Lesson 5 - Jumping and Hopping Skills
Confident Movers Mastery
•Year 1
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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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
Distributed throughout teaching area for personal space
Alternative: Cones, hoops, or bean bags as markers
Key Vocabulary
Taking off from two feet and landing on two feet
Taking off from one foot and landing on the same foot
Step-hop pattern alternating between left and right legs
How we touch down after being in the air
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
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