Lesson 4 - Jumping from Low Apparatus
Contrasting Movements
•Year 3
•Gymnastics
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How can we use our body's power to jump with height and distance from apparatus?
Learning Objectives
- Consolidate and improve the quality of basic jumps to perform powerful jumps from low apparatus
- Jump high and far off low apparatus using correct technique
- Work collaboratively in groups to create a rolling and jumping sequence
Key Outcomes
- Students will perform controlled jumps for height and distance from low apparatus
- Students will demonstrate correct take-off and landing technique
- Students will create and perform a group sequence combining rolling and jumping
Equipment & Resources Required
Place around apparatus for safe landing areas
Alternative: Crash mats or thick exercise mats
Height approximately 30-40cm, stable positioning
Alternative: Low box tops, foam blocks
Various heights for differentiation
Alternative: Foam platforms, stable blocks
For marking distance measurements
Alternative: Skipping ropes, cones
For students to measure jumping distances
Alternative: Metre rulers
Key Vocabulary
The moment when both feet leave the ground or apparatus to begin the jump
The time spent in the air during a jump when body shape is shown
The controlled arrival back to the ground on both feet with bent knees
Equipment such as benches, box tops, or low platforms used for jumping
A series of movements performed one after another in a planned order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumps on floor level (straight, star, tuck)
- Simple rolling techniques
- Understanding of controlled landings
Current Skills
- Jumping from low apparatus for height
- Jumping from low apparatus for distance
- Combining rolling and jumping in sequences
Next Steps
- Jumping from higher apparatus
- More complex jumping combinations
- Advanced sequence work with apparatus
Milestone Indicators
Key Teaching Points
- Always ensure two-foot take-off and landing for safety
- Emphasise jumping UP and away from apparatus, not just stepping off
- Use strong arm swing to generate power and direction
- Maintain clear body shapes throughout flight phase
- Progress gradually from floor work to apparatus work
- Ensure adequate matting for all landing areas
- Encourage positive group dynamics and peer support
Common Misconceptions
- Thinking that just stepping off apparatus counts as jumping - correct by demonstrating upward push
- Believing that landing hard shows power - teach soft, controlled landings with bent knees
- Assuming height and distance use the same technique - explain the differences in body angle and force direction
- Thinking sequences must be complex to be good - emphasise quality over complexity
- Believing that apparatus work is dangerous - build confidence through progressive skill development
SEN Adaptations
ADHD
- Clear boundaries and expectations, frequent positive feedback, shorter activity segments, movement breaks as needed
dyspraxia
- Extra practice time, simplified instructions, larger apparatus for easier targeting, peer support and encouragement
autism spectrum
- Clear visual schedule of activities, quiet space available if needed, consistent routines, advance warning of changes
visual impairment
- Use bright coloured apparatus, provide verbal descriptions of space layout, buddy system for guidance, tactile exploration of equipment
hearing impairment
- Clear visual demonstrations, visual cues and signals, written instruction cards, ensure student can see teacher at all times
physical disability
- Adapted apparatus heights, seated jumping variations, modified landing surfaces, wheelchair accessible alternatives
Cross-Curricular Links
English
Vocabulary development (apparatus, technique, sequence), following instructions, describing movements
Science
Forces and motion in jumping, gravity effects, muscle function during exercise, energy transfer
PSHE
Cooperation and teamwork, perseverance, supporting others, celebrating achievements
Teacher Guidance
Positioning
Move around the space to observe all groups, position near apparatus during skill development
Observation Focus
Watch for correct technique, safe landings, group cooperation, and individual confidence levels
Intervention Points
Step in if unsafe practice observed, provide individual support for struggling students, enhance challenges for advanced students
Demonstration Notes
Always demonstrate correct technique before student attempts, show common mistakes and corrections, use students as positive examples when appropriate
Verbal Cues
- •'Push up and away from the apparatus'
- •'Show me that shape in the air'
- •'Soft landings with bent knees'
- •'Work together to create something amazing'
Safety Considerations
Space & Surface Requirements
Space Requirements
Gymnasium or large hall, minimum 15m x 10m clear space
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned correctly for all landing areas
- •Apparatus height appropriate for age group
- •Regular safety checks during lesson
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Landing injuries
- •Equipment malfunction
Risk Mitigation
- •Clear safety rules established and understood
- •Adequate matting for all landing areas
- •Controlled group sizes at apparatus
- •Progressive skill building from simple to complex
- •Constant supervision during apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Monitor high-risk activities closely
- •Ensure safe spacing between groups
- •Watch for fatigue and loss of control
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required