Lesson 2 - Take-off and Landing Techniques
Movement Foundations
•Reception
•Gymnastics
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How can we use our bodies like springs to jump safely and powerfully?
Learning Objectives
- Develop safe take-off and landing positions for jumping on two feet
- Work cooperatively with a partner to perform synchronised movements
- Create and remember a simple jumping sequence using apparatus
Key Outcomes
- Students will demonstrate controlled jumps with bent knee landings
- Students will jump in unison with a partner showing timing and coordination
- Students will link three jumps together in a repeatable sequence
Equipment & Resources Required
Scattered around activity area with adequate spacing
Alternative: Chalk circles, rope circles, or marked spaces on floor
Height no more than 30cm, positioned around room edges
Alternative: Low benches, balance boards, small boxes, or thick mats
Placed around and under apparatus for safety
Alternative: Carpet squares or soft landing areas
Positioned for clear sound throughout hall
Alternative: Tambourine, whistle, or voice commands
Key Vocabulary
The moment when both feet leave the ground to start a jump
When both feet touch the ground together after a jump
Perfect landing position that looks like sitting on an invisible chair
Doing movements at exactly the same time together
A series of movements performed one after another in order
Equipment we use in gymnastics like mats, benches, and boxes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on the spot with two feet
- Understanding of fast and slow movements
- Following simple instructions with apparatus
Current Skills
- Controlled take-off with bent knees and arm swing
- Safe landing in 'magic seat' position
- Jumping in unison with timing and coordination
- Linking multiple jumps in sequence
Next Steps
- Jumping from different heights safely
- Creating longer, more complex sequences
- Incorporating direction changes and levels
Milestone Indicators
Key Teaching Points
- Always emphasise safety in landings before attempting complex jumps
- Use 'magic seat' language consistently to reinforce proper landing technique
- Build sequences gradually from simple to complex movements
- Focus on timing and cooperation during partner work
- Celebrate effort and improvement rather than just achievement
- Ensure all students experience success at their own level
- Use apparatus progressively - master ground work first
Common Misconceptions
- Higher jumps are always better - focus on control and technique instead
- Landing hard shows power - emphasise soft, quiet landings for safety
- Sequences must be complex - simple, well-executed sequences are excellent
- Fast movements are more impressive - controlled, timed movements show real skill
- Only one way to do each jump - encourage individual interpretation within safety guidelines
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear physical boundaries with hoops, regular positive feedback and refocusing
dyspraxia
- Larger mats for landing area, slower demonstrations, extra practice time, simplified sequences
autism spectrum
- Clear visual schedule of lesson activities, quiet practice space available, consistent routines and expectations
visual impairment
- Use bright coloured hoops and apparatus, provide verbal descriptions of demonstrations, buddy system for guidance
hearing impairment
- Visual signals for start/stop, clear demonstrations, written sequence cards with pictures
physical disability
- Seated jumping variations, modified apparatus heights, focus on upper body movements if needed
Cross-Curricular Links
Maths
Counting sequences 1-2-3 for timing, recognising patterns in jump sequences, measuring jump distances
Science
Understanding forces - pushing off ground to jump, gravity bringing us down, friction helping us stop
Geography
Directional language - forwards, backwards, left, right, around, over
PSHE
Building confidence, supporting others, managing risk appropriately, celebrating individual achievements
Teacher Guidance
Positioning
Central position with clear sight lines to all apparatus stations during skill development
Observation Focus
Watch for safe landing technique, appropriate risk-taking, and positive peer interaction
Intervention Points
Step in if unsafe apparatus use, poor technique risking injury, or negative peer dynamics
Demonstration Notes
Always demonstrate perfect technique yourself, emphasising safety aspects and key teaching points clearly
Verbal Cues
- •'Magic seat landing!'
- •'1, 2, 3, jump together!'
- •'Soft and quiet landings!'
- •'Help your partner succeed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space with high ceiling for jumping
Surface Check
Clean, non-slip floor surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Low apparatus maximum 30cm height for Reception age
- •Mats properly positioned under and around apparatus
- •Equipment stable and weight-tested before use
- •Hoops checked for cracks or sharp edges
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students during jumping
- •Ankle twists from poor landings
- •Head bumps from inadequate ceiling height
Risk Mitigation
- •Adequate spacing maintained between students and apparatus
- •Progressive skill building from floor to low apparatus
- •Emphasis on controlled movements rather than height/distance
- •Clear sight lines for teacher supervision at all times
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus stations simultaneously
- •Move around room to provide close support
- •Monitor apparatus work closely for technique and safety
- •Ensure safe equipment handling during setup/pack away
Emergency Procedures
Stop activity immediately with clear signal, assess injury, provide appropriate first aid, contact office if needed