Lesson 5 - Jumping for Height Techniques
Movement Mastery Adventures
•Year 2
•Athletics
•Start Planning Better PE Lessons
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How can we use our bodies like springs to jump as high as rabbits and kangaroos?
Learning Objectives
- To develop proper technique when jumping for height using arm drive and takeoff positioning
- To explore different jumping techniques and understand which provides maximum height
- To demonstrate safe landing techniques with bent knees and forward focus
Key Outcomes
- Students will demonstrate improved vertical jump technique with coordinated arm movements
- Students will identify and explain the most effective jumping technique for height
- Students will consistently show safe takeoff and landing positions during all jumping activities
Equipment & Resources Required
Various heights for differentiated jumping challenges
Alternative: Plastic bottles, bean bags on poles, tennis ball on tee
Spread around teaching space for jumping course
Alternative: Markers, chalk circles, rope circles
Adjustable heights from 15cm to 30cm for progression
Alternative: Low benches, ropes between posts, foam barriers
Create safe, adjustable height barriers
Alternative: Pool noodles, tape between skittles, ribbon
Key Vocabulary
A jump straight up into the air from a standing position
The moment when your feet leave the ground to begin a jump
When your feet touch the ground after jumping
Swinging your arms powerfully upward to help create more jumping force
Standing steady with feet shoulder-width apart and weight evenly distributed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic two-footed jumps
- Understands concept of bending knees for movement
- Can follow simple safety instructions
Current Skills
- Coordinated arm drive for vertical jumping
- Comparison of one-foot vs two-foot takeoffs
- Safe landing techniques with visual focus
Next Steps
- Jumping for distance with run-up approach
- Advanced jumping techniques in athletics events
- Combining jumping with other athletic movements
Milestone Indicators
Key Teaching Points
- Two-footed takeoff provides maximum power for jumping height
- Arm drive upward significantly increases jumping height
- Bent knees on takeoff and landing ensure safety and technique
- Forward visual focus maintains balance and direction
- Safety checks must precede all equipment-based jumping
- Individual challenge levels promote confidence and success
- Partner feedback develops observation and communication skills
Common Misconceptions
- Thinking that jumping harder rather than better technique increases height
- Believing one-foot takeoff is more powerful than two-foot takeoff
- Assuming speed of approach is more important than takeoff technique
- Not understanding the connection between arm movement and jumping power
- Focusing on jumping distance when goal is jumping height
SEN Adaptations
ADHD
- Short, focused activity segments, movement breaks between explanations, clear boundaries for activities, positive reinforcement system
dyspraxia
- Break down movements into smaller steps, extra practice time, visual and verbal cues combined, simplified coordination requirements initially
autism spectrum
- Clear routine with visual schedule, quiet practice area available, consistent equipment setup, advance warning of activity changes
visual impairment
- Use brightly coloured equipment, verbal descriptions of jumping technique, tactile guidance for arm movements, buddy system for orientation
hearing impairment
- Visual demonstrations of all techniques, hand signals for coaching cues, written instruction cards, ensure face-to-face communication
physical disability
- Seated jumping variations, upper body movements to simulate arm drive, modified heights or alternative challenges, wheelchair-accessible activities
Cross-Curricular Links
English
Technical vocabulary development. Giving clear feedback to partners. Following and giving instructions for safety procedures.
Maths
Measuring and comparing heights jumped. Counting repetitions and timing activities. Understanding greater than/less than when comparing jumping effectiveness.
Science
Forces and motion - how pushing with both feet creates greater force for jumping. Simple machines - body as lever system with arms providing additional force.
PSHE
Perseverance when learning new skills. Supporting others through encouragement. Personal responsibility for safety choices.
Teacher Guidance
Positioning
Central position during demonstrations, perimeter during group activities for maximum visibility
Observation Focus
Watch for coordinated arm drive, safe landing technique, and appropriate risk-taking with equipment
Intervention Points
Step in when students attempt heights beyond ability, technique breaks down, or safety awareness decreases
Demonstration Notes
Use exaggerated movements to show technique points clearly. Invite students to demonstrate good examples. Break down complex movements into component parts.
Verbal Cues
- •'Arms like rocket boosters - UP!'
- •'Bend those knees like springs!'
- •'Safety check first - is my landing clear?'
- •'Two feet together for power!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 20m clear space for warm-up games and jumping activities
Surface Check
Dry, even surface essential for safe landing. Avoid hard surfaces if possible - grass or sports hall ideal
Equipment Safety
Safety Checks
- •Activity skittles stable and undamaged
- •Canes securely positioned but able to fall safely if contacted
- •Hurdles appropriate height with safe construction
- •Landing areas completely clear of obstacles
Risk Management
Key Risks
- •Falls from unsuccessful jumps over equipment
- •Collisions during group movement activities
- •Overexertion from repetitive jumping
- •Equipment contact during jumping attempts
Risk Mitigation
- •Progressive height increases only when technique secure
- •Clear landing zones maintained and checked
- •Adequate spacing between activity stations
- •Individual choice on jumping heights
- •Constant supervision of equipment-based activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all jumping attempts
- •Move between groups during equipment activities
- •Monitor technique breakdown which increases injury risk
Emergency Procedures
Stop activity immediately if injury occurs. Assess injury severity and provide appropriate first aid. Have alternative activity ready for student unable to participate.