Lesson 4 - Jumping Combinations for Distance and Speed
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 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
Various arrangements for different activities - scattered for exploration, lines for distance
Alternative: Bean bags, floor markers, spots
Distributed around space for landing targets
Alternative: Hoops, small mats
For marking distance challenges
Alternative: Metre sticks, chalk lines
For pairs to record scores in competition activities
Alternative: Score sheets, clipboards
Key Vocabulary
Taking off and landing on the same foot
Taking off on one or two feet and landing on two feet
Putting two or more movements together in sequence
How far we can travel with our jump
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
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