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Lesson 2 - Take-off and Landing Techniques

Movement Foundations

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Reception

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Gymnastics

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45 min

Big Question

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

Hoops

1 per student (30)

Scattered around activity area with adequate spacing

Alternative: Chalk circles, rope circles, or marked spaces on floor

Apparatus

6-8 pieces

Height no more than 30cm, positioned around room edges

Alternative: Low benches, balance boards, small boxes, or thick mats

Mats

6-8

Placed around and under apparatus for safety

Alternative: Carpet squares or soft landing areas

Music Player

Positioned for clear sound throughout hall

Alternative: Tambourine, whistle, or voice commands

Key Vocabulary

Take-off

The moment when both feet leave the ground to start a jump

Landing

When both feet touch the ground together after a jump

Magic seat

Perfect landing position that looks like sitting on an invisible chair

Unison

Doing movements at exactly the same time together

Sequence

A series of movements performed one after another in order

Apparatus

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

Consistently lands with bent knees without prompting

Can synchronise with partner without looking

Remembers and repeats sequence independently

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