Lesson 3 - Scissor Kick Jumping Skills
Jumping Foundations & Creativity
•Year 1
•Fundamental Movement Skills
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How can I use my body to jump higher and further with control?
Learning Objectives
- To develop scissor kick jumping technique with controlled take-off and landing
- To explore different jumping patterns and identify preferred take-off foot
- To measure and compare different types of jumps (vertical vs horizontal)
Key Outcomes
- Students will demonstrate scissor kick jumps with coordinated arm movements
- Students will identify which foot they prefer for take-off
- Students will participate in jumping circuits showing improved technique
Equipment & Resources Required
Position centrally for clear sound throughout space
Alternative: Tablet with speaker, phone with portable speaker
Vary heights from 15-30cm, ensure stable setup
Alternative: Cones with canes, foam blocks, rope between cones
Support with cones or stands, easily adjustable height
Alternative: Pool noodles, ropes, ribbon on sticks
Create clear boundaries and equipment supports
Alternative: Plastic bottles, markers, bean bags
For measuring jump distances and heights
Alternative: Rulers, metre sticks, chalk for marking
For marking vertical jump measurements on wall
Alternative: Washable markers, sticky notes, masking tape
Place at landing areas for safety and distance marking
Alternative: Carpet squares, towels, playground markings
Create parallel lines 30cm apart for sideways jumping
Alternative: Chalk lines, rope lines, masking tape lines
Key Vocabulary
A jumping action where legs move like scissors in the air - one forward, one back
The foot you push off from when jumping - your stronger jumping leg
How high you can jump or lift yourself off the ground
Jumping straight up as high as possible from a standing position
Jumping using both feet together to push off from the ground
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing on two feet
- Simple locomotion skills like running and hopping
- Following movement instructions and spatial awareness
Current Skills
- Scissor kick jumping technique development
- Single foot take-off exploration
- Coordinated arm and leg movements for elevation
Next Steps
- Advanced jumping combinations and sequences
- Distance and height jumping with measurement
- Jumping for specific sporting contexts
Milestone Indicators
Key Teaching Points
- Scissor kick requires single-foot take-off, not two-footed jumping
- Arms drive upward strongly to help create elevation and height
- Everyone has a preferred take-off foot - like being left or right handed
- Safe landing is always on two feet, regardless of take-off style
- Measurement helps us understand different types of jumping
- Technique and effort are more important than jumping distance or height
- Body coordination improves with practice and patience
Common Misconceptions
- Students thinking they must use two feet for all jumps - explain scissor kicks need one-foot take-off
- Believing one take-off foot is 'wrong' - reassure that everyone has preferences
- Focusing only on jumping high rather than technique - emphasise skill development
- Thinking arms don't matter for jumping - demonstrate clear difference with/without arm drive
- Confusion about measurement - vertical measures height, long jump measures distance
- Belief that bigger students always jump better - highlight that technique beats size
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries marked, regular movement breaks, specific roles and responsibilities
dyspraxia
- Larger target areas, simplified movement patterns, extra practice time, focus on bilateral coordination development
autism spectrum
- Clear visual schedule of lesson activities, quiet area available if needed, consistent routines, warning before transitions
visual impairment
- Use bright coloured equipment, clear verbal descriptions of all movements, buddy system for navigation, tactile markers for take-off points
hearing impairment
- Clear visual demonstrations, hand signals for key instructions, written station cards, vibrating timer for rotations if available
physical disability
- Seated jumping variations, upper body movements mimicking jump actions, adapted equipment heights, focus on what student CAN do
Cross-Curricular Links
English
Following complex instructions, using descriptive vocabulary for movement, discussing comparisons between different jump types
Maths
Measuring jump distances and heights, comparing measurements, counting jumps and time intervals, understanding concepts of height and distance
Science
Forces in jumping - push and pull, gravity affecting landing, muscles and bones working together, heart rate changes during exercise
PSHE
Personal goal setting, resilience when facing challenges, celebrating effort over outcome, supporting and encouraging peers
Teacher Guidance
Positioning
Move around space constantly during activities, position centrally for demonstrations and instructions
Observation Focus
Watch for scissor kick technique development, safe landing patterns, and preferred take-off foot identification
Intervention Points
Step in if students struggling with basic jumping safety, not engaging with activities, or showing signs of over-fatigue
Demonstration Notes
Always demonstrate jumping techniques at student eye level, exaggerate movements for clarity, show both correct technique and common mistakes
Verbal Cues
- •'One foot up, scissor, land on two!'
- •'Arms up for height!'
- •'Soft landings on both feet!'
- •'Which foot feels stronger?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space (school hall) or equivalent outdoor area with level surface
Surface Check
Non-slip surface free from water, debris, or obstacles. Gym mats available for landing areas
Equipment Safety
Safety Checks
- •All jumping equipment stable and age-appropriate heights (15-25cm maximum)
- •Cones and supports properly positioned and weighted if necessary
- •Chalk non-toxic and easily washable
- •Measuring tapes have no sharp edges
Risk Management
Key Risks
- •Collisions between students during movement
- •Falls from jumping activities
- •Trips over equipment or other students
- •Over-exertion leading to fatigue or injury
Risk Mitigation
- •Clear boundaries established with cones
- •Adequate spacing between students during all activities
- •Progressive skill building from simple to complex
- •Regular checks on student fatigue levels
- •Teacher positioned for maximum visibility at all times
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all activity areas
- •Move around space during station work
- •Give special attention to vertical jump measurement station
- •Monitor students who may need additional support
Emergency Procedures
Stop all activity immediately, assess any injury, provide appropriate first aid, contact school office if needed, ensure other students remain calm and safe