Lesson 4 - Jumping for Height and Distance
Movement Patterns & Awareness
•Year 1
•Gymnastics
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How can we use our whole body to jump higher and land like gymnastics champions?
Learning Objectives
- To take off and land with control when jumping for height and distance
- To perform basic jumps showing different shapes in the air
- To link jumps and balances into simple sequences
Key Outcomes
- Students will demonstrate controlled take-off and landing techniques
- Students will show at least two different jumping shapes
- Students will create a simple sequence linking jumps and balances
Equipment & Resources Required
Place around apparatus stations and open floor areas
Alternative: Crash mats or carpet tiles for landing areas
Position with mats for safe landing zones
Alternative: Low boxes or stable platforms (max 30cm high)
Mark station boundaries and target areas
Alternative: Bean bags or spots
Create target landing areas on mats
Alternative: Chalk circles or rope circles
Key Vocabulary
The moment when both feet leave the ground to begin a jump
Coming down safely on two feet with bent knees
The position your body makes in the air during a jump
A series of movements linked together smoothly
Being able to manage your body movements precisely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, jogging, hopping)
- Understanding of personal space and safety
- Simple balance positions
Current Skills
- Controlled take-off and landing techniques
- Different jumping shapes and positions
- Linking movements into sequences
Next Steps
- More complex jumping combinations
- Rolling and jumping sequences
- Partner and group gymnastic work
Milestone Indicators
Key Teaching Points
- Two-footed take-off and landing for safety and control
- Bent knees on landing to absorb impact and prevent injury
- Arm swing coordination to assist with jumping height and balance
- Clear body shapes in flight phase for aesthetic and control development
- Progressive challenge from floor work to low apparatus
- Smooth transitions between movements in sequences
- Individual goal setting and appropriate challenge choices
Common Misconceptions
- Thinking harder/higher jumps are always better - correct with focus on control and technique quality
- Believing straight legs on landing look more impressive - emphasise safety of bent knee landings
- Assuming all students should achieve the same height/distance - celebrate individual progress and improvement
- Thinking gymnastics is only about difficult skills - highlight beauty in simple, well-executed movements
SEN Adaptations
ADHD
- Build in regular movement breaks, use shorter instruction phases, provide clear visual boundaries for activities
dyspraxia
- Break down movements into smaller steps, allow extra practice time, use wall support for balance activities if needed
autism spectrum
- Provide clear visual schedules for station rotations, allow sensory breaks if needed, use consistent language and routines
visual impairment
- Use tactile markers for station boundaries, provide verbal descriptions of all movements, buddy system for guidance and safety
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards at stations
physical disability
- Adapt jumping to seated or supported positions, use lower apparatus or floor-based alternatives, focus on arm movements and upper body
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movement, sequencing language and storytelling through movement
Maths
Counting repetitions and sequences, measuring jump distances, understanding spatial concepts of high/low/near/far
Science
Understanding forces in jumping, gravity and landing, body systems working during exercise, balance and stability concepts
PSHE
Personal challenge and resilience, cooperative working at stations, celebrating individual achievements and differences
Teacher Guidance
Positioning
Central position during demonstrations, circulating actively during practice phases with clear sight lines to all students
Observation Focus
Landing technique, controlled movement, appropriate challenge choices, positive peer interactions
Intervention Points
Step in when technique becomes unsafe, provide encouragement for hesitant students, ensure apparatus use remains appropriate
Demonstration Notes
Use exaggerated movements for clarity, show common mistakes and corrections, involve confident students as additional demonstrators
Verbal Cues
- •'Soft landings like a cat!'
- •'Push the ground away with strong legs!'
- •'Show me that magical straight shape!'
- •'Land in your magic chair position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space with additional areas for apparatus stations
Surface Check
Non-slip, even surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check bench stability and appropriate height (max 30cm)
- •Ensure mats are positioned correctly and not slipping
- •Verify all equipment is in good condition before use
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students during jumping activities
- •Overexertion leading to poor technique and injury
- •Hard landings on inappropriate surfaces
Risk Mitigation
- •Appropriate apparatus heights for Year 1 students
- •Clear space allocation and movement patterns
- •Progressive skill building from floor to apparatus
- •Emphasis on controlled technique over height/distance
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Circulate actively during station work
- •Monitor for fatigue affecting safety
- •Maintain focus on landing technique throughout
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, complete incident documentation if required