Lesson 4 - Jumping with Run-up
Whole-Body Athletics Basics
•Year 1
•Athletics
•Start Planning Better PE Lessons
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How can we jump further by using our whole body?
Learning Objectives
- To develop jumping technique using different take-off methods
- To understand how a run-up can increase jumping distance
- To demonstrate safe landing techniques
Key Outcomes
- Students will perform standing and running jumps with improved distance
- Students will identify their preferred take-off leg
- Students will land safely with controlled, two-footed landings
Equipment & Resources Required
For marking landing spots and boundaries
Alternative: Bean bags, markers, chalk
For measuring jumps and body lengths
Alternative: Metre sticks, marked lines
Clear take-off points at both ends of area
Alternative: Chalk lines, rope
Key Vocabulary
The moment when you push off the ground to jump
The short run before you jump to help you go further
How you come down after jumping, always on two feet
How far you can jump from start to finish
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on two feet
- Understanding of personal space
- Following simple instructions
Current Skills
- Standing jump technique
- Short run-up coordination
- Take-off leg preference
- Safe landing patterns
Next Steps
- Longer run-up distances
- Different jumping styles (hop, skip, bound)
- Jumping for height vs distance
Milestone Indicators
Key Teaching Points
- Always emphasise two-footed take-off and landing for safety
- Coordinate arm swing with leg drive for maximum distance
- Keep run-up short and controlled - rhythm over speed
- Land with soft knees and head forward to prevent falling backwards
- Use partner feedback to create supportive learning environment
- Connect jumping skills to everyday movements and other sports
- Celebrate personal improvement over comparison with others
Common Misconceptions
- Thinking faster run-up always means longer jump - focus on coordination over speed
- Believing one-footed take-off is better - emphasise two-footed safety
- Assuming arm position doesn't matter - demonstrate importance of arm swing
- Thinking hard landing shows power - teach soft, controlled landings
- Believing only natural ability matters - emphasise technique improvement
SEN Adaptations
ADHD
- Shorter activity bursts, regular movement breaks, clear behavioural expectations
dyspraxia
- Extra practice time, simplified movement patterns, larger targets and equipment
autism spectrum
- Clear routines and sequences, visual schedule of activities, quiet zones for overwhelm
visual impairment
- Use bright coloured cones and markers, provide tactile boundaries, verbal descriptions of demonstrations
hearing impairment
- Visual demonstrations, clear hand signals, written instructions displayed
physical disability
- Adapted jumping from seated position, modified distances, alternative movement patterns
Cross-Curricular Links
Maths
Measuring distances, comparing lengths, counting steps in run-up sequence
Science
Forces and movement, gravity and landing, body systems during exercise
Geography
Distance, direction, spatial awareness during movement
PSHE
Personal challenge, resilience when not achieving targets, supporting partners
Teacher Guidance
Positioning
Move between activity stations to provide close observation of jumping technique and landing safety
Observation Focus
Watch for coordinated take-off, controlled flight phase, and safe two-footed landings
Intervention Points
Step in immediately for unsafe landings, provide individual technique support for struggling students
Demonstration Notes
Demonstrate: Exaggerate arm swing and knee drive. Show contrast between stiff and soft landings clearly.
Verbal Cues
- •'Swing and spring!'
- •'Land like a cat - soft and quiet!'
- •'Two feet together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m with additional run-up space, clear of obstacles
Surface Check
Non-slip surface, check for holes or uneven areas, ensure adequate cushioning
Equipment Safety
Safety Checks
- •Cones positioned safely away from landing areas
- •Measuring equipment stored when not in use
- •Clear pathways between activities
Risk Management
Key Risks
- •Collisions during warm-up games
- •Unsafe landings from jumping
- •Falls during run-up approaches
- •Overexertion during sustained activity
Risk Mitigation
- •Clear boundaries and movement rules established
- •Emphasis on controlled landings throughout lesson
- •Progressive skill building from standing to running jumps
- •Adequate spacing between jumping pairs
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all jumping activities simultaneously
- •Monitor landing technique continuously
- •Watch for fatigue during sustained jumping practice
Emergency Procedures
Stop activity immediately for any unsafe landing, assess injury, provide appropriate first aid, adapt activities if needed