Lesson 2 - Developing Jumping Technique
Foundation Jumping Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
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How can we use our head, arms and legs together to jump like champions?
Learning Objectives
- To develop understanding of efficient jumping technique using head, arms and feet
- To apply correct jumping technique in competitive activities
- To understand when jumping skills are needed in sport and games
Key Outcomes
- Students will demonstrate improved jumping technique with coordinated arm swing
- Students will jump safely with proper landing technique
- Students will apply jumping skills in competitive game situations
Equipment & Resources Required
Various distances for jumping targets and boundaries
Alternative: Bean bags, markers, chalk lines
For pairs to record jumping competition scores
Alternative: Paper and pencils, mental scoring
Key Vocabulary
Using both feet to push off the ground and land safely
Coming down safely on both feet with bent knees
Moving arms backwards then forwards to help jump further
The correct way to perform a skill for best results
How far we can jump from start to landing point
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Understanding of personal space
- Following simple instructions in PE
Current Skills
- Coordinated jumping with arm swing
- Safe landing with bent knees
- Jumping for distance and speed
Next Steps
- Jumping with change of direction
- One-footed jumping and hopping
- Jumping in combination sequences
Milestone Indicators
Key Teaching Points
- Coordinate head, arms and legs together for effective jumping technique
- Maintain safety through proper landing with bent knees
- Use arm swing to generate power and distance in jumping
- Apply technique consistently under competitive pressure
- Provide positive, specific feedback to support peer learning
- Connect jumping skills to real sport and game applications
- Celebrate individual progress and effort over comparative achievement
Common Misconceptions
- Jumping higher automatically means jumping further - emphasise forward technique
- Arms don't matter for jumping - demonstrate power difference with/without arm swing
- Hard landings show power - teach that soft landings demonstrate control and prevent injury
- Speed is more important than technique - show how good technique creates both distance and speed
- Only athletic students can jump well - emphasise that technique can be learned and improved by everyone
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries marked, regular movement breaks, specific roles in partner work
dyspraxia
- Larger target areas, simplified technique breakdown, additional practice time, kinesthetic learning approaches with physical guidance
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available, consistent verbal cues and demonstrations
visual impairment
- Use brightly coloured cones, verbal description of distances, tactile markers for starting positions, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for start/stop, written instructions on whiteboard, visual cues for technique points
physical disability
- Seated jumping on bench or chair, modified distances, upper body movements mimicking jumping action, adapted scoring system
Cross-Curricular Links
English
Speaking and listening during partner feedback, vocabulary development with technical terms
Maths
Counting points, measuring distances, adding scores, understanding greater than/less than with jump distances
Science
Forces and motion in jumping, muscles and movement, cause and effect of technique on performance
PSHE
Taking turns, encouraging others, dealing with competition, personal achievement and goal setting
Teacher Guidance
Positioning
Central location with clear view of all activity areas, mobile between groups during practice
Observation Focus
Technique application, safe landing patterns, peer interaction quality
Intervention Points
Step in for unsafe technique, support struggling students, enhance positive interactions
Demonstration Notes
Use exaggerated movements for clarity, show both correct and incorrect technique for comparison, involve confident students as examples
Verbal Cues
- •'Head up, arms back, swing forward!'
- •'Soft landing like a cat!'
- •'Two feet to two feet!'
- •'Arms swing for power!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear space for jumping activities
Surface Check
Dry, even surface free from hazards, suitable for repeated jumping
Equipment Safety
Safety Checks
- •Cones positioned securely and checked for stability
- •Adequate spacing between jumping lanes
- •Whiteboards and pens safely stored when not in use
Risk Management
Key Risks
- •Collisions between students during jumping
- •Hard landings causing injury
- •Trips over equipment
Risk Mitigation
- •Clear personal space boundaries established
- •Emphasis on controlled, soft landings
- •Progressive skill building from simple to complex
- •Constant supervision during competitive activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all jumping lanes
- •Monitor landing technique closely
- •Watch for fatigue affecting technique
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school procedures if needed