Lesson 5 - Jumping & Hopping Skills
Body Awareness & Movement Skills
•Year 2
•Fundamental Movement Skills
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How can we use our bodies to move through space in different ways and why are some movements more efficient than others?
Learning Objectives
- To develop and explore jumping, hopping and skipping actions with increasing control
- To understand how different movement patterns can be combined and improved
- To work cooperatively with a partner to analyse and improve movement quality
Key Outcomes
- Students will demonstrate improved control in jumping, hopping and skipping movements
- Students will be able to link different locomotor movements together smoothly
- Students will provide constructive feedback to help partners improve their technique
Equipment & Resources Required
Distributed around teaching area for personal space marking
Alternative: Cones, bean bags, hoops, or chalk circles
Clear, flat surface free from obstacles
Alternative: School hall, playground, or large classroom with furniture moved
Key Vocabulary
Taking off and landing with both feet together
Taking off and landing on the same foot repeatedly
A combination of stepping and hopping in rhythm - step-hop, step-hop
Staying steady and controlled during movement and when landing
Putting movements together in a planned order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping with two feet together
- Simple running and walking movements
- Following instructions and working in pairs
Current Skills
- Controlled jumping in different directions
- Hopping on alternate feet with balance
- Basic skipping technique using step-hop pattern
- Partner observation and feedback skills
Next Steps
- Combining movements into longer sequences
- Jumping for distance and height with improved technique
- Rhythmic skipping with rope introduction
Milestone Indicators
Key Teaching Points
- Always emphasise safety through proper technique - bent knees for landing, eyes forward for balance
- Build skills progressively from static jumping to directional movement to continuous patterns
- Use partner work to develop observation skills and provide mutual support and encouragement
- Connect movement efficiency to technique quality rather than just physical ability
- Celebrate individual progress and effort alongside technical achievement
- Maintain high activity levels while ensuring adequate rest and reflection time
- Use counting and analysis to develop mathematical thinking alongside physical skills
Common Misconceptions
- Thinking that jumping higher or further is always better than controlled, consistent technique
- Believing that one movement type is 'best' for everyone rather than understanding individual differences
- Assuming that speed is more important than maintaining proper step-hop pattern in skipping
- Not understanding that landing technique is as important as takeoff technique for safety and efficiency
- Thinking that losing balance during hopping means they're 'bad' at it rather than understanding it's part of learning
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, frequent movement opportunities, clear boundaries and expectations, positive reinforcement
dyspraxia
- Break down movements into smaller steps, extra practice time, allow rest breaks as needed, celebrate effort over outcome
autism spectrum
- Clear visual schedule of activities, consistent routines and language, quiet space available if overwhelmed, advance warning of activity changes
visual impairment
- Use brightly coloured base stations, provide clear verbal descriptions of movements, buddy system for guidance and support
hearing impairment
- Use visual demonstrations extensively, hand signals for start/stop, written instruction cards with pictures of movements
physical disability
- Adapt movements to seated position where possible, focus on arm movements that mirror leg actions, modified base station heights
Cross-Curricular Links
English
Vocabulary development with movement terms, descriptive language for technique feedback, following and giving clear instructions
Maths
Counting jumps, hops and skips during Cross the Stream challenge, comparing numbers to find most efficient movement, pattern recognition in step-hop sequences
Science
Understanding forces in jumping - push and pull, gravity effects on landing, body mechanics and lever systems in movement
PSHE
Cooperation and communication skills with partners, resilience when movements are challenging, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter of activity area to observe all students, position near pairs during partner work for easy support and feedback
Observation Focus
Watch for correct takeoff and landing techniques, balance during single-foot movements, cooperative partner interactions, spatial awareness
Intervention Points
Step in if students struggling with balance or technique, support partnership dynamics if needed, ensure safety spacing maintained
Demonstration Notes
Demonstrate: All movements slowly and clearly with exaggerated technique points, involve confident students in demonstrations, repeat key movements multiple times
Verbal Cues
- •'Bend those knees for soft landings!'
- •'Eyes forward for better balance!'
- •'Step-hop, step-hop for skipping!'
- •'Use your arms to help you move!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large, clear teaching area minimum 15m x 10m to allow safe movement in all directions
Surface Check
Flat, non-slip surface free from obstacles, wet patches or hazards
Equipment Safety
Safety Checks
- •Base stations/markers checked for damage or sharp edges
- •Equipment positioned to avoid trip hazards
- •Clear pathways between equipment setups
Risk Management
Key Risks
- •Slips and falls during jumping and landing activities
- •Collisions between students during movement activities
- •Overexertion during continuous hopping
- •Loss of balance during single-foot movements
Risk Mitigation
- •Adequate spacing maintained between students throughout
- •Progressive skill building from static to moving activities
- •Regular rest breaks during intensive movement
- •Clear boundaries and movement rules established
- •Proper technique emphasis to prevent poor landing habits
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during movement activities
- •Monitor spacing during Cross the Stream partner activity
- •Watch for signs of fatigue during continuous movement
- •Ensure students follow movement rules and boundaries
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid support, contact school office if medical attention needed