Lesson 2 - Flight, Bouncing and Jumping
Foundation Flight Skills and Creative Movement Sequences
•Reception
•Gymnastics
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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
Placed with mats at right angles at the end
Alternative: Low tables or platforms
At end of benches and around apparatus
Alternative: Carpet tiles or soft mats
Part of circuit arrangement
Alternative: Low boxes or platforms
For traversing activities
Alternative: Wall bars or large apparatus
Spaced around circuit for jumping
Alternative: Coloured hoops or markers
Taped to floor for tightrope walking
Alternative: Chalk lines or tape
Key Vocabulary
A jump where arms and legs spread wide like a star shape
A jump with body straight and narrow like a pencil
The moment you push up from the ground to jump
Coming down safely after a jump
A set of movements performed one after another
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
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