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Lesson 5 - Jumping & Hopping Skills

Body Awareness & Movement Skills

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Year 2

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Fundamental Movement Skills

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45 min

Big Question

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

Base Stations

30 (1 per student)

Distributed around teaching area for personal space marking

Alternative: Cones, bean bags, hoops, or chalk circles

Target Areas

1 large space

Clear, flat surface free from obstacles

Alternative: School hall, playground, or large classroom with furniture moved

Key Vocabulary

Jumping

Taking off and landing with both feet together

Hopping

Taking off and landing on the same foot repeatedly

Skipping

A combination of stepping and hopping in rhythm - step-hop, step-hop

Balance

Staying steady and controlled during movement and when landing

Sequence

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

Maintains balance during single-foot landings

Can hop continuously for 5+ steps on each foot

Demonstrates clear step-hop pattern in skipping

Shows awareness of space and others during movement

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