Lesson 4 - Jumping for Distance
Movement Mastery Adventures
•Year 2
•Athletics
•Start Planning Better PE Lessons
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How can we use our whole body to jump further like the amazing athletes we see on TV?
Learning Objectives
- To develop jumping for distance using correct technique
- To understand how body parts work together to create power and momentum
- To measure and compare jumping distances with peers
Key Outcomes
- Students will demonstrate a controlled standing long jump with correct arm swing
- Students will identify key technique points for jumping further
- Students will work cooperatively to measure and encourage each other's attempts
Equipment & Resources Required
Distributed around teaching area for individual spaces and measuring
Alternative: Flat cones, poly spots, or chalk circles
For accurately measuring jumping distances
Alternative: Metre sticks or pre-measured rope
For marking start lines and landing positions
Alternative: Laminated arrows or small cones
Key Vocabulary
The moment when both feet leave the ground at the start of a jump
When both feet touch the ground at the end of a jump
The forward force that helps carry us through the air
How far we can jump from start to finish
The correct way to move our body to jump effectively
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Understanding of forwards direction
- Simple partner work activities
- Following safety instructions
Current Skills
- Jumping for distance with arm coordination
- Looking forward during take-off and landing
- Using deep knee bend for power generation
- Measuring and comparing distances
Next Steps
- Introduction to running long jump approach
- Jumping for height techniques
- Multi-directional jumping patterns
- Recording and tracking personal bests
Milestone Indicators
Key Teaching Points
- Deep knee bend is essential for generating power in long jump
- Arms must swing forward and up to create momentum and distance
- Two-footed take-off and landing ensures safety and maximum power
- Eyes should look forward at landing area, not down at feet
- Progressive distance increases build confidence while maintaining technique
- Partner work develops cooperation and provides safety support
- Measurement and comparison motivates improvement and mathematical thinking
Common Misconceptions
- Jumping higher will make you go further - correct with 'drive forward not upward'
- Arms should go overhead - correct with 'swing forward to shoulder height'
- Landing on one foot first is acceptable - emphasise two-footed landing always
- Speed is more important than technique - reinforce 'quality over quantity'
- Comparing with others is the goal - focus on personal improvement and technique
SEN Adaptations
ADHD
- Use shorter activity bursts with frequent changes, provide clear boundaries and expectations, offer movement breaks as needed
dyspraxia
- Break down movements into smaller steps, allow extra practice time for coordination, use larger targets and shorter distances initially
autism spectrum
- Provide clear visual schedule of activities, offer quiet space if overwhelmed, use consistent routines and predictable structure
visual impairment
- Use bright coloured base stations for contrast, provide verbal descriptions of demonstrations, assign sighted partner for guidance and safety
hearing impairment
- Use visual demonstrations with clear gestures, provide written instruction cards, use hand signals for start/stop commands
physical disability
- Adapt jumping to seated position or modified stance, use smaller distances appropriate to ability, provide physical support if needed
Cross-Curricular Links
Maths
Measuring distances in metres and centimetres, comparing numbers to find longest jumps, counting jumps in sequence
Science
Understanding forces and motion, effects of exercise on heart and breathing, how muscles work to create movement
Geography
Understanding direction and distance, spatial awareness and mapping movement patterns
PSHE
Building confidence through achievement, cooperating effectively with partners, showing resilience when facing challenges
Teacher Guidance
Positioning
Move between groups to observe technique, position to see multiple pairs during partner work, central location for demonstrations
Observation Focus
Watch for coordinated arm swing with leg drive, safe two-footed landings, progressive improvement in distance, cooperative partner work
Intervention Points
Step in if technique becomes unsafe, provide individual coaching for struggling students, adjust distances if too challenging
Demonstration Notes
Use slow-motion demonstrations for technique clarity, exaggerate correct positions for visibility, show common mistakes followed by corrections
Verbal Cues
- •'Arms back, then swing!'
- •'Bend those knees like springs!'
- •'Drive forward not up!'
- •'Soft landings like a cat!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear area, indoor hall or outdoor playground surface
Surface Check
Level surface free from holes, water, or debris that could cause slips
Equipment Safety
Safety Checks
- •Base stations flat and secure with no raised edges
- •Clear pathways between jumping areas
- •Measuring equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions between students during jumping activities
- •Falls from poor landing technique
- •Overexertion leading to fatigue and poor technique
- •Equipment displacement creating trip hazards
Risk Mitigation
- •Clear turn-taking system enforced throughout
- •Progressive distance increases within safe limits
- •Continuous technique monitoring for safe landings
- •Adequate rest periods between maximum efforts
- •Equipment positioned and checked regularly
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple jumping areas simultaneously
- •Monitor fatigue levels and adjust intensity accordingly
- •Watch for technique deterioration indicating rest needed
- •Ensure safe spacing maintained throughout activities
Emergency Procedures
Stop activity immediately for any injury, assess situation, provide appropriate first aid, seek additional support if required