Lesson 3 - Jumping and Body Awareness
Foundation Jumping Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How does jumping change what happens inside our bodies?
Learning Objectives
- To explore and apply different jumping techniques safely and with control
- To understand how physical activity affects our heart and breathing
- To develop spatial awareness and cooperation through jumping activities
Key Outcomes
- Students will demonstrate various jumping techniques with correct form
- Students will explain how their heart rate changes during exercise
- Students will work cooperatively in groups and encourage others
Equipment & Resources Required
Used to mark station boundaries and jumping targets
Alternative: Markers, bean bags, or chalk circles
Laid flat on ground for leaping over at station 6
Alternative: Lines of cones, masking tape lines
Placed at landing areas for extra safety if available
Alternative: Carpet squares or designated soft areas
For timing 60-second intervals at each station
Alternative: Classroom timer, phone timer, or counting method
Visual reminders of activity at each station
Alternative: Hand-drawn signs or verbal instructions
Key Vocabulary
How fast your heart beats, which increases during exercise
The moment when your feet touch the ground after jumping
The moment when you push off the ground to jump
The correct way to perform a movement or skill
A series of different exercise stations that you rotate through
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space
- Ability to follow simple instructions
- Basic jumping movements from previous lessons
Current Skills
- Different jumping techniques (star jumps, tuck jumps, frog jumps)
- Understanding heart rate changes during exercise
- Group cooperation and encouragement skills
Next Steps
- Combining jumping with direction changes
- Measuring and comparing jumping distances
- Using jumping skills in simple games
Milestone Indicators
Key Teaching Points
- Always emphasise safe landing with bent knees to prevent injury
- Connect physical activity to heart rate changes throughout lesson
- Use the three elements of jumping (head, arms, legs) as consistent framework
- Encourage cooperation and positive group dynamics during circuit
- Monitor for signs of overexertion and provide rest as needed
- Build confidence through progressive skill development
- Celebrate effort and improvement rather than just ability
Common Misconceptions
- Students may think louder landings show more effort - emphasise quiet, controlled landings
- Some may believe jumping higher is always better - focus on technique over height
- Students might think increased heart rate means something is wrong - explain it's healthy and normal
- Some may not connect arm movements to jumping power - demonstrate the difference clearly
- Students may think rest stations are for 'weak' people - emphasise importance of recovery for everyone
SEN Adaptations
ADHD
- Frequent activity changes built into circuit design, clear boundaries and expectations, movement breaks incorporated, positive reinforcement strategies
dyspraxia
- Extra time for coordination development, simplified movement patterns initially, partner support system, focus on effort rather than perfect technique
autism spectrum
- Clear visual schedule of circuit stations, consistent routine structure, quiet rest station available, advance warning of activity changes
visual impairment
- Use bright coloured cones for station marking, verbal descriptions of all activities, buddy system for navigation, tactile markers for boundaries
hearing impairment
- Clear visual demonstrations of all activities, hand signals for start/stop, written station cards, visual timer displays
physical disability
- Modified jumping activities such as seated arm movements, wheelchair-accessible stations, alternative heart rate monitoring methods, adapted equipment heights
Cross-Curricular Links
English
Following instructions, vocabulary development, expressing preferences and explanations
Maths
Counting heartbeats, timing activities, measuring jumping distances, understanding sequences
Science
Learning about the human body, heart function, effects of exercise on body systems
PSHE
Health and wellbeing, cooperation skills, self-awareness, understanding body changes
Teacher Guidance
Positioning
Central position during circuit with ability to see all stations, move between groups for individual support
Observation Focus
Watch for correct landing technique, heart rate understanding, group cooperation, and signs of fatigue
Intervention Points
Step in immediately for unsafe landing, provide technique coaching, support struggling students, manage group dynamics
Demonstration Notes
Always demonstrate jumping technique yourself, exaggerate key points for visibility, show heart rate checking method clearly
Verbal Cues
- •'Soft landings with bendy knees!'
- •'Feel that heartbeat getting stronger!'
- •'Encourage your group members!'
- •'Head up, arms swinging!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, ideally indoor hall or outdoor hard surface
Surface Check
Even, non-slip surface free from obstacles, adequate drainage if outdoors
Equipment Safety
Safety Checks
- •Cones have no sharp edges and are stable
- •Ropes laid flat to prevent tripping
- •Mats checked for tears or slippery surfaces
- •Station boundaries clearly marked
Risk Management
Key Risks
- •Collisions between students during circuit
- •Hard landings from jumping activities
- •Trips and falls over equipment
- •Overexertion leading to distress
- •Heart rate concerns for students with medical conditions
Risk Mitigation
- •Clear spacing between students and stations maintained
- •Consistent reinforcement of bent-knee landing technique
- •Equipment positioned safely with clear pathways
- •Regular monitoring for signs of overexertion
- •Pre-activity check for students with known medical conditions
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all stations during circuit
- •Move between groups to monitor technique and safety
- •Maintain clear sightlines to all activity areas
- •Be prepared to stop activity immediately if needed
Emergency Procedures
STOP command immediately implemented, first aid readily available, clear access routes maintained, emergency contact information accessible