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Lesson 2 - Jumping Skills and Coordination

Whole-Body Athletics Basics

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Year 1

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Athletics

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45 min

Big Question

How can we use our whole body to jump further and land safely?

Learning Objectives

Develop jumping techniques using one foot to two feet and two feet to two feet
Coordinate running with jumping movements
Apply cushioning techniques for safe landings

Key Outcomes

Students will demonstrate controlled jumping with soft landings
Students will show improved coordination between running and jumping
Students will use technical language to describe jumping techniques

Equipment & Resources Required

Spots

30-40

Spread randomly around designated area for jumping practice

Alternative: Bean bags, hoops, chalk circles

Relay Baton

6-8

One per group of 4 children

Alternative: Bean bags, tennis balls, small cones

Wall Bars

8-10

Various heights: 10cm, 15cm, 20cm

Alternative: Foam noodles, skipping ropes on ground

Cones

For creating activity stations and boundaries

Alternative: Markers, chalk lines

SAQ Ladders

Laid flat on ground for footwork patterns

Alternative: Chalk ladder patterns, rope ladders

PE Equipment

Lightweight, easily dislodged if hit

Alternative: Pool noodle, rope

Balls

For hopscotch activity

Alternative: Small balls, markers

Key Vocabulary

Cushioning

Bending the knees when landing to absorb the impact safely

Take-off

The moment when feet leave the ground to begin a jump

Coordination

Using different parts of the body together smoothly

Scissor kick

A jumping technique where legs move like scissors over a barrier

Approach

The run-up before making a jump

Skill Progression Pathway

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

Prior Learning

Basic balance and coordination skills
Simple two-footed jumping
Following instructions in group activities

Current Skills

One foot to two feet jumping technique
Running and jumping coordination
Controlled landings with knee cushioning

Next Steps

More complex jumping patterns and sequences
Jumping for distance and height measurement
Introduction to track and field jumping events

Milestone Indicators

Consistent soft landings with bent knees

Smooth transition from run to jump

Ability to maintain jumping activities for 20-30 seconds

Key Teaching Points

One foot take-off to two feet landing is fundamental for running jumps
Knee cushioning on landing prevents injury and improves control
Arms play crucial role in power generation and balance
Controlled approach speed more important than maximum speed
Spatial awareness essential for safety in group activities
Technical vocabulary helps children understand and improve
Peer demonstration and observation enhance learning

Common Misconceptions

Harder/faster is always better - emphasise control over power
Only the highest/furthest jump matters - celebrate technique improvement
Jumping is just about legs - teach whole body coordination
Landing hard shows power - demonstrate that soft landings show skill
Fear of equipment means you can't do it - build confidence gradually

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries marked, frequent positive feedback, movement breaks as needed

dyspraxia

Larger equipment for easier targeting, slower instruction pace, break down movements into smaller steps, extra practice time

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available, consistent equipment placement

visual impairment

Use brightly coloured equipment, verbal cues for all activities, buddy system for navigation, tactile boundaries where possible

hearing impairment

Clear visual demonstrations, hand signals for start/stop, written instructions on cards, visual timers for challenges

physical disability

Modified jumping activities - seated bouncing, upper body movements, adapted equipment heights, alternative scoring methods

Cross-Curricular Links

Maths

Counting team scores, measuring jumping distances, timing challenges in seconds

Science

Forces in jumping - push and pull, gravity effects on landing, body parts working together

Geography

Directional language - forward, backward, sideways, understanding of space and distance

PSHE

Teamwork skills, perseverance through challenges, celebrating others' achievements, self-assessment abilities

Teacher Guidance

Positioning

Move around circuit stations during application phase, central during whole-group instruction

Observation Focus

Landing technique, coordination development, spatial awareness, peer interaction

Intervention Points

Step in if unsafe technique observed, provide encouragement during challenges, facilitate peer learning

Demonstration Notes

Use children as demonstrators frequently, exaggerate key technique points, connect to familiar experiences like sitting in chairs

Verbal Cues

•'Soft knees like springs!'
•'One foot to two feet!'
•'Arms forward for balance!'
•'Light and springy running!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, with additional areas for circuit stations

Surface Check

Non-slip surface essential, check for any wet areas or debris

Equipment Safety

Safety Checks

•Ensure all jumping bars are lightweight and easily displaced
•Check spots and markers are secure and won't slide
•Verify high jump cane will fall safely if contacted
•Inspect all equipment for damage before use

Risk Management

Key Risks

•Collisions during running activities
•Hard landings causing joint strain
•Fatigue leading to poor technique
•Equipment displacement creating hazards

Risk Mitigation

•Clear boundaries and lanes established for all activities
•Emphasis on controlled speeds rather than maximum speed
•Progressive skill building from simple to complex
•Regular technique reinforcement especially for landings
•Adequate rest between high-intensity activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all activity areas
•Pay special attention to landing technique
•Monitor fatigue levels during continuous activities
•Watch for equipment displacement

Emergency Procedures

Stop signal established (whistle), immediate assessment of any injuries, appropriate first aid response