Lesson 2 - Bouncing & Broad Jump Sequence
Artistic Sequence Control
•Year 3
•Gymnastics
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How can I use my muscle power to create explosive jumping movements that flow together smoothly?
Learning Objectives
- To identify the primary muscles used for jumping (quadriceps and gastrocnemius)
- To engage muscles effectively for high, straight and far jumping
- To combine bouncing and broad jumping actions in a flowing sequence
Key Outcomes
- Students will demonstrate controlled bouncing using different directions
- Students will perform broad jumps with correct technique and increasing distance
- Students will link bouncing and broad jumping into their gymnastics sequence from previous lessons
Equipment & Resources Required
Create distance markers and landing zones across the hall
Alternative: Masking tape, bean bags, or painted lines
For measuring and recording jump distances
Alternative: Trundle wheels, marked ropes, or ruler sticks
Place around activity areas for safety and landing zones
Alternative: Crash mats or carpet tiles
For recording distances and key teaching points
Alternative: Flipchart paper and pens
Key Vocabulary
The large muscles at the front of your thigh that help you jump and extend your leg
The calf muscle at the back of your lower leg that helps you push off and bounce
Light, springy movements staying on the balls of your feet without heels touching the ground
A horizontal jump for distance using two feet to take off and land
A series of movements performed one after another in a planned order
Stretching or straightening parts of your body to create power and control
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics shapes (straddle sit, dish, arch)
- Simple rolling movements
- Basic balances and body positions
- Understanding of sequence work
Current Skills
- Controlled bouncing in multiple directions
- Broad jumping technique with distance progression
- Muscle awareness and engagement
- Linking jumping actions in sequences
Next Steps
- Advanced jumping combinations
- Height and distance challenges
- Partner and group sequence work
- Apparatus-based jumping activities
Milestone Indicators
Key Teaching Points
- Muscle awareness is fundamental - children must understand and feel their quadriceps and gastrocnemius working
- Bouncing technique requires constant toe contact - never allow heels to touch the ground during bouncing activities
- Broad jump success depends on simultaneous two-foot take-off and coordinated arm swing for maximum power
- Sequence work should emphasise flow and continuity rather than just individual skill execution
- Safety through proper spacing and controlled movements must be maintained throughout all jumping activities
- Progressive skill building from simple bouncing to complex sequence work ensures all children can achieve success
- Measurement and personal improvement tracking motivates children and provides concrete evidence of progress
Common Misconceptions
- Children often think jumping power comes only from legs - emphasise the importance of arm swing and whole-body coordination
- Many students believe bigger bounces are better - teach that control and technique matter more than size of movement
- Some children think sequences should be performed as fast as possible - stress that smooth, controlled flow is the goal
- Students may believe they need to jump as far as others - focus on personal improvement and individual progress
- Children often assume muscle names are too difficult to learn - make muscle identification fun and achievable
- Some students think rest is wasted time - explain how muscle recovery prevents injury and improves performance
SEN Adaptations
ADHD
- Frequent activity changes to maintain focus, clear boundaries and expectations, opportunities for movement throughout lesson, positive reinforcement system, partner support when needed
dyspraxia
- Extra practice time for coordination skills, simplified sequence initially, visual and verbal cues combined, step-by-step breakdown of complex movements, celebration of individual progress
autism spectrum
- Clear visual schedule of lesson activities, consistent routine structure, quiet practice space available if needed, advance warning of activity changes, choice of participation level
visual impairment
- Use verbal descriptions of all movements, provide tactile guidance for muscle identification, bright coloured markers for distance measurement, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of all techniques, written sequence cards with pictures, hand signals for direction changes, ensure face-to-face communication when giving instructions
physical disability
- Seated versions of bouncing using arms and upper body, modified jumping using available mobility, adapted sequence work focusing on achievable movements, alternative measurement methods
Cross-Curricular Links
English
Learning and using new vocabulary (quadriceps, gastrocnemius), following and giving instructions, descriptive language for movement
Maths
Measuring jumping distances and recording data, counting bounces and sequences, comparing distances and improvements, basic data handling
Science
Understanding muscle groups and how they create movement and power, forces and motion during jumping, anatomy of the human body
Geography
Understanding spatial concepts through pathways and directions, mapping movement patterns, position and direction vocabulary
PSHE
Setting personal challenges and goals, resilience when activities are difficult, celebrating personal achievement and that of others
Teacher Guidance
Positioning
Central position during skill development with movement around perimeter during practice to observe all children
Observation Focus
Bouncing technique (toe contact), broad jump form (two-foot take-off and landing), sequence flow and safety awareness
Intervention Points
Step in immediately for unsafe technique, provide encouragement for challenged children, offer extension challenges for advanced students
Demonstration Notes
Use exaggerated movements to highlight key technique points, demonstrate both correct and incorrect technique for comparison, involve confident children in demonstrations
Verbal Cues
- •'Stay on your toes like a dancer!'
- •'Power from your legs, reach with your arms!'
- •'Land like a cat - soft and controlled!'
- •'Feel those muscles working for you!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full school hall minimum 15m x 20m with 3m clear space around perimeter for jumping activities
Surface Check
Dry, non-slip hall floor checked for obstacles, proper footwear worn by all participants
Equipment Safety
Safety Checks
- •Mats positioned correctly in landing areas and properly maintained
- •Chalk markers visible and secure, not creating slip hazards
- •Measuring equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions during bouncing activities
- •Inappropriate landing during broad jumps
- •Muscle strain from explosive movements
- •Falls during sequence work
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Progressive warm-up preparing muscles for jumping
- •Proper landing technique taught and reinforced
- •Adult supervision positioned for maximum visibility
- •Rest periods incorporated to prevent overexertion
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned centrally with clear view of all activities
- •Monitor spacing during partner and group work
- •Watch for signs of fatigue or overexertion
- •Be alert during performance and observation periods
Emergency Procedures
Stop activity immediately for any injury, assess situation, provide appropriate first aid, have emergency contact details accessible