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Lesson 4 - Jumping and Taking Off

Jumping Foundations & Creativity

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

How can I use different feet to jump further and higher?

Learning Objectives

Develop scissor kick jumping technique with a run-up
Identify preferred take-off foot for jumping
Apply jumping skills in different movement contexts

Key Outcomes

All students will be able to jump using both feet with teacher support
Most students will identify their preferred take-off foot and demonstrate scissor kick
Some students will consistently use scissor kick technique over obstacles

Equipment & Resources Required

Hurdles

6-8 hurdles

Height appropriate for Year 1 - approximately 15-20cm high

Alternative: Pool noodles balanced on small cones, rope between cones

Dish Cones

12-15 cones

Used for marking start/finish points and target distances

Alternative: Bean bags, spots, chalk marks

Mats

11 spots

Mark take-off points and landing targets

Alternative: Chalk marks, tape lines, bean bags

Medium Cones

2 sets

For high jump activity - adjustable height

Alternative: Pool noodles, elastic bands between cones

Measuring Tapes

For setting up activity areas and distances

Alternative: Counting steps, visual markers

Key Vocabulary

Scissor kick

A jumping technique where legs move like scissors - one forward, one back

Take-off foot

The foot you push off from when jumping

Run-up

Short run before jumping to build speed and power

Landing

How you touch the ground after jumping

Hurdles

Low barriers to jump over

Skill Progression Pathway

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

Prior Learning

Basic two-footed jumping on the spot
Simple running with spatial awareness
Following simple movement instructions

Current Skills

Scissor kick jumping technique
Identifying dominant take-off foot
Running and jumping combinations
Spatial awareness during movement

Next Steps

Advanced jumping techniques (straddle jump)
Jumping for distance with measurement
Complex movement sequences with jumping
Competitive jumping activities

Milestone Indicators

Consistent use of preferred take-off foot

Smooth transition from run to jump

Controlled landing after jump

Awareness of spatial requirements for safe jumping

Key Teaching Points

Emphasise discovery and exploration over perfect technique
Make take-off foot identification fun and pressure-free
Break scissor kick into clear sequential steps
Celebrate all attempts and individual progress
Maintain safety through controlled approaches and safe landing emphasis
Use station rotations to provide variety and sustained engagement
Connect learning to students' individual preferences and discoveries

Common Misconceptions

That there is a 'right' or 'wrong' preferred take-off foot - emphasise individual differences
That scissor kick must be performed at great height - focus on technique over height
That faster run-ups always create better jumps - emphasise control and timing
That all students should progress at the same rate - celebrate individual achievement levels

SEN Adaptations

ADHD

Shorter station time if needed, clear boundaries and expectations, regular movement opportunities, positive behaviour reinforcement

dyspraxia

Extra practice time, simplified technique instructions, larger target areas, adult support for coordination, break techniques into smaller steps

autism spectrum

Clear routine for station rotations, visual schedule of activities, quiet space available if needed, consistent language and structure

visual impairment

Use brightly coloured equipment, clear verbal descriptions of techniques, tactile markers for take-off points, buddy system for guidance

hearing impairment

Clear visual demonstrations, hand signals for instructions, written or picture cards showing techniques, ensure eye contact before instruction

physical disability

Seated scissor kick practice, modified jumping distances, alternative take-off surfaces, adapted equipment heights

Cross-Curricular Links

Maths

Counting steps in run-up, measuring jump distances, comparing left and right preferences, timing station rotations

Science

Understanding body parts and preferences, forces in jumping, balance and gravity, comparing and observing

Geography

Spatial awareness, direction and movement around activity areas, understanding boundaries and routes

PSHE

Understanding individual differences, celebrating personal achievements, working cooperatively in groups, building confidence

Teacher Guidance

Positioning

Move between groups during stations, central position during whole-class instruction

Observation Focus

Watch for scissor kick technique development, safe landing practices, and use of preferred take-off foot

Intervention Points

Step in if technique unsafe, provide individual support for take-off foot identification, manage station rotations

Demonstration Notes

Always demonstrate scissor kick slowly first, then at normal speed. Use your own preferred take-off foot consistently to help students understand the concept

Verbal Cues

•'Push off from your special foot!'
•'Kick forward like scissors!'
•'Land soft like a cat!'
•'Control your speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Non-slip surface, even ground, no wet areas or hazards

Equipment Safety

Safety Checks

•Low hurdles appropriate height (15-20cm) and stable
•High jump equipment lightweight and safe - cones and foam/plastic poles only
•All cones checked for cracks or sharp edges
•Landing areas clear and appropriate surface

Risk Management

Key Risks

•Collisions during travel activities
•Falls during jumping activities
•Equipment contact injuries
•Overexertion during repeated jumping

Risk Mitigation

•Clear boundaries and spacing emphasised throughout
•Controlled speeds during all running approaches
•Safe landing technique taught and reinforced
•Equipment height appropriate for age group
•Regular rest periods and rotation system

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three stations during rotation activity
•Monitor high jump station closely for technique and safety
•Ensure one-at-a-time approach at each station

Emergency Procedures

Stop activity immediately for any incident, assess injury, provide appropriate first aid, complete accident forms if required