Lesson 5 - Vertical Jump Development
Whole-Body Technique
•Year 4
•Athletics
•Start Planning Better PE Lessons
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How can we use our whole body to jump as high as possible?
Learning Objectives
- To develop fluency and technique in the vertical jump
- To understand how arm swing and knee bend contribute to jumping height
- To apply jumping techniques in different contexts and challenges
Key Outcomes
- Students will demonstrate controlled vertical jumping with proper arm swing
- Students will explain the key teaching points for jumping height
- Students will compare different jumping techniques and their effectiveness
Equipment & Resources Required
3 different colours for tagging game, remainder for boundaries
Alternative: Markers, bean bags for boundaries
Lightweight and safe for jumping over activities
Alternative: Rope, ribbon between posts, chalk lines
Wire skittles for cane supports, others for markers
Alternative: Traffic cones, plastic bottles with sand
Placed for safe landing areas in advanced activities
Alternative: Grass area, sand pit if available
Key Vocabulary
Jumping straight up for maximum height using both feet
Exercises that use explosive movements to develop muscle power
The moment when feet leave the ground to begin a jump
The moment when feet touch the ground after jumping
The coordinated movement of arms to help generate upward force
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping and landing
- Understanding of body balance and coordination
- Experience with partner work and feedback
Current Skills
- Vertical jump technique with arm coordination
- Plyometric jumping activities
- Jumping over obstacles safely
Next Steps
- Advanced jumping combinations
- High jump technique introduction
- Athletic field event preparation
Milestone Indicators
Key Teaching Points
- Arms swing from behind the body up and forward to generate upward momentum
- Knees bend to load muscles before explosive straightening on take-off
- Eyes look straight ahead throughout jump, not down at ground or landing
- Land with control using bent knees and feet shoulder-width apart for balance
- Quick ground contact in plyometric exercises develops explosive power
- Partner feedback is essential for technique improvement and safety
- Personal challenge and safety are more important than comparing with others
Common Misconceptions
- Arms don't matter for jumping - demonstrate clear difference with and without arm swing
- Higher jumps just need more leg strength - show how technique and coordination are crucial
- Landing hard shows a good jump - emphasise soft, controlled landings for safety
- Run-up always makes jumps higher - explore how technique matters more than speed
- Only tall students can jump high - celebrate technique and personal improvement over comparisons
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, clear movement boundaries and expectations
dyspraxia
- Extra practice time for coordination, simplified technique focus, larger targets and lower heights initially, patient skill building
autism spectrum
- Clear visual schedule of activities, quiet space available if needed, consistent routine and predictable structure
visual impairment
- Use bright coloured equipment, verbal descriptions of heights reached, tactile markers on wall for jumping targets, buddy support for navigation
hearing impairment
- Visual demonstrations of all techniques, hand signals for instructions, written technique cards with pictures
physical disability
- Adapt to seated jumping if possible, upper body jumping exercises, modified plyometric activities using available movement
Cross-Curricular Links
Science
Forces and motion - how upward force creates jumping height, gravity effects on landing
PSHE
Personal challenge and resilience, supporting others to achieve goals, celebrating individual improvement rather than comparison
Teacher Guidance
Positioning
Central location with clear view of all groups, able to move quickly to any pair/group needing support
Observation Focus
Watch for coordinated arm swing, controlled landings, safe equipment use, and quality partner feedback
Intervention Points
["Step in if jumping technique becomes unsafe", "Support students lacking confidence with height challenges", "Ensure equipment is properly positioned and stable", "Guide reflection discussions to consolidate learning"]
Demonstration Notes
Use exaggerated movements to show technique clearly, demonstrate both correct and incorrect examples, involve confident students in demonstrations
Verbal Cues
- •'Arms swing up, legs drive down!'
- •'Land softly like a cat!'
- •'Look ahead, not down!'
- •'Bend to load, explode to go!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor or outdoor area, minimum 15m x 20m with additional wall space
Surface Check
Dry, even surface suitable for jumping activities, no wet or slippery areas
Equipment Safety
Safety Checks
- •Canes are lightweight plastic, not rigid wood or metal
- •Skittles positioned securely with stable base
- •Cones checked for damage or sharp edges
- •Mats available for advanced activities if needed
Risk Management
Key Risks
- •Falls from jumping activities
- •Collisions during warm-up games
- •Equipment contact injuries
- •Overexertion during plyometric activities
Risk Mitigation
- •Progressive skill building from basic to advanced
- •Clear safety boundaries and landing areas established
- •Partner work for observation and safety support
- •Height challenges only within comfortable limits
- •Proper warm-up and cool-down procedures
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all jumping activities simultaneously
- •Monitor equipment setup for stability
- •Watch for students attempting unsafe heights
- •Ensure proper technique maintained as activities progress
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school medical support if needed