Lesson 2 - Jumping Techniques and Coordination
Building Confidence in Motion
•Year 2
•Athletics
•Start Planning Better PE Lessons
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How can we use our whole body to jump further and land safely?
Learning Objectives
- Develop jumping techniques using one foot to two feet landing
- Coordinate running with jumping movements
- Apply jumping skills in different directions and activities
Key Outcomes
- Students will demonstrate controlled jumping with soft landings
- Students will show coordination between running and jumping
- Students will evaluate their own and others' jumping technique
Equipment & Resources Required
Scattered around activity area for jumping practice
Alternative: Small cones, bean bags, chalk circles
One per relay group for warm-up activity
Alternative: Bean bags, tennis balls, foam sticks
Various heights 10-30cm for circuit activities
Alternative: Pool noodles on cones, rope between cones
For marking distances and creating jumping stations
Alternative: Markers, plastic bottles
For hopscotch activity in game session
Alternative: Small balls, stones
Must fall easily when hit - safety requirement
Alternative: Pool noodles, rope
Flat on ground for footwork patterns
Alternative: Chalk ladder patterns, rope ladder on ground
Key Vocabulary
The moment when your foot leaves the ground to begin the jump
The moment when your feet touch the ground after jumping
Using bent knees and ankles to absorb the impact when landing
Making different parts of your body work together smoothly
The short run you take before jumping to build up speed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Simple hopping movements
- Understanding of safe landing with bent knees
Current Skills
- One foot to two feet jumping technique
- Coordinating run-up with jump take-off
- Multi-directional jumping patterns
Next Steps
- Long jump technique with measuring
- High jump with approach runs
- Triple jump coordination patterns
Milestone Indicators
Key Teaching Points
- One foot take-off, two feet landing for basic jumping technique
- Soft, bent knees on landing to cushion impact and prevent injury
- Arms forward for balance and to assist with jumping power
- Spatial awareness to avoid collisions during group activities
- Progressive skill building from simple to complex movements
- Positive encouragement and support for all ability levels
- Clear safety procedures and equipment handling expectations
Common Misconceptions
- Two-footed take-offs are always better - clarify when each technique is appropriate
- Jumping higher is always better - emphasise control and technique over height
- Hard landings show power - explain that soft landings demonstrate better technique
- Faster is always better - stress the importance of controlled, accurate movements
- Only athletic children can excel - highlight that technique and effort are equally valuable
SEN Adaptations
ADHD
- Shorter activity bursts with regular changes, clear boundaries and expectations, use of movement breaks as rewards
dyspraxia
- Simplified movement patterns initially, extra practice time, use of visual and verbal cues together, celebrate effort over achievement
autism spectrum
- Provide clear visual schedules for circuit rotations, offer quiet zones if overwhelmed, use consistent routines and signals
visual impairment
- Use bright coloured spots and equipment, provide clear verbal descriptions of activities, partner with sighted buddy for guidance
hearing impairment
- Use visual demonstrations extensively, hand signals for instructions, written activity cards at stations
physical disability
- Adapt jumping to seated or supported versions, use different equipment heights, focus on arm movements where appropriate
Cross-Curricular Links
Science
Forces and motion in jumping, gravity and landing, body systems during exercise, muscle coordination
Geography
Directional language (forward, backward, sideways), spatial awareness, mapping movement patterns
PSHE
Teamwork, resilience, goal setting, celebrating differences, supporting others' learning
Teacher Guidance
Positioning
Central position during demonstrations, circulating during practice to give individual feedback
Observation Focus
Landing technique, coordination, spatial awareness, and effort levels
Intervention Points
Step in when technique becomes unsafe, when children are struggling, or when conflicts arise
Demonstration Notes
Always demonstrate slowly first, then at normal speed. Exaggerate key points like knee bend and arm position for clarity
Verbal Cues
- •'Soft knees!'
- •'One foot takes off, two feet land!'
- •'Springs in your knees!'
- •'Arms forward for balance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area for running and jumping activities
Surface Check
Dry, even surface free from obstacles, suitable for jumping and landing
Equipment Safety
Safety Checks
- •High jump bars must fall easily when hit
- •Jumping hurdles appropriate height for age group
- •Spots flat and non-slip on surface
- •Adequate spacing between circuit stations
Risk Management
Key Risks
- •Hard landings causing joint injury
- •Collisions between children during activities
- •Fatigue leading to poor technique and injury
- •Equipment-related injuries from improper use
Risk Mitigation
- •Consistent emphasis on soft, bent-knee landings
- •Clear boundaries and spacing in all activities
- •Progressive skill building from simple to complex
- •Regular technique checks and corrections
- •Appropriate rest periods to prevent fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple groups simultaneously
- •Focus on landing technique and safety
- •Monitor energy levels and fatigue
- •Ensure proper equipment use and maintenance
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact parents/medical support as needed