Lesson 5 - Balance in Jumping and Landing
Movement Skills Exploration
•Year 1
•Athletics
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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
Distributed across activity stations for circuit work
Alternative: Cones, markers, or PE spots
Laid straight on floor for jumping activities
Alternative: Chalk lines, tape, or rope alternatives
Key Vocabulary
Take off with two feet and land on two feet
Take off with one foot and land on the same foot
Take off with one foot and land on the other foot
Landing quietly with bent knees to absorb impact
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
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