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Lesson 1 - Jumping and Spatial Awareness

Progressive Jumping Skills and Creative Movement Combinations

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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 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

Markers

30 (1 per student)

Spread evenly around activity area for starting positions

Alternative: Bean bags, small cones, or chalk circles

Hoops

8-10

Scattered throughout space as 'lily pads' to jump into

Alternative: Chalk circles, rope circles, or painted circles

Ropes

6-8

Laid flat on ground as 'snakes' to jump over

Alternative: Chalk lines, tape lines, or rope laid flat

Coloured Bibs

For identifying 'mud monsters' in final activity

Alternative: Different coloured bands or armbands

Key Vocabulary

Take-off

The moment when both feet leave the ground to begin a jump

Landing

When both feet touch the ground at the end of a jump

Two-foot jump

Jumping where you take off and land with both feet together

Spatial awareness

Understanding where you are in relation to others and objects around you

Balance

Staying steady and controlled during movement

Obstacle

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

Consistent two-foot take-off and landing

Natural arm swing coordination

Maintains balance when changing direction

Shows awareness of others in shared space

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