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Lesson 4 - Jumping with Run-up

Whole-Body Athletics Basics

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Year 1

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Athletics

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56 min

Big Question

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

Cones

30-40

For marking landing spots and boundaries

Alternative: Bean bags, markers, chalk

Measuring Tapes

2-3

For measuring jumps and body lengths

Alternative: Metre sticks, marked lines

Sun Markers

4-6

Clear take-off points at both ends of area

Alternative: Chalk lines, rope

Key Vocabulary

Take-off

The moment when you push off the ground to jump

Run-up

The short run before you jump to help you go further

Landing

How you come down after jumping, always on two feet

Distance

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

Consistent two-footed landings

Clear take-off leg preference identified

Successful three-step run-up coordination

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