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Lesson 2 - Power and Control in Jumping

Creative Body Shapes

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Year 2

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Gymnastics

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45 min

Big Question

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

Low Boxes

4-6 pieces

Positioned around activity stations, ensure stable placement

Alternative: Sturdy plastic crates, gym benches, or step-ups

Hoops

15-20

For partners to hold as targets during jumping activities

Alternative: Rope circles, pool noodles bent into circles

Dish Cones

20-30

Create clear boundaries and starting/finishing lines

Alternative: Bean bags, spots, or chalk lines

Measuring Tapes

4-6 pieces

Mark jumping distances for broad jump activities

Alternative: Skipping ropes laid straight, metre sticks

Wall

1 suitable wall space

For vertical jump height measurement activities

Alternative: Tall gym equipment, basketball backboard

Illustration of proper landing technique showing...

diagram

Illustration of proper landing technique showing bent knees, balanced posture, and common mistakes to avoid

Examples of animal movements: deer walking,...

image

Examples of animal movements: deer walking, rabbit hopping, bunny hops, kangaroo jumps

Examples of animal movements: deer walking,...

image

Examples of animal movements: deer walking, rabbit hopping, bunny hops, kangaroo jumps

Key Vocabulary

Power

Using your muscles with force to create strong movement

Take-off

The moment when your feet leave the ground to start a jump

Landing

When your feet touch the ground again after jumping

Sequence

A series of movements performed one after another

Control

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

Consistent two-foot take-off and landing

Visible use of arm swing to generate power

Maintains balance during landing without wobbling

Shows improvement in jump distance or height over the lesson

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