Lesson 2 - Jumping for Distance
Jumping Foundations & Creativity
•Year 1
•Fundamental Movement Skills
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- Complete activity instructions & timing
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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
Distributed around activity area for measuring distances
Alternative: Bean bags, markers, chalk lines
For teacher assessment and student measurement activities
Alternative: Metre sticks, pre-marked lines on ground
Placed in landing areas for safety
Alternative: Grass area, sand pit if available
Key Vocabulary
Jumping forward as far as possible from a stationary position
Push strongly with legs to move the body forward through the air
Moving arms from behind to in front to help with jumping distance
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
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.