Lesson 5 - Jumping for Height and Distance
Essential Skill Foundations
•Year 2
•Fundamental Movement Skills
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- Complete activity instructions & timing
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How can we use our bodies to jump as high and as far as possible?
Learning Objectives
- Develop jumping techniques for both height and distance
- Understand the difference between vertical and broad jumping
- Learn to measure and assess jumping performance
Key Outcomes
- Students will demonstrate controlled jumping for height using a two-footed takeoff
- Students will perform standing long jumps with forward momentum
- Students will understand how to measure vertical jump height
Equipment & Resources Required
Arrange in grid pattern 10m from starting line
Alternative: Cones or markers arranged in 3x3 grid
Keep in team containers at starting point
Alternative: Different coloured cones or markers
Spread around activity area at different heights
Alternative: Cones with canes, rope barriers
Set at 20-30cm height for bouncing
Alternative: Rope lines, elastic bands on cones
Lay flat on ground for stepping patterns
Alternative: Chalk lines, tape lines on floor
For measuring jump distances
Alternative: Metre rulers, marked floor lines
For marking wall measurements
Alternative: Washable markers, sticky notes
Place for safe landing zones
Alternative: Soft ground area, grass surface
Key Vocabulary
Jumping straight up for maximum height
Jumping forward for maximum distance
Starting a jump with both feet together on the ground
The height gained when jumping upward
The force that carries you forward when jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Simple landing techniques
- Following simple movement instructions
Current Skills
- Jumping for maximum height using arms for elevation
- Standing long jump with forward momentum
- Understanding measurement of jumps
Next Steps
- Running long jump techniques
- High jump approach and takeoff
- Triple jump basics
Milestone Indicators
Key Teaching Points
- Two-footed takeoff provides more power and stability than single-foot for maximum height and distance
- Arm swing coordination is crucial - arms should move from behind body to overhead/forward
- Deep squat preparation allows for explosive upward or forward drive
- Landing technique is as important as takeoff - weight should transfer forward in broad jumps
- Measurement accuracy requires consistent positioning and technique
- Self-assessment and peer feedback develop metacognitive awareness
- Progressive challenge levels build confidence and skill simultaneously
Common Misconceptions
- Children thinking they need to jump off one foot for all jumps - clarify when each technique is appropriate
- Believing that being tall automatically makes you a better jumper - emphasise technique over natural ability
- Focusing only on distance/height achieved rather than technique improvement
- Thinking that arms don't help with jumping - demonstrate the significant difference arm swing makes
- Assuming all jumps use the same technique - clearly distinguish between vertical and broad jump requirements
SEN Adaptations
ADHD
- Frequent movement breaks, clear short instructions, immediate feedback and encouragement
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use visual and verbal cues together
autism spectrum
- Clear visual schedule of activities, quiet area available, consistent routines and timing
visual impairment
- Use bright coloured equipment, provide tactile markers for jumping lines, verbal descriptions of all demonstrations
hearing impairment
- Use visual demonstrations, clear hand signals, written instructions on board
physical disability
- Adapt jumping to individual abilities, use seated jumping variations, provide alternative measurement methods
Cross-Curricular Links
Maths
Measuring jump distances and heights, comparing measurements, recording data in simple charts
Science
Understanding forces and energy transfer, body systems during exercise, gravity effects on jumping
Geography
Understanding height and distance concepts, using measuring tools accurately
PSHE
Self-assessment skills, managing emotions during challenges, supporting peers
Teacher Guidance
Positioning
Move constantly between circuit stations, spend most time at vertical jump station for safety
Observation Focus
Watch for proper jumping technique, safe landings, positive peer interactions
Intervention Points
Step in if equipment unsafe, children becoming frustrated, or technique needs correction
Demonstration Notes
Use exaggerated movements to show technique clearly, involve children in demonstrations when safe
Verbal Cues
- •'Deep squat, then explode upwards!'
- •'Drive forward with your whole body!'
- •'Bend those knees to absorb the landing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 15m x 20m
Surface Check
Non-slip surface, check for obstacles, ensure adequate cushioning for landing
Equipment Safety
Safety Checks
- •Check all jumping equipment is stable and secure
- •Ensure appropriate heights for Year 2 children
- •Verify canes and bars are safely positioned
Risk Management
Key Risks
- •Falls from jumping activities
- •Collisions during warm-up game
- •Equipment instability
- •Overexertion
Risk Mitigation
- •Clear spacing between jumping areas
- •Soft landing surfaces where possible
- •Progressive skill building from easy to challenging
- •Constant supervision during vertical jump measurements
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all circuit stations
- •Direct assistance for vertical jump measurements
- •Monitor for fatigue and appropriate rest
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, contact office if needed