Lesson 1 - Directional Jumping and Turning
Pathways & Directions
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can I change direction smoothly and safely while jumping and turning like a gymnast?
Learning Objectives
- To jump with control through 90, 180 and 270 degree turns
- To demonstrate agility, balance and coordination when changing direction
- To create and perform a sequence of jumps with different pathways
Key Outcomes
- Students will successfully jump with turns of varying degrees
- Students will show improved spatial awareness and body control
- Students will create their own jumping sequences with directional changes
Equipment & Resources Required
Distributed around hall for landing practice
Alternative: Carpet tiles or marked safe landing areas
Positioned for clear sound throughout hall
Alternative: Teacher's voice for rhythm
For timing apparatus setup and challenges
Alternative: Smartphone timer
For recording sequences and assessment
Alternative: Smartphone for recording
Set up in stations around the hall
Alternative: Chairs or raised platforms
To mark pathways and directions
Alternative: Bean bags or markers
Key Vocabulary
A quarter turn to the left or right
A half turn to face the opposite direction
Three-quarter turn, more than halfway around
The moment you push off the ground to jump
Coming down safely from a jump with bent knees
A series of movements performed one after another
The direction and route you travel when moving
Being able to move quickly and change direction easily
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing skills
- Simple balance positions
- Following movement instructions
Current Skills
- Directional jumping with turns
- Sequence creation and performance
- Spatial awareness and pathway changes
Next Steps
- More complex gymnastic sequences
- Partner and group work
- Advanced apparatus skills
Milestone Indicators
Key Teaching Points
- Always emphasise controlled landings with bent knees for safety
- Degree turns must happen in the air during jumping, not on the ground
- Sequences should flow smoothly with clear connections between elements
- Apparatus work requires constant safety awareness and rule following
- Creative expression should be encouraged within safe movement parameters
- Self-assessment helps children understand their own learning progress
- Spatial awareness develops through exploring pathways and directions
Common Misconceptions
- Children may think degrees only relate to temperature - clarify as turning measurements
- Some may attempt to turn after landing rather than during flight
- Confusion between left and right directions - use room landmarks as references
- Thinking bigger jumps are always better - emphasise control over height
- Believing apparatus work is just about getting high - focus on controlled movement
- Assuming sequences must be fast - promote smooth, controlled performance
SEN Adaptations
ADHD
- Short activity segments, clear boundaries marked, frequent positive feedback and movement breaks
dyspraxia
- Extra practice time for coordination, break down movements into smaller steps, visual and verbal prompts
autism spectrum
- Provide clear routine structure, visual sequence cards, quiet space available if overwhelmed
visual impairment
- Use bright markers for reference points, provide verbal descriptions of degree turns, assign sighted buddy for support
hearing impairment
- Use visual demonstrations extensively, hand signals for commands, written instruction cards available
physical disability
- Modify turns to seated or supported positions, use wheelchair accessible apparatus, adapt degrees to ability
Cross-Curricular Links
Maths
Understanding angles and degrees, spatial relationships, sequencing and counting
Science
Forces in jumping, gravity and landing, rotation and momentum
Art
Creative expression through movement, body shapes and spatial design
Geography
Directions and compass points, spatial awareness and mapping
PSHE
Self-assessment and honest reflection, supporting others, building confidence
Teacher Guidance
Positioning
Central position during demonstrations, move around space during practice, close to apparatus during equipment work
Observation Focus
Watch for controlled landings, appropriate degree completion, safe apparatus use, sequence development
Intervention Points
Step in if turns become uncontrolled, support children struggling with degree concepts, ensure apparatus safety
Demonstration Notes
Demonstrate: Use clear, slow movements for degree turns, exaggerate arm positions for visibility, show both successful attempts and common mistakes
Verbal Cues
- •'Bend those knees on landing!'
- •'Turn in the air, not on the ground!'
- •'Control is more important than speed!'
- •'Think about your pathway!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space for jumping, additional space for apparatus stations
Surface Check
Non-slip surface essential, check for water or debris, ensure adequate cushioning for landings
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are flat and positioned correctly
- •Inspect for damaged equipment that could cause injury
Risk Management
Key Risks
- •Collision during jumping activities
- •Uncontrolled landings from height
- •Falls from apparatus
- •Injuries during apparatus setup/pack away
Risk Mitigation
- •Clear spacing between children during jumping practice
- •Progressive skill building from simple to complex
- •Proper warm-up before vigourous activity
- •Paired apparatus carrying and setup supervision
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during jumping activities
- •Move between apparatus stations during equipment work
- •Close monitoring during degree turn attempts
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other children continue safely under supervision