Lesson 4 - Dynamic Jumping Skills
Building Confidence in Motion
•Year 2
•Athletics
•Start Planning Better PE Lessons
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How can we use our bodies like powerful springs to jump further and with more control?
Learning Objectives
- To demonstrate competent jumping using a variety of techniques and styles
- To integrate a controlled run-up approach to enhance jumping distance
- To apply knowledge of biomechanics to improve jumping performance
Key Outcomes
- Students will demonstrate controlled jumping from static and running positions
- Students will show understanding of how run-up speed affects jumping distance
- Students will perform safe warm-up activities and sustain effort throughout the session
Equipment & Resources Required
Use for marking landing points and creating boundary lines
Alternative: Bean bags, markers, chalk lines
Optional for recording distances
Alternative: Metre rulers, chalk marks
For marking start lines and boundaries
Alternative: Masking tape, rope
Key Vocabulary
The moment when both feet leave the ground to begin a jump
The controlled contact with the ground after jumping, ideally on both feet
A controlled approach run before jumping to build momentum
Jumping from a stationary position without any approach run
The force that keeps moving objects in motion, helping jumpers travel further
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping with two feet together
- Understanding of taking off and landing safely
- Experience with simple warm-up activities
Current Skills
- Jumping competently in various ways
- Coordinating run-up with take-off
- Understanding biomechanics of jumping
Next Steps
- Advanced jumping techniques (hop, step, jump)
- Measuring and recording jumping distances
- Competitive jumping events
Milestone Indicators
Key Teaching Points
- Two-foot take-off and landing is essential for safety and technique development
- Arm swing coordination significantly impacts jumping distance and control
- Progressive approach speed (not maximum) gives best distance and control
- Partner work develops measurement skills and supportive relationships
- Game applications reinforce technique while adding excitement and challenge
Common Misconceptions
- Faster run-up always means longer jump - teach optimal speed instead
- Landing on one foot is acceptable - emphasise two-foot landing for safety
- Jumping is just about leg strength - highlight whole-body coordination
- Distance is more important than technique - praise form and improvement
- Warm-up is optional - explain injury prevention and performance benefits
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, extra movement opportunities during explanations
dyspraxia
- Broken-down technique demonstrations, extra practice time, simplified coordination patterns
autism spectrum
- Clear routine structure, visual schedule displayed, quiet area available for breaks
visual impairment
- Use brightly coloured cones, verbal descriptions of all demonstrations, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for game instructions, written instruction cards
physical disability
- Seated jumping variations, modified distances, alternative measurement roles
Cross-Curricular Links
English
Following instructions carefully, describing techniques and improvements, listening skills
Maths
Measuring jumping distances, comparing lengths, understanding greater than/less than concepts
Science
Forces and motion, understanding gravity and momentum, how muscles work during exercise
PSHE
Setting personal goals, celebrating others' achievements, perseverance when facing challenges
Teacher Guidance
Positioning
Move between jumping areas to observe technique, position for clear demonstration visibility
Observation Focus
Two-foot take-off and landing, controlled movements, partner cooperation, listening during games
Intervention Points
Step in if technique becomes unsafe, students showing frustration, or partnership issues arise
Demonstration Notes
Always demonstrate jumping techniques yourself, exaggerate arm movements for visibility, show both correct and improved techniques
Verbal Cues
- •'Spring like a kangaroo!'
- •'Arms help you fly!'
- •'Land like a gymnast - soft and controlled!'
- •'Listen first, then react!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 20m x 30m with additional run-up space
Surface Check
Non-slip, level surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones placed securely and visible
- •Landing areas clear of hard objects
- •Boundary lines clearly marked and appropriate
Risk Management
Key Risks
- •Collision between students during jumping activities
- •Overstretch or strain from inadequate warm-up
- •Falls due to loss of balance on landing
- •Fatigue affecting technique and safety
Risk Mitigation
- •Adequate spacing between jumping lanes
- •Progressive warm-up with dynamic movements
- •Emphasis on controlled landings throughout
- •Regular technique breaks and hydration reminders
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all jumping activities simultaneously
- •Monitor technique deterioration due to fatigue
- •Ensure safe spacing maintained during partner work
Emergency Procedures
Stop activity immediately if injury occurs, assess student, provide appropriate first aid, adapt activities for remaining students