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Lesson 4 - Jumping from Low Apparatus

Contrasting Movements

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Year 3

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Gymnastics

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53 min

Big Question

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

Gymnastics Mats

8-10 mats

Place around apparatus for safe landing areas

Alternative: Crash mats or thick exercise mats

Benches

4-6 benches

Height approximately 30-40cm, stable positioning

Alternative: Low box tops, foam blocks

Box Tops

3.5 box tops

Various heights for differentiation

Alternative: Foam platforms, stable blocks

Cones

Set of markers

For marking distance measurements

Alternative: Skipping ropes, cones

Measuring Tapes

2-3 tapes

For students to measure jumping distances

Alternative: Metre rulers

Key Vocabulary

Take-off

The moment when both feet leave the ground or apparatus to begin the jump

Flight phase

The time spent in the air during a jump when body shape is shown

Landing

The controlled arrival back to the ground on both feet with bent knees

Low apparatus

Equipment such as benches, box tops, or low platforms used for jumping

Sequence

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

Consistent two-foot take-off and landing

Clear body shapes maintained in flight

Smooth transitions between movements

Confident use of low apparatus

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