Lesson 2 - Jumping Skills and Coordination
Whole-Body Athletics Basics
•Year 1
•Athletics
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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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
Spread randomly around designated area for jumping practice
Alternative: Bean bags, hoops, chalk circles
One per group of 4 children
Alternative: Bean bags, tennis balls, small cones
Various heights: 10cm, 15cm, 20cm
Alternative: Foam noodles, skipping ropes on ground
For creating activity stations and boundaries
Alternative: Markers, chalk lines
Laid flat on ground for footwork patterns
Alternative: Chalk ladder patterns, rope ladders
Lightweight, easily dislodged if hit
Alternative: Pool noodle, rope
For hopscotch activity
Alternative: Small balls, markers
Key Vocabulary
Bending the knees when landing to absorb the impact safely
The moment when feet leave the ground to begin a jump
Using different parts of the body together smoothly
A jumping technique where legs move like scissors over a barrier
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
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