Lesson 3 - Jumping Techniques and Styles
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 higher, further, and with better control?
Learning Objectives
- Develop different jumping techniques including two-foot jumps, hops, and leaps
- Understand how arm movement and leg bend contribute to jumping performance
- Apply jumping skills safely in game situations with control and awareness
Key Outcomes
- Students will demonstrate at least three different jumping techniques with improving control
- Students will explain one way to improve their jumping height or distance
- Students will show awareness of space and safety when jumping around others
Equipment & Resources Required
Place in lines 15m apart for warm-up, scattered for jumping practice
Alternative: Bean bags, markers, chalk circles
Distributed around activity area for jumping targets
Alternative: Hoops, cones, rope circles
Arranged in relay lines with varied spacing
Alternative: Large floor spots, rope circles
Key Vocabulary
Taking off and landing with both feet together
Taking off and landing on the same foot
Taking off from one foot and landing on the opposite foot
The height achieved when jumping into the air
Landing softly with balance and stability
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping with control
- Simple two-foot jumping from standing position
- Following instructions in physical activities
Current Skills
- Different jumping techniques (two-foot, hop, leap)
- Using arms for elevation and balance
- Spatial awareness during dynamic activities
Next Steps
- Combining jumping with other athletics movements
- Measuring and comparing jump distances
- Learning specific athletics jumping events
Milestone Indicators
Key Teaching Points
- Knee bend is essential for powerful takeoff and safe landing
- Arms contribute significantly to jumping height and balance
- Different jumping types serve different athletic purposes
- Controlled landings prevent injury and improve technique
- Spatial awareness is crucial during dynamic activities
- Practice and repetition lead to skill improvement
- Encouragement and teamwork enhance learning experience
Common Misconceptions
- Children thinking jumping is only about leg strength - emphasise whole body coordination
- Belief that landing hard shows more effort - teach soft, controlled landings
- Confusion between hop and jump - reinforce single foot vs both feet concepts
- Assumption that faster is always better - prioritise technique over speed
- Fear of attempting weaker foot hopping - normalize wobbles as part of learning
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries marked, regular positive feedback
dyspraxia
- Break down movements into smaller steps, extra practice time, use of wall support
autism spectrum
- Clear routine structure, visual schedule of activities, quiet retreat space available
visual impairment
- Use brightly coloured equipment, verbal descriptions of movements, buddy system for spatial awareness
hearing impairment
- Visual demonstrations emphasised, hand signals for instructions, written instruction cards
physical disability
- Seated jumping exercises, arm movements only, modified distances and heights
Cross-Curricular Links
English
Following complex instructions, learning new vocabulary, explaining techniques
Maths
Counting jumps and movements, measuring distances, sequencing activities
Science
Understanding forces in jumping, muscle groups used, effects of exercise on body
PSHE
Personal achievement, resilience when challenged, supporting teammates
Teacher Guidance
Positioning
Move around perimeter to observe all children. Position near active jumping areas during skill practice.
Observation Focus
Watch for correct takeoff and landing technique. Monitor spatial awareness during movement.
Intervention Points
Step in immediately for unsafe landings. Provide individual support for technique development.
Demonstration Notes
Use exaggerated movements to show technique clearly. Demonstrate both correct and incorrect examples for contrast.
Verbal Cues
- •'Bend those knees!'
- •'Push the ground away!'
- •'Land like a ninja - soft and quiet!'
- •'Arms up for height!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area for dynamic activities and relay races
Surface Check
Dry, even surface free from hazards. Indoor hall or outdoor hard court suitable.
Equipment Safety
Safety Checks
- •Hoops and markers placed with adequate spacing
- •Cones checked for stability and no sharp edges
- •Floor spots secured to prevent slipping
Risk Management
Key Risks
- •Collisions during dynamic movement
- •Hard landings causing injury
- •Fatigue leading to poor technique
- •Overexertion in competitive activities
Risk Mitigation
- •Clear boundaries and movement rules established
- •Emphasis on controlled landings throughout
- •Regular rest periods and hydration breaks
- •Monitor children for signs of tiredness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during dynamic activities
- •Active monitoring of landing technique
- •Watch for unsafe behaviour during relays
Emergency Procedures
Stop activity immediately if injury occurs. Basic first aid available. Clear evacuation routes maintained.