Lesson 5 - Striding and Jumping for Height
Movement Exploration Skills
•Year 1
•Athletics
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How can we use different jumping techniques to achieve greater height and distance?
Learning Objectives
- To develop stamina through a range of running activities
- To stride and jump for height with increasing control
- To negotiate obstacles whilst maintaining good running position
Key Outcomes
- Students will demonstrate improved jumping technique with 3-5 stride approach
- Students will show fair play and honesty during game activities
- Students will explain the difference between different types of jumps and bounds
Equipment & Resources Required
Place in centre circle for dodgeball activity
Alternative: Bean bags, foam balls, tennis balls
Create starting lines and boundaries for jumping stations
Alternative: Markers, spots, chalk lines
For measuring jump distances
Alternative: Chalk for marking, string with knots
For marking jump landing spots and wall height markers
Alternative: Stickers, small objects for marking
For partner to stand on and hold targets for vertical jump
Alternative: Chairs, PE apparatus
Key Vocabulary
Taking long steps with alternate legs, like giant walking
Jumping from one foot to the other in a rhythm
Straight up towards the ceiling
When opposite arm and leg work together
Pushing hard with force and power
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running with arm coordination
- Simple jumping on the spot
- Understanding of taking turns and following rules
Current Skills
- Striding with alternate leg action
- Vertical jumping with arm drive
- Quick footwork patterns
Next Steps
- Combining running and jumping in sequence
- Measuring and comparing jump distances
- Advanced bounding techniques
Milestone Indicators
Key Teaching Points
- Emphasise opposite arm and leg action throughout all striding activities
- Focus on soft, controlled landings to prevent injury and build confidence
- Encourage honest fair play during dodgeball as foundation for all future games
- Use clear counting and rhythm to help students coordinate complex movements
- Celebrate effort and improvement rather than just natural ability
- Build from simple 3-stride patterns to more complex 5-stride sequences
- Connect jumping activities to real-world applications like athletics events
Common Misconceptions
- Same arm and leg moving together - reinforce opposition constantly
- Hard landings are acceptable - always emphasise soft, bent-knee landings
- Bigger students can't jump well - focus on technique over natural ability
- Jumping forward instead of vertically - use visual cues like 'jump to touch the ceiling'
- Dishonesty in games is acceptable - reinforce that honesty makes games more fun for everyone
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular movement opportunities, immediate feedback
dyspraxia
- Simplified movement patterns, extra practice time, larger equipment, reduced complexity
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Clear verbal descriptions of movements, tactile guidance for technique, bright coloured equipment
hearing impairment
- Visual demonstrations emphasised, written instruction cards, hand signals for directions
physical disability
- Modified jumping heights, seated variations where appropriate, adapted equipment use
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movement, explaining techniques
Maths
Counting strides and repetitions, measuring jump distances, comparing heights and distances
Science
Forces in jumping, gravity effects, energy transfer in movement
PSHE
Fair play and honesty, resilience when activities are challenging, encouraging others
Teacher Guidance
Positioning
Central position to observe all activities, move between stations during rotations
Observation Focus
Watch for technique development, safety awareness, fair play, and student engagement
Intervention Points
Step in for unsafe jumping, unfair play in dodgeball, technique corrections
Demonstration Notes
Use exaggerated movements for clarity, demonstrate slowly first then at speed, invite students to demonstrate good examples
Verbal Cues
- •'Opposite arm to leg!'
- •'Soft landings!'
- •'Count your strides!'
- •'Drive those arms up!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground, minimum 15m x 20m clear space
Surface Check
Non-slip surface, free from obstacles, even ground for jumping
Equipment Safety
Safety Checks
- •Soft balls only for dodgeball
- •Cones placed safely away from jumping areas
- •Benches stable and supervised when used
Risk Management
Key Risks
- •Collisions during dodgeball
- •Hard landings from jumping
- •Tripping over equipment
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries established for all activities
- •Emphasis on soft landings throughout
- •Adequate spacing between students during jumping
- •Progressive intensity building
- •Regular rest periods between stations
Supervision & Emergency Procedures
Supervision Points
- •Monitor dodgeball for fair play and safety
- •Check jumping technique for safe landings
- •Ensure equipment is used correctly
- •Watch for signs of fatigue
Emergency Procedures
Stop activity immediately, assess injury, apply first aid if trained, seek medical attention if needed