Lesson 4 - Shape Jumps and Control
Animal Stories in Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we change our body shape whilst jumping and landing safely?
Learning Objectives
- To develop technique and control when performing shape jumps
- To explore different take-off and landing combinations
- To create a simple gymnastics sequence incorporating jumps and balances
Key Outcomes
- Students will demonstrate safe jumping and landing technique
- Students will perform jumps in different directions with varied body shapes
- Students will link simple gymnastics actions into a short sequence
Equipment & Resources Required
Scattered around teaching area for jumping activities
Alternative: Small cones, tennis balls
Used to mark boundaries and jumping stations
Alternative: Markers, spots
Placed on floor for jumping over and landing inside
Alternative: Chalk circles, rope circles
Set at lowest height for safe jumping practice
Alternative: Low benches, foam blocks
Key Vocabulary
A jump where the body forms a specific shape while in the air
The moment when feet leave the ground to begin a jump
The controlled return to the ground after a jump
A series of gymnastics movements linked together smoothly
Tightening muscles to create strong, controlled shapes
The time when both feet are off the ground during a jump
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing on two feet
- Understanding of personal space
- Knowledge of basic gymnastics shapes (tuck, star, straight)
Current Skills
- Controlled shape jumps with proper technique
- Varied take-off and landing combinations
- Linking jumps with balances in sequences
Next Steps
- More complex gymnastics sequences
- Introduction to rolling actions
- Partner and group sequence work
Milestone Indicators
Key Teaching Points
- Bent-knee landing technique is fundamental to all jumping activities
- Shape formation must be clear and held during flight phase
- Progressive difficulty from basic jumps to shape jumps to sequences
- Safety awareness around equipment and other students
- Quality of movement more important than height or distance
- Clear start and finish positions frame all gymnastics work
- Positive encouragement builds confidence for performance
Common Misconceptions
- Thinking harder landings show more effort - emphasise soft, controlled landings
- Believing bigger jumps are always better - focus on technique and control
- Assuming shapes only matter on the ground - highlight flight phase shape formation
- Thinking sequences must be fast - emphasise control and clear positions
- Believing gymnastics is only for flexible students - show adaptations for all abilities
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries marked, regular movement breaks
dyspraxia
- Break down movements into smaller steps, extra practice time, visual shape guides
autism spectrum
- Clear visual sequence cards, consistent routine structure, quiet practice areas available
visual impairment
- Use bright coloured equipment, verbal descriptions of shapes, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for start/stop, written sequence cards
physical disability
- Seated jumping variations, arm movements for shapes, adapted landing techniques
Cross-Curricular Links
Maths
Counting jumps in sequences, recognising shapes (straight, star), understanding quarters in quarter turns
Science
Forces in jumping (push and pull), gravity affecting landings, body parts and movement
Art
Creating shapes with bodies, symmetry in star shapes, patterns in sequences
PSHE
Building confidence through performance, supporting classmates, perseverance when learning new skills
Teacher Guidance
Positioning
Central position during demonstrations, circulate actively during practice phases
Observation Focus
Landing technique, shape formation, spatial awareness, sequence structure
Intervention Points
Step in if unsafe jumping observed, provide individual support for shape formation
Demonstration Notes
Use exaggerated movements for clarity, demonstrate both correct and incorrect technique for comparison, involve confident students in demonstrations
Verbal Cues
- •'Bend those knees like springs!'
- •'Show me your strongest star shape!'
- •'Land quietly - can I hear you?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space for jumping activities and sequence work
Surface Check
Non-slip, even surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Hurdles set at lowest height setting
- •Equipment checked for damage before use
- •Clear pathways between equipment stations
Risk Management
Key Risks
- •Hard landings from jumps
- •Collisions during movement activities
- •Tripping over equipment
Risk Mitigation
- •Emphasis on bent-knee landing technique throughout
- •Clear spacing between students during activities
- •Equipment positioned with adequate safety zones
- •Progressive skill development from basic to advanced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during jumping practice
- •Close monitoring during sequence performances
- •Active circulation during equipment-based activities
Emergency Procedures
Stop signal established, first aid kit accessible, clear procedures for injury response