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Lesson 4 - Jumping for Height and Distance

Movement Patterns & Awareness

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Year 1

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

7 large mats

Place around apparatus stations and open floor areas

Alternative: Crash mats or carpet tiles for landing areas

Benches

2-3 benches

Position with mats for safe landing zones

Alternative: Low boxes or stable platforms (max 30cm high)

Dish Cones

11 cones

Mark station boundaries and target areas

Alternative: Bean bags or spots

Hoops

4-6 hoops

Create target landing areas on mats

Alternative: Chalk circles or rope circles

Key Vocabulary

Take-off

The moment when both feet leave the ground to begin a jump

Landing

Coming down safely on two feet with bent knees

Shape

The position your body makes in the air during a jump

Sequence

A series of movements linked together smoothly

Control

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

Consistent two-footed landings with bent knees

Clear shape definition during flight phase

Smooth transitions between jumps and balances

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