Lesson 4 - Tuck Jumping and Apparatus Flight
Foundation Flight Skills and Creative Movement Sequences
•Reception
•Gymnastics
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How can I make my body small and tight whilst jumping through the air?
Learning Objectives
- To perform a tuck jump with correct body shape and safe landing
- To demonstrate jumping skills on and off apparatus with control
- To combine jumping movements into simple sequences
Key Outcomes
- Students will jump showing a tucked body shape in the air
- Students will jump onto and off apparatus safely and appropriately
- Students will create sequences including different jumping movements
Equipment & Resources Required
One bench per group of 4-5 students, evenly spaced
Alternative: Low balance beams or sturdy planks
Two mats per bench - one at right angle to end, one along side
Alternative: Thick carpet tiles or crash mats
One table at the end of each bench setup
Alternative: Low boxes or sturdy stools
Mark starting positions and boundaries
Alternative: Bean bags or tape marks
Key Vocabulary
A jump where you bring your knees up to your chest whilst in the air
The time when both feet are off the ground during a jump
Getting onto a piece of apparatus
Getting off a piece of apparatus
A series of movements performed one after another
Equipment used in gymnastics like benches, mats, and tables
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping and landing
- Simple balancing on apparatus
- Understanding of body shapes
Current Skills
- Tuck jump technique with knee-to-chest action
- Apparatus mounting and dismounting
- Sequence building with jumping movements
Next Steps
- More complex jumping combinations
- Advanced apparatus work with multiple pieces
- Creative sequence development
Milestone Indicators
Key Teaching Points
- Tuck jump requires height first, then knee action
- Always land with soft, bent knees for safety
- Apparatus work builds confidence through progression
- Direction changes develop spatial awareness
- Balance challenges improve coordination and control
- Self-assessment develops reflective learning skills
- Equipment safety is everyone's responsibility
Common Misconceptions
- Thinking knees must be pulled up before achieving height - height comes first
- Believing tuck jumps are only for dismounting - can be used in various contexts
- Assuming apparatus work is about speed - control and technique are priorities
- Missing the importance of safe landing - landing technique prevents injury
- Not understanding progression - skills build from simple to complex systematically
SEN Adaptations
ADHD
- Short activity bursts, clear movement boundaries, regular position changes, positive reinforcement
dyspraxia
- Extra practice time, simplified sequences, larger apparatus for confidence, step-by-step breakdown
autism spectrum
- Clear structure with visual schedules, consistent routines, quiet zones available for regulation
visual impairment
- Clear verbal descriptions of apparatus layout, tactile exploration of equipment, buddy system for guidance
hearing impairment
- Visual demonstrations, clear sight lines to teacher, written instruction cards, peer support
physical disability
- Modified apparatus heights, seated variations of activities, upper body movement alternatives
Cross-Curricular Links
English
Letter recognition in name game, vocabulary development through technique terms, following complex instructions
Maths
Counting spaces in letter game, timing holds in balance challenges, spatial awareness on apparatus
Science
Understanding of forces in jumping, gravity effects during flight phase, body mechanics in movement
PSHE
Cooperation during equipment setup, supporting others, honest self-assessment, celebrating achievements
Teacher Guidance
Positioning
Move around perimeter during apparatus work to observe all groups, central position for demonstrations
Observation Focus
Monitor jumping technique, apparatus confidence, safety awareness, peer cooperation
Intervention Points
Step in for unsafe behaviour, provide technique coaching, support less confident students
Demonstration Notes
Use clear, exaggerated movements for tuck jump technique, show both side and front views, repeat key teaching points
Verbal Cues
- •'Jump for height first, then bring knees up!'
- •'Soft landings with bent knees!'
- •'Hold your balance for three seconds!'
- •'Show me your tuck shape!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size 15m x 10m, ceiling height minimum 3m for jumping activities
Surface Check
Non-slip floor surface, check for any wet areas or obstacles
Equipment Safety
Safety Checks
- •Check benches are stable and legs locked
- •Ensure mats are flat with no curled edges
- •Verify tables/nesting tables are stable
- •Check equipment spacing allows safe movement
Risk Management
Key Risks
- •Falls from apparatus
- •Collision between students
- •Inappropriate landing technique
- •Equipment instability
Risk Mitigation
- •Proper mat placement at all landing areas
- •Clear queuing systems at apparatus stations
- •Progressive skill building from simple to complex
- •Adult supervision during all apparatus work
- •Equipment checks before each use
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Move between groups during independent work
- •Station adult support at most challenging apparatus
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if required