Lesson 5 - Jumping Combinations and Distance
Progressive Jumping Skills and Creative Movement Combinations
•Year 2
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we combine different types of jumps to travel further and move more effectively in games?
Learning Objectives
- Develop students' ability to link different jumping movements together in sequence
- Improve jumping technique for maximum distance using hop-step-jump combinations
- Apply jumping combinations in competitive situations with fair play
Key Outcomes
- Students will demonstrate the hop-step-jump combination with correct technique
- Students will understand how arm swing and body position affect jumping distance
- Students will compete fairly while supporting their partners
Equipment & Resources Required
Scattered around space for warm-up activity
Alternative: Cones, hoops, or chalk marks
Placed 30cm apart in lines for distance measuring
Alternative: Bean bags, markers, rope markers
For recording scores during competition
Alternative: Paper and pencils, clipboards
One per whiteboard for score recording
Alternative: Pencils, chalk
Key Vocabulary
Jumping and landing on the same foot
Transferring weight from one foot to the other
Taking off from one or both feet and landing on both feet
Linking movements together in sequence
How far you can travel in your jump
How you touch down after jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-foot jumping
- Single foot hopping
- Understanding of taking turns
- Basic landing techniques
Current Skills
- Linking hop, step and jump movements
- Jumping for maximum distance
- Using arms effectively in jumping
- Competing fairly with partners
Next Steps
- More complex jumping patterns
- Jumping over obstacles
- Jumping in different directions
- Applying jumps in team games
Milestone Indicators
Key Teaching Points
- Hop means same foot to same foot - emphasise this distinction from jumping
- Step involves clear weight transfer from one foot to the other
- Arms swing forward (not upward) to help achieve distance in jumping
- Slight forward lean helps with distance rather than height
- Bent knees on landing for safety and absorption of impact
- Smooth flow between hop-step-jump creates better distance than separate movements
- Partner encouragement and honest scoring builds character and sportsmanship
Common Misconceptions
- Hop and jump are the same - clarify that hop is single foot to single foot
- Jumping higher means jumping further - teach forward momentum over height
- Arms should swing up - demonstrate forward arm swing for distance
- Competition means being mean to others - emphasise supportive competition
- Only the winner is successful - celebrate all improvement and effort
- Landing hard shows power - teach that soft landings are safer and more skilled
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular position changes, immediate feedback and praise
dyspraxia
- Break down each movement stage, extra practice time, larger equipment for easier targeting
autism spectrum
- Clear visual sequence cards for hop-step-jump, consistent routines, quiet space available if overwhelmed
visual impairment
- Use brightly coloured cones, provide verbal descriptions of distances, buddy system for guidance
hearing impairment
- Use visual demonstrations, hand signals for hop-step-jump sequence, written instruction cards
physical disability
- Adapt to seated jumping if needed, use smaller distances, focus on upper body movements
Cross-Curricular Links
Maths
Counting scores, measuring distances, adding points totals, sequencing (1st, 2nd, 3rd)
Science
Forces and motion, how body parts work together, muscles and movement, gravity and landing
Geography
Directions and spatial awareness, understanding distance and measurement
PSHE
Partnership working, honesty in scoring, dealing with winning and losing, encouragement and support
Teacher Guidance
Positioning
Move around perimeter of activity area to observe all students, position centrally for demonstrations
Observation Focus
Watch for correct hop-step-jump sequence, safe landing technique, positive partnership interactions
Intervention Points
Step in if technique is unsafe, if students argue about scores, if anyone is excluded or struggling
Demonstration Notes
Always demonstrate at slow speed first, exaggerate key technique points, use students as positive examples when appropriate
Verbal Cues
- •'Hop, step, jump - feel the rhythm!'
- •'Arms forward to help you travel!'
- •'Soft landings with bendy knees!'
- •'Encourage your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground area minimum 30m x 20m for 15 pairs
Surface Check
Even, non-slip surface free from wet patches, debris, or obstacles
Equipment Safety
Safety Checks
- •Check all cones are stable and not cracked
- •Ensure whiteboards have safe edges
- •Verify markers are clearly visible
- •Check starting lines are properly marked
Risk Management
Key Risks
- •Collisions between students during jumping
- •Injury from poor landing technique
- •Slips on unsuitable surfaces
- •Equipment being left in walkways
Risk Mitigation
- •Adequate spacing between jumping lanes (minimum 2m apart)
- •Emphasis on controlled, safe landing with bent knees
- •Clear boundaries and movement rules
- •Equipment stored safely when not in use
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all jumping lanes
- •Monitor landing techniques closely
- •Watch for fatigue affecting performance
- •Ensure fair play during competition
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school first aider if needed