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Lesson 5 - Jumping and Hopping Skills

Confident Movers Mastery

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Year 1

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Fundamental Movement Skills

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53 min

Big Question

How can we use our bodies to move in different ways through the air?

Learning Objectives

To develop and explore jumping, hopping and skipping actions
To demonstrate control and balance during locomotor movements
To understand the difference between jumping, hopping and skipping patterns

Key Outcomes

Students will perform jumping, hopping and skipping with improved technique
Students will demonstrate balance and control when landing
Students will work cooperatively with partners to improve movement skills

Equipment & Resources Required

Base Stations

1 per student (30)

Distributed throughout teaching area for personal space

Alternative: Cones, hoops, or bean bags as markers

Key Vocabulary

Jumping

Taking off from two feet and landing on two feet

Hopping

Taking off from one foot and landing on the same foot

Skipping

Step-hop pattern alternating between left and right legs

Landing

How we touch down after being in the air

Balance

Staying steady and controlled during and after movement

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Two-footed jumping from standing
Understanding of personal space

Current Skills

Controlled jumping in different directions
Single-leg hopping with balance
Introduction to skipping pattern
Coordinating arms and legs for locomotion

Next Steps

Advanced skipping with rhythm
Combining locomotor skills in sequences
Using locomotor skills in games and activities

Milestone Indicators

Consistent two-footed landing with bent knees

Hopping 5+ times on each foot without losing balance

Attempting step-hop pattern of skipping

Moving safely around others while practicing skills

Key Teaching Points

Two-footed takeoff and landing for jumping - emphasise 'springs in knees'
Single-leg takeoff and landing for hopping - maintain balance throughout
Step-hop pattern for skipping - break down rhythm clearly
Forward eye focus for balance - never look down at feet
Soft, controlled landings - bend knees on impact
Coordinate arms with leg movements for efficiency and balance
Partner communication and feedback - positive and constructive

Common Misconceptions

Thinking hopping and jumping are the same - clarify one foot vs two feet clearly
Believing faster always means better - emphasise control over speed
Assuming skipping is just fast running - teach step-hop pattern explicitly
Looking down to see landing - explain how this affects balance
Hard landings show power - teach that soft landings show control

SEN Adaptations

ADHD

Shorter activity bursts with clear goals, regular movement breaks, clear boundaries and expectations

dyspraxia

Break down movements into smaller steps, provide extra practice time, use larger equipment for spatial reference

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed

visual impairment

Use brightly coloured base stations, provide verbal cues for spatial awareness, buddy system for guidance

hearing impairment

Use visual demonstrations, hand signals for instructions, written instruction cards available

physical disability

Adapt movements to seated or supported versions, use different equipment heights, modify distances

Cross-Curricular Links

English

Vocabulary development with movement terms, following and giving instructions clearly

Science

Understanding forces in jumping - push and pull, gravity and landing

PSHE

Partnership skills, giving and receiving feedback constructively, resilience when learning new skills

Teacher Guidance

Positioning

Move around periphery to observe all students, position centrally for demonstrations

Observation Focus

Landing technique, balance control, partner cooperation, understanding of skill differences

Intervention Points

Step in when technique is unsafe, support struggling students, facilitate positive partner interactions

Demonstration Notes

Show each skill clearly with exaggerated technique, repeat demonstrations as needed, use student helpers for peer demonstration

Verbal Cues

•'Bend your knees like springs!'
•'Eyes forward, not down!'
•'Soft landings!'
•'Step-hop, step-hop!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area, minimum 15m x 20m clear space

Surface Check

Non-slip surface essential for safe landing from jumps and hops

Equipment Safety

Safety Checks

•Base stations checked for stability and no sharp edges
•Adequate spacing between markers to prevent collisions

Risk Management

Key Risks

•Falls from uncontrolled landings
•Collisions during partner activities
•Fatigue affecting balance and control
•Ankle injuries from poor landing technique

Risk Mitigation

•Emphasise bent-knee landings throughout lesson
•Adequate spacing between students during all activities
•Progressive skill building from basic to complex movements
•Regular technique reminders and demonstrations
•Monitor for signs of fatigue and provide rest as needed

Supervision & Emergency Procedures

Supervision Points

•Position to observe landing technique during jumping activities
•Monitor partner interactions during Cross the Stream challenge
•Watch for students attempting movements beyond their ability

Emergency Procedures

Stop activity immediately for any falls or injuries, assess severity, provide appropriate first aid, contact school procedures if required