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Lesson 2 - Jumping for Distance

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 my whole body to jump as far as possible?

Learning Objectives

To develop jumping for distance from a standing position
To understand how to use arms and legs effectively when jumping
To practice safety measures during jumping activities

Key Outcomes

Students will jump for distance using correct technique
Students will demonstrate understanding of body position for effective jumping
Students will work safely and support their partner's learning

Equipment & Resources Required

Cones

20 (10 pairs)

Distributed around activity area for measuring distances

Alternative: Bean bags, markers, chalk lines

Measuring Tapes

2-3

For teacher assessment and student measurement activities

Alternative: Metre sticks, pre-marked lines on ground

Landing Mats

4-6

Placed in landing areas for safety

Alternative: Grass area, sand pit if available

Key Vocabulary

Standing long jump

Jumping forward as far as possible from a stationary position

Drive forward

Push strongly with legs to move the body forward through the air

Arm swing

Moving arms from behind to in front to help with jumping distance

Landing

How you come down after jumping, aiming to stay balanced

Skill Progression Pathway

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

Prior Learning

Basic jumping on the spot
Understanding of safe landing positions
Ability to follow simple instructions

Current Skills

Jumping for distance from standing position
Using arms effectively in jumping
Transferring weight forward on landing

Next Steps

Running jump for distance
Jumping over obstacles
Combining jumps in sequences

Milestone Indicators

Consistent forward momentum in jumps

Coordinated arm and leg action

Balanced landing without falling backwards

Key Teaching Points

Safety first - emphasise controlled landing technique throughout
Focus on technique over distance to build confidence and skill
Use positive peer coaching to develop observation and communication skills
Celebrate individual progress rather than comparisons with others
Maintain energy and enthusiasm while teaching precise technical skills
Link learning to everyday movements and other physical activities
Ensure all children experience success at their individual level

Common Misconceptions

"Jumping hard means jumping far" - teach that technique trumps effort
"Arms don't matter in jumping" - demonstrate how arms provide momentum
"Landing doesn't matter" - emphasise safe landing prevents falls and injury
"Everyone should jump the same distance" - celebrate individual achievement and progress
"Only long jumps are good jumps" - reward good technique regardless of distance

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear boundaries and immediate positive feedback

dyspraxia

Allow extra practice time, provide larger equipment for easier handling, focus on participation over technique perfection

autism spectrum

Provide visual schedule of lesson activities, create quiet space available if needed, use clear, consistent language and routines

visual impairment

Use bright coloured cones, provide verbal descriptions of distances, assign sighted buddy for measuring activities

hearing impairment

Use visual signals and demonstrations, provide written instruction cards, ensure child can see teacher clearly

physical disability

Adapt jumping to seated position or supported standing, modify distances to suit ability, use alternative measuring methods

Cross-Curricular Links

English

Following instructions, vocabulary development, letter sounds and recognition in games

Maths

Measuring distances, comparing heights, counting letters in names, understanding greater than/less than

Science

Forces and motion, how bodies work, gravity and momentum in jumping actions

PSHE

Working cooperatively, supporting others, showing resilience, celebrating differences and individual achievement

Teacher Guidance

Positioning

Move around perimeter during activities to observe all children. Position centrally for demonstrations.

Observation Focus

Watch for correct jumping technique, safe landing, positive peer interactions, and individual progress.

Intervention Points

Step in to correct unsafe jumping attempts, support struggling children, manage competitive behaviour.

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Use successful children as examples. Show common mistakes to avoid.

Verbal Cues

•'Bend those knees like sitting in a chair!'
•'Swing those arms from back to front!'
•'Drive forward with your strong legs!'
•'Land safely - don't fall backwards!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area with additional 3m clearance around jumping zones

Surface Check

Level surface free from holes, stones or debris. Soft grass or matted area preferred for landing

Equipment Safety

Safety Checks

•Cones checked for cracks or sharp edges
•Mats positioned securely with no gaps
•Measuring equipment stored safely when not in use

Risk Management

Key Risks

•Falls and collisions during jumping
•Overexertion leading to muscle strain
•Competition leading to unsafe jumping attempts

Risk Mitigation

•Clear spacing between jumping pairs/teams
•Emphasis on technique over distance
•Progressive skill building from static to dynamic
•Regular rest periods and technique reminders

Supervision & Emergency Procedures

Supervision Points

•Position to see all jumping activities
•Move around during partner work
•Monitor fatigue levels and competitive behaviour

Emergency Procedures

Stop activity immediately if injury occurs. Assess and provide appropriate first aid. Have wet weather alternative indoor space identified.