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Lesson 4 - Hopping, Jumping & Leaping

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 use different types of jumps to travel the furthest distance?

Learning Objectives

To explore and practise hopping, jumping and leaping movements
To understand how different jumps can be used for different distances
To develop control and coordination in take-off and landing

Key Outcomes

Students will demonstrate controlled hopping, jumping and leaping movements
Students will be able to choose appropriate jump types for different distances
Students will show improvement in landing technique and body control

Equipment & Resources Required

Cones

Distributed around teaching area, some in lines for distance jumping

Alternative: Bean bags, markers, spots

Coloured Cones

6-8

Used to mark starting positions for jumping lines

Alternative: Different coloured markers

Key Vocabulary

Hopping

Jumping from one foot and landing on the same foot

Jumping

Taking off from two feet and landing on two feet

Leaping

Taking off from one foot and landing on the other foot

Take-off

The moment when you push off from the ground to jump

Landing

When your feet touch the ground after jumping

Distance

How far you can travel when jumping

Skill Progression Pathway

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

Prior Learning

Basic running and stopping skills
Simple two-footed jumping on the spot
Following simple movement instructions

Current Skills

Controlled hopping on one foot
Two-footed jumping for distance
Leaping from one foot to the other
Safe landing with bent knees

Next Steps

Jumping for height and distance combined
More complex jumping sequences
Introduction to athletics field events

Milestone Indicators

Consistent bent-knee landings

Coordinated arm swing with jumps

Ability to choose appropriate jump type

Controlled take-off and landing

Key Teaching Points

Always land with bent knees to absorb impact safely
Use arms to help with balance and power in jumping
Take time to prepare and check landing area before jumping
Each jump type has different characteristics: hopping uses same foot, jumping uses both feet, leaping changes feet
Focus on control and technique rather than just distance
Encourage experimentation and problem-solving in jump selection
Celebrate effort and improvement over competition with others

Common Misconceptions

Thinking all jumps are the same - explain clear differences between hop, jump and leap
Believing jumping harder always means jumping further - emphasise technique over force
Assuming one jump type is always best - help understand different jumps work for different purposes
Landing with straight legs is acceptable - always emphasise bent knee landings for safety
Arms don't matter in jumping - demonstrate how arm swing helps with distance and balance

SEN Adaptations

ADHD

Shorter activity bursts with more frequent changes, clear and simple instructions, regular positive feedback and movement breaks

dyspraxia

Additional practice time, break down movements into smaller steps, provide physical guidance and support for balance

autism spectrum

Clear structure with visual schedule, defined boundaries, quiet space available if overwhelmed, consistent routines

visual impairment

Use brightly coloured cones, provide verbal descriptions of all demonstrations, buddy system for guidance and safety

hearing impairment

Use clear visual demonstrations, written or picture cards showing jump types, hand signals for instructions

physical disability

Modify jumping to stepping or reaching movements, use seated position for upper body movements, adapted equipment heights

Cross-Curricular Links

Maths

Counting jumps during stream crossing, comparing numbers of different jump types, measuring and estimating distances

Science

Understanding forces in jumping - push and pull, gravity affecting landing, body mechanics and movement

Geography

Directional movement across space, understanding of distance and measurement, spatial awareness concepts

PSHE

Building confidence through achievement, cooperation with partners, resilience when facing challenges, celebrating others' successes

Teacher Guidance

Positioning

Stand at edge of activity area for clear view of all students, move around during practice to provide individual feedback

Observation Focus

Watch for bent knees on landing, appropriate take-off technique for each jump type, safe spacing and controlled movement

Intervention Points

Step in immediately if unsafe jumping technique observed, provide additional support for students struggling with balance or coordination

Demonstration Notes

Use exaggerated movements to show differences between jump types, emphasise key technique points through clear visual demonstration, model positive encouragement and growth mindset

Verbal Cues

•'Bend those knees like sitting in a chair!'
•'Two feet together for jumping!'
•'Stay on the same foot for hopping!'
•'Change feet for leaping!'
•'Swing your arms forward to help!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for safe jumping practice and movement

Surface Check

Dry, even surface free from obstacles, suitable for landing from jumps

Equipment Safety

Safety Checks

•Cones checked for cracks or sharp edges
•Equipment positioned with adequate space around each item
•Green marker cones clearly visible and appropriately placed

Risk Management

Key Risks

•Collisions during movement activities
•Poor landing technique leading to injury
•Fatigue affecting coordination and control
•Students attempting jumps beyond their ability

Risk Mitigation

•Clear boundaries and spacing established before activities
•Emphasis on controlled, safe technique throughout
•Progressive skill building from simple to more complex
•Regular reminders about checking landing areas
•Monitoring for fatigue and providing rest as needed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during jumping
•Move around area to provide individual guidance and safety reminders
•Monitor spacing and safe movement during circuit activities

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students remain in safe area