities
•Stay close to climbing frame
•Monitor jumping technique continuously

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear area if needed