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Lesson 4 - Shape Jumps and Control

Animal Stories in Gymnastics

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Year 1

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Gymnastics

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Big Question

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

Balls

Scattered around teaching area for jumping activities

Alternative: Small cones, tennis balls

Cones

Used to mark boundaries and jumping stations

Alternative: Markers, spots

Hoops

Placed on floor for jumping over and landing inside

Alternative: Chalk circles, rope circles

Hurdles

Set at lowest height for safe jumping practice

Alternative: Low benches, foam blocks

Key Vocabulary

Shape Jump

A jump where the body forms a specific shape while in the air

Take-off

The moment when feet leave the ground to begin a jump

Landing

The controlled return to the ground after a jump

Sequence

A series of gymnastics movements linked together smoothly

Body Tension

Tightening muscles to create strong, controlled shapes

Flight Phase

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

Consistent bent-knee landing technique

Clear shape definition during flight phase

Smooth transitions between actions

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