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Lesson 5 - Balance in Jumping and Landing

Movement Skills Exploration

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Year 1

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Athletics

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45 min

Big Question

How can we control our bodies when we take off and land like athletes?

Learning Objectives

To develop balance whilst jumping and landing using different take-off and landing techniques
To demonstrate controlled movement patterns in jumping, hopping, and leaping activities
To show awareness of space and safety when moving at speed

Key Outcomes

Students will perform controlled jumps with bent knees and forward-looking posture
Students will demonstrate three different types of jumping movements (jump, hop, leap)
Students will move safely around others whilst maintaining good jumping technique

Equipment & Resources Required

Base Stations

Distributed across activity stations for circuit work

Alternative: Cones, markers, or PE spots

Ropes

Laid straight on floor for jumping activities

Alternative: Chalk lines, tape, or rope alternatives

Key Vocabulary

Jump

Take off with two feet and land on two feet

Hop

Take off with one foot and land on the same foot

Leap

Take off with one foot and land on the other foot

Soft landing

Landing quietly with bent knees to absorb impact

Balance

Staying steady and controlled during movement

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running and stopping
Simple jumping on two feet
Following simple instructions

Current Skills

Controlled jumping and landing
Different jumping patterns (jump, hop, leap)
Balance and coordination

Next Steps

Distance and height jumping techniques
Combined jumping sequences
Athletic jumping events

Milestone Indicators

Lands with bent knees consistently

Maintains forward gaze during movement

Shows controlled take-off and landing

Key Teaching Points

Always demonstrate jumping techniques slowly first, then at normal speed to show the full movement
Emphasise 'soft landings' and 'quiet ninjas' to encourage bent-knee landing technique
Use the three jumping types (jump, hop, leap) as building blocks for all athletic activities
Connect jumping skills to real athletics and sporting contexts to increase engagement
Provide immediate feedback on landing technique as this is the foundation for all jumping sports
Use peer support and buddy systems to help less confident students develop their skills
Celebrate improvements in technique rather than just distance or height achievements

Common Misconceptions

Students think jumping higher or further is more important than controlled landing - emphasise technique over distance
Some students believe they should look down to see where they're landing - teach forward gaze for balance
Students often confuse hop and leap - regularly revisit the three jumping definitions with demonstrations
Children think they need to jump as fast as possible - emphasise controlled, deliberate movements
Some students assume athletics is only about running - show how jumping is a fundamental athletic skill

SEN Adaptations

ADHD

Incorporate regular movement breaks, use clear visual and auditory signals, provide immediate positive feedback for good technique

dyspraxia

Use larger equipment markers, allow extra practice time, break complex movements into smaller steps, provide physical guidance

autism spectrum

Provide clear routine structure, use visual timetable for circuit rotations, offer quiet space for breaks if needed

visual impairment

Use brightly coloured base stations, provide verbal descriptions of all jumping techniques, employ buddy system for circuit navigation

hearing impairment

Use clear visual demonstrations with exaggerated movements, employ hand signals for commands, provide written station instructions

physical disability

Adapt jumping to stepping or supported movements, allow seated jumping from chair, modify distances and heights appropriately

Cross-Curricular Links

Maths

Counting take-offs and landings, measuring jumping distances, patterns and sequences in jumping activities

Science

Forces in jumping and landing, gravity and balance, how muscles work during explosive movements

Geography

Directions and spatial awareness during movement, mapping movement patterns around the activity area

PSHE

Personal challenges and goal setting, building resilience when activities are difficult, teamwork and support

Teacher Guidance

Positioning

Stand centrally during warm-up to observe all students, move between circuit stations during skill development to provide individual feedback

Observation Focus

Watch for controlled take-offs and landings, correct foot patterns for different jumping types, spatial awareness and safety

Intervention Points

Step in immediately if students show unsafe landing technique, provide individual support for balance difficulties, address any equipment safety issues

Demonstration Notes

Always demonstrate jumping techniques slowly first, then at normal speed. Exaggerate the key teaching points, especially bent knees and forward gaze. Use contrast demonstrations (right way vs wrong way) to clarify expectations.

Verbal Cues

•'Soft knees!' for landing reminders
•'Eyes forward!' for balance
•'Quiet landing!' for technique
•'Which feet?' to check understanding

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area with additional safety zones around each circuit station

Surface Check

Indoor hall with non-slip surface or outdoor area with level, dry ground free from hazards

Equipment Safety

Safety Checks

•Base stations placed securely flat on ground with no sharp edges
•Skipping ropes laid straight with no tangles or trip hazards
•Equipment positioned away from walls and fixed obstacles

Risk Management

Key Risks

•Collisions between students during movement activities
•Hard landings causing impact injuries
•Tripping over equipment or other students
•Fatigue leading to poor technique and increased injury risk

Risk Mitigation

•Clear boundaries established for all activities with adequate spacing between students
•Progressive skill building from basic to complex jumping patterns
•Emphasis on controlled, quiet landings to reduce impact forces
•Regular technique reminders and demonstration of safe practices
•Circuit rotation system prevents overexertion at any single activity

Supervision & Emergency Procedures

Supervision Points

•Position centrally to observe all circuit stations
•Move between stations during circuit work to provide close supervision
•Monitor for signs of fatigue, particularly during high-energy jumping activities
•Maintain clear sightlines to all students throughout the lesson

Emergency Procedures

Immediate stop signal (whistle or raised hand), assess any injuries using appropriate first aid protocols, contact office if serious injury occurs