Lesson 2 - Power and Control in Jumping
Creative Body Shapes
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we use our whole body to create powerful and controlled jumps like the animals in the forest?
Learning Objectives
- To recognise and demonstrate how to create power in a variety of different jumps
- To attempt and perform a range of jumping techniques with increasing control
- To show ways to jump with power whilst maintaining balance and form
Key Outcomes
- Students will perform powerful jumps using correct technique
- Students will demonstrate control during take-off and landing phases
- Students will sustain effort and concentration throughout jumping activities
Equipment & Resources Required
Positioned around activity stations, ensure stable placement
Alternative: Sturdy plastic crates, gym benches, or step-ups
For partners to hold as targets during jumping activities
Alternative: Rope circles, pool noodles bent into circles
Create clear boundaries and starting/finishing lines
Alternative: Bean bags, spots, or chalk lines
Mark jumping distances for broad jump activities
Alternative: Skipping ropes laid straight, metre sticks
For vertical jump height measurement activities
Alternative: Tall gym equipment, basketball backboard
Key Vocabulary
Using your muscles with force to create strong movement
The moment when your feet leave the ground to start a jump
When your feet touch the ground again after jumping
A series of movements performed one after another
Being able to manage your body and movements precisely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Simple travelling movements like walking and running
- Basic understanding of taking turns and following instructions
Current Skills
- Developing power in jumping through leg muscle engagement
- Learning to coordinate arms and legs for maximum jump efficiency
- Building control and balance during take-off and landing phases
Next Steps
- Combining jumps with other gymnastic movements
- Creating more complex jumping sequences
- Learning to jump over and onto apparatus safely
Milestone Indicators
Key Teaching Points
- Two-foot take-off and landing is essential for safety and power in all jumping activities
- Arms play a crucial role in generating upward and forward momentum during jumping
- The preparation phase (bending knees, arms back) is where power is stored like a spring
- Soft landings with bent knees protect joints and allow for better control
- Quality of technique is more important than distance or height achieved
- Cooperation and encouragement during partner work builds confidence and social skills
- Personal improvement and effort should be celebrated over comparison with others
Common Misconceptions
- Students often think jumping higher means pushing harder with straight legs rather than using proper spring technique
- Many children believe arms are just for balance rather than understanding their role in power generation
- Students frequently focus on competition with others rather than personal improvement and technique development
- Some students think landing hard shows power rather than understanding that soft landings demonstrate control
- Children may rush through sequences without quality, thinking speed equals skill level
SEN Adaptations
ADHD
- Use short, focused activity bursts, provide clear boundaries and expectations, offer movement breaks as needed
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use larger targets and shorter distances initially
autism spectrum
- Provide clear visual schedule of lesson activities, use consistent routines for transitions, offer quiet space if overwhelmed
visual impairment
- Use clear verbal descriptions of all movements, provide tactile guidance for correct positions, ensure good contrast in visual markers
hearing impairment
- Use clear visual demonstrations, establish visual signals for start/stop, provide written instruction cards with pictures
physical disability
- Adapt jumps to seated or supported versions as appropriate, focus on arm movements for power generation, modify heights and distances
Cross-Curricular Links
English
Learning and using new vocabulary related to gymnastics and movement, describing sequences and movements
Maths
Counting jumps and measuring distances during station activities, comparing heights and distances achieved
Science
Understanding how muscles work together to create power, forces and motion in jumping actions
Geography
Spatial awareness and understanding of directions during movement activities
Teacher Guidance
Positioning
Central location during instruction phases, moving circulation during station work for individual feedback and safety monitoring
Observation Focus
Two-foot take-off and landing technique, use of arms for power generation, control and balance during all jumping activities
Intervention Points
Step in when students show unsafe technique, provide immediate feedback for technique improvements, support students who are struggling with confidence
Demonstration Notes
Use exaggerated movements for clarity, show both correct and incorrect examples for contrast, involve confident students in demonstrations where appropriate
Verbal Cues
- •'Bend and explode!' for power generation
- •'Soft landing!' for safety reminders
- •'Arms help you fly!' for technique improvement
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space or equivalent outdoor area with appropriate surface
Surface Check
Non-slip surface, free from water or debris, suitable for jumping and landing
Equipment Safety
Safety Checks
- •Check benches and box tops are stable and appropriate height
- •Ensure hoops are in good condition without sharp edges
- •Confirm cones are positioned to create clear boundaries without creating trip hazards
Risk Management
Key Risks
- •Falls or awkward landings during jumping activities
- •Collisions between students during station activities
- •Overexertion or fatigue affecting technique and safety
Risk Mitigation
- •Emphasise correct landing technique with bent knees throughout lesson
- •Ensure adequate spacing between students and clear boundaries at all times
- •Monitor students for signs of fatigue and provide rest opportunities
- •Establish clear signals for stopping activity immediately if needed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all station activities simultaneously
- •Move between stations during rotation to check technique and safety
- •Pay particular attention to landing techniques and spatial awareness
Emergency Procedures
Stop all activity immediately if injury occurs, assess and provide appropriate first aid, have clear access route for emergency services if required