Lesson 1 - Jumping and Spatial Awareness
Progressive Jumping Skills and Creative Movement Combinations
•Year 2
•Fundamental Movement Skills
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How can we use different jumping techniques to move safely through our environment whilst avoiding obstacles?
Learning Objectives
- To consolidate and apply effective jumping techniques with control and balance
- To demonstrate spatial awareness when jumping and moving around others
- To understand how proper technique helps us jump safely and effectively
Key Outcomes
- Students will demonstrate controlled jumping using correct take-off and landing technique
- Students will show they can move through space avoiding obstacles and other students
- Students will explain why good technique is important for safe and effective jumping
Equipment & Resources Required
Spread evenly around activity area for starting positions
Alternative: Bean bags, small cones, or chalk circles
Scattered throughout space as 'lily pads' to jump into
Alternative: Chalk circles, rope circles, or painted circles
Laid flat on ground as 'snakes' to jump over
Alternative: Chalk lines, tape lines, or rope laid flat
For identifying 'mud monsters' in final activity
Alternative: Different coloured bands or armbands
Key Vocabulary
The moment when both feet leave the ground to begin a jump
When both feet touch the ground at the end of a jump
Jumping where you take off and land with both feet together
Understanding where you are in relation to others and objects around you
Staying steady and controlled during movement
Something in your path that you need to jump over or around
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on the spot from Year 1
- Understanding of personal space
- Following simple movement instructions
- Basic balance and coordination skills
Current Skills
- Jumping with spatial awareness
- Landing technique with bent knees
- Using arms for balance and power
- Moving through obstacle courses
Next Steps
- Jumping for distance and height
- Sequential jumping patterns
- Jumping in game situations
- Combining jumping with other locomotion skills
Milestone Indicators
Key Teaching Points
- Always emphasise two-foot take-off and landing for safety and technique development
- Use arms for balance and power - demonstrate exaggerated arm swing
- Soft landings with bent knees prevent injury and show control
- Maintain spatial awareness - eyes up, not looking at feet
- Personal space is crucial for safety in group activities
- Encourage helping others as part of character development
- Connect jumping skills to real-world applications in sports and daily life
Common Misconceptions
- Many students think jumping higher is always better - emphasise control over height
- Students often land with straight legs - reinforce bent knees for shock absorption
- Children may believe one-foot take-offs are acceptable - clarify two-foot jumping requirements
- Some think arms are not important for jumping - demonstrate the difference with and without arm use
- Students may assume running is faster than jumping for evasion - explain when jumping is more effective
- Children often think helping others slows them down - emphasise cooperation as strength
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear boundaries and visual cues, offer leadership roles to maintain engagement
dyspraxia
- Slow down demonstrations, provide extra practice time, use larger equipment for easier targeting, break complex movements into smaller steps
autism spectrum
- Provide clear visual schedule of activities, establish consistent routines, offer quiet space if overwhelmed, use concrete language and avoid abstract concepts
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of space layout, assign sighted buddy for navigation, use sound cues for direction
hearing impairment
- Use clear visual demonstrations, hand signals for start/stop, visual cues for equipment identification, ensure face-to-face communication
physical disability
- Modify jumping to stepping or supported movement, adjust equipment height, provide seated alternatives for some activities, use wheelchair-accessible pathways
Cross-Curricular Links
English
Following multi-step instructions, descriptive vocabulary for movement, story-telling through lily pad adventure theme
Maths
Counting jumps, measuring distances jumped, patterns in movement sequences, spatial concepts like over, under, through
Science
Forces in jumping (push and pull), gravity and landing, how muscles work during exercise, balance and coordination
Geography
Directional language (forward, backward, left, right), creating maps of obstacle courses, spatial awareness concepts
PSHE
Cooperation and teamwork, helping others in need, honesty in games, managing emotions during competitive activities
Teacher Guidance
Positioning
Stand at edge of activity area where all students are visible. Move around perimeter to monitor different groups and provide feedback.
Observation Focus
Watch for jumping technique (two-foot take-off and landing, arm use, bent knees), spatial awareness, and cooperation with others.
Intervention Points
Step in if students show poor technique that could lead to injury, if spatial awareness becomes unsafe, or if game rules are not being followed.
Demonstration Notes
Always demonstrate jumping technique clearly with exaggerated movements. Show common mistakes and correct versions. Use student examples when possible to reinforce good practice.
Verbal Cues
- •'Two feet together!'
- •'Soft landings like a cat!'
- •'Eyes up, look where you're going!'
- •'Use those arms to help you!'
- •'Bend those knees when you land!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, ideally larger for full class movement
Surface Check
Dry, non-slip surface essential. Check for holes, cracks, or debris
Equipment Safety
Safety Checks
- •Ensure all ropes are completely flat to prevent tripping
- •Check hoops have no cracks or sharp edges
- •Confirm markers are non-slip and appropriate size
- •Verify bibs are clean and appropriate size for taggers
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Falls due to poor landing technique or surface issues
- •Tripping over equipment, particularly ropes
- •Overexertion leading to fatigue and increased accident risk
Risk Mitigation
- •Establish clear boundaries and movement patterns
- •Emphasise personal space awareness throughout
- •Regular technique reminders for safe landing
- •Monitor student energy levels and provide rest breaks
- •Clear equipment placement with adequate spacing
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of entire activity area
- •Monitor high-activity areas around popular equipment
- •Watch for students showing signs of fatigue
- •Ensure taggers follow appropriate contact rules
Emergency Procedures
Stop all activity immediately if injury occurs. Assess injured student while keeping others safely occupied. Apply first aid as appropriate and follow school injury reporting procedures