Building Confidence in Motion
•Year 2
•Athletics
•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
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
Understanding where pupils are coming from and where they're going
Following instructions carefully, describing techniques and improvements, listening skills
Measuring jumping distances, comparing lengths, understanding greater than/less than concepts
Forces and motion, understanding gravity and momentum, how muscles work during exercise
Setting personal goals, celebrating others' achievements, perseverance when facing challenges
Move between jumping areas to observe technique, position for clear demonstration visibility
Two-foot take-off and landing, controlled movements, partner cooperation, listening during games
Step in if technique becomes unsafe, students showing frustration, or partnership issues arise
Always demonstrate jumping techniques yourself, exaggerate arm movements for visibility, show both correct and improved techniques
Large hall or outdoor area minimum 20m x 30m with additional run-up space
Non-slip, level surface free from obstacles and hazards
Stop activity immediately if injury occurs, assess student, provide appropriate first aid, adapt activities for remaining students
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