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Lesson 2 - Bouncing & Broad Jump Sequence

Artistic Sequence Control

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Year 3

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Gymnastics

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Big Question

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

Dish Cones

20-30 markers

Create distance markers and landing zones across the hall

Alternative: Masking tape, bean bags, or painted lines

Measuring Tapes

4-6 tapes

For measuring and recording jump distances

Alternative: Trundle wheels, marked ropes, or ruler sticks

Gymnastics Mats

8-12 mats

Place around activity areas for safety and landing zones

Alternative: Crash mats or carpet tiles

Sun Markers

1 set

For recording distances and key teaching points

Alternative: Flipchart paper and pens

Key Vocabulary

Quadriceps

The large muscles at the front of your thigh that help you jump and extend your leg

Gastrocnemius

The calf muscle at the back of your lower leg that helps you push off and bounce

Bouncing

Light, springy movements staying on the balls of your feet without heels touching the ground

Broad Jump

A horizontal jump for distance using two feet to take off and land

Sequence

A series of movements performed one after another in a planned order

Extension

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

Maintains toe contact during bouncing

Achieves consistent broad jump distances

Links actions without losing balance

Demonstrates understanding of muscle engagement

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