Warm up
Shaking arms, shaking legs. Shoulder movement - up to ears,
down, then separate shoulders up to ear. Make circles using
shoulders - together in both directions, then separately.
Bending knees up to touch chest - one, then other, then quickly
together.
Walking around
the room with high knees. Stopping on command. Jogging
on spot, again stopping and starting on command.
Introductory
Activity
Children run around the hall and on the whistle they run, jump and
land. Explain that firstly you want them to jump far.
Coach for a springy take-off and the use of the arms. Ensure
children use space and are aware of other children at all
times. Then, on whistle ask children to run, jump high and
land. Coach for a springy take-off, bending knees on landing
and using arms to gain height.
Select a child
who does a tuck jump to perform it for the class. Let all
children practice a tuck jump, achieving an even landing and
ease in the action. Allow time for children to coach each
other in pairs.
Play traffic
lights. Split the children into 3 groups (red, amber,
green). All children running round, and on their colour they
perform a tuck jump. On the call 'traffic lights' all children
jump. Comment on jump quality, look for clear, stretched
jumps.
Development
Split the children into 5 teams. Allocate the teams 2/3 mats,
1 bench and 1 hoop. Ask the children to decide and arrange the
apparatus in their area of the hall. They must make the
arrangement interesting with different places to start a sequence.
Set the task
for the children to devise a sequence which includes a tuck/high
jump and a long jump. Encourage flow between movements and
imaginative use of the apparatus layout. Ensure children
display clear beginnings and endings to their sequences.
Set the next
task of including a jump into a roll. Allow class practice of
this skill first. Encourage them to find different ways of
rolling on the apparatus - along the bench, over the bench etc.
Concluding
Activity
Select children to perform their sequences. Ask the class to
comment on the performances - clarity of beginning and ending,
smoothness of movement, quality of jumps and landing, use of a roll,
use of all the space. Suggest aspects to improve as well as
commenting on creative development of sequences.
Cool down
Once the apparatus has been put away, ask the children to find a
space in the hall. Soft running (on toes) around the hall,
using all the space and changing direction continually. At
intervals say the command 'slower' and repeat as children gradually
move around the hall slower and slower until they are almost at a
stand still.
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