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Lesson 4 - Jumping Combinations for Distance and Speed

Progressive Jumping Skills and Creative Movement Combinations

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Year 2

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Fundamental Movement Skills

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50 min

Big Question

How can we combine different types of jumps to become more powerful and faster movers?

Learning Objectives

To explore and apply jumping combinations using hop-to-jump sequences
To understand how jumping techniques can be applied for distance and speed
To develop coordination and control when linking different jumping movements

Key Outcomes

Students will be able to perform hop-to-jump combinations with correct technique
Students will understand when jumping for distance vs speed is needed in games
Students will demonstrate improved coordination and landing control

Equipment & Resources Required

Cones

30-40

Various arrangements for different activities - scattered for exploration, lines for distance

Alternative: Bean bags, floor markers, spots

Markers

20-25

Distributed around space for landing targets

Alternative: Hoops, small mats

Measuring Tapes

2-3

For marking distance challenges

Alternative: Metre sticks, chalk lines

Whiteboards

6-8

For pairs to record scores in competition activities

Alternative: Score sheets, clipboards

Key Vocabulary

Hop

Taking off and landing on the same foot

Jump

Taking off on one or two feet and landing on two feet

Combination

Putting two or more movements together in sequence

Distance

How far we can travel with our jump

Landing

How we come down safely after a jump

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic two-foot jumping and landing
Simple hopping on one foot
Understanding of space awareness

Current Skills

Combining hop and jump movements
Jumping for distance using technique
Jumping at speed with control

Next Steps

Triple jump combinations (hop, skip, jump)
Jumping over obstacles
Athletic jumping events

Milestone Indicators

Smooth transition from hop to jump

Consistent arm swing coordination

Safe landing with bent knees

Key Teaching Points

Emphasise soft landings with bent knees throughout all jumping activities
Clearly distinguish between hop (same foot) and jump (two feet) landings
Use arms actively to help with balance and distance in jumping combinations
Maintain control and rhythm when linking hop and jump movements together
Focus on technique quality over distance or speed achievements
Encourage peer support and positive feedback during partner work
Connect jumping skills to real sporting contexts and playground activities

Common Misconceptions

Students often confuse hopping and jumping - reinforce same foot vs two feet landing
Many students forget to use arms - repeatedly demonstrate arm swing benefits
Students may pause too long between hop and jump - emphasise flowing movement
Some students land with straight legs - constantly remind about bent knee landings
Students may focus only on distance/speed and forget technique - prioritise quality movement
Competition excitement can lead to unsafe behaviour - emphasise control under pressure

SEN Adaptations

ADHD

Shorter activity bursts, clear start/stop signals, movement breaks between explanations, positive behaviour focus

dyspraxia

Larger cone spacing, simplified combinations, additional practice time, step-by-step visual breakdowns

autism spectrum

Clear routine structure, visual schedule of activities, quiet zones available, consistent equipment placement

visual impairment

Use bright coloured cones, verbal cues for distance, buddy system for guidance, tactile markers for starting positions

hearing impairment

Visual demonstrations, hand signals for start/stop, written instruction cards, peer partnerships for communication

physical disability

Seated jumping variations, upper body arm swinging, modified distances, alternative scoring methods

Cross-Curricular Links

Maths

Counting jumps, measuring distances, scoring points, comparing results, understanding greater than/less than concepts

Science

Forces and motion in jumping, gravity and landing, muscle groups and movement, energy transfer

Geography

Directional language (forwards, backwards), spatial awareness, mapping movement patterns

PSHE

Cooperation and teamwork, dealing with competition results, encouraging others, personal challenges

Teacher Guidance

Positioning

Move around the perimeter to observe all students, position centrally for demonstrations

Observation Focus

Watch for correct hop-jump sequence, safe landings, and smooth transitions between movements

Intervention Points

Step in if students showing poor landing technique, confusion about hop vs jump, or unsafe competitive behaviour

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Emphasise the key difference between hop (same foot) and jump (two feet landing). Use exaggerated arm movements to show how arms help with distance and balance.

Verbal Cues

•'Hop then jump!'
•'Soft landings like a cat!'
•'Swing those arms!'
•'Same foot to same foot for hopping!'
•'One foot to two feet for jumping!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space or outdoor playground area

Surface Check

Non-slip, even surface free from obstacles and moisture

Equipment Safety

Safety Checks

•Cones checked for cracks or sharp edges
•Whiteboards and markers safely stored when not in use
•Clear pathways between jumping areas

Risk Management

Key Risks

•Ankle injuries from poor landing
•Collisions between students
•Fatigue leading to technique breakdown
•Falls from loss of balance

Risk Mitigation

•Thorough warm-up focusing on ankle mobility
•Clear boundaries between jumping areas
•Progressive skill building from simple to complex
•Emphasis on soft landings throughout
•Regular technique reminders during activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple jumping areas simultaneously
•Monitor for signs of fatigue or poor technique
•Intervene immediately if unsafe behaviour observed

Emergency Procedures

Stop activity immediately if injury occurs, assess injury, provide appropriate first aid, contact school office if required