Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Jumping

20 minutes

Find Out: Give it a go!

25 minutes

Take Action: How far can you go?

5 minutes

Reflection

Learning intentions

Students will:

practise variations on jumping skills
record data from their performance.

Success criteria

Students can:

apply jumping skills in different scenarios
collect and compare data on different jumping styles.

Preparation:

This is a split lesson, with the ‘Tune In’ and ‘Find Out’ phases happening first. Students start by exploring different jumping techniques, and sports involving jumping skills, before testing different jumping techniques to see which gives the best results. They then create and enact a fitness plan to improve their jumping skills over a period of time. This could be 4 weeks or a whole term, depending on what suits you! In the end, students apply their mathematical skills to measure their journey.

Tune In: Jumping

Step 1

Read the following provocation to students:

If we were going to have a competition to decide who is the best at jumping, what would that look like? Who would win?

Suggested student responses could be that whoever can jump the furthest, highest, or fastest could win a jumping competition.

Step 2

Display the Visual Explainer to students that outlines sports from the Commonwealth Games that involve jumping. Inform students that each video focuses on a different type of jumping.

Video 1: Long jump

Women's Long Jump Finals Commonwealth Games 2022 (https://www.youtube.com/watch?v=XvZN_U386zY) (Watch Australian athlete Brooke Buschkuel from 2:40)

Video 2: High jump

BRANDON STARC - HIGH JUMP - EP4: BACKING YOURSELF (https://www.youtube.com/watch?v=PnC6hyPXkvI) (Watch until 0:45)

Video 3: Hurdles

Women's 100m Hurdles Final | Commonwealth Games 2022 | Birmingham | Highlights (https://www.youtube.com/watch?v=L_A8tpOxJHA) (Watch from 3:40 to 4:40)

Video 4: Basketball 3x3

Basketball 3x3 (https://www.birmingham2022.com/sports/basketball)

Video 5: Artistic Gymnastics

Artistic Gymnastics: Common Sense Guide (https://www.birmingham2022.com/video/2693121/artistic-gymnastics-teaser)

Video 6: Rhythmic Gymnastics

Rhythmic Gymnastics: Common Sense Guide (https://www.birmingham2022.com/video/2705762/rhythmic-gymnastics-teaser)

Video 7: Beach volleyball

Highlights: Beach Volleyball | Australia v Canada | Gold Medal Match (https://www.youtube.com/watch?v=pOMDousVMgU) (Watch until 1:00)

Video 8: Netball

England's netball team shock Australia to win Commonwealth gold (https://www.youtube.com/watch?v=G2o72-7bwSI) (Watch until 0:30)

Step 3

On a whiteboard, draw a table with 3 columns titled ‘height’, ‘distance’ and ‘speed’. Lead a class discussion with students using the questions below and write their responses in the relevant columns:

Which of these sports measures jumping the highest?

Correct response: high jump and pole vault

In which of these sports does jumping high help you win?

Correct response: basketball, netball, volleyball and gymnastics

Which of these sports measures jumping the farthest?

Correct response: long jump

In which of these sports does jumping far help you win?

Correct response: volleyball and gymnastics

Which of these sports measures jumping the fastest?

Correct response: hurdles

In which of these sports does jumping fast help you win?

Correct response: gymnastics and volleyball

Step 4

Ask students to identify the different jumping methods we saw in these sports.

Suggested student responses:

2-foot take-off (basketball, netball, volleyball)
1-foot take-off (basketball, gymnastics, long jump, hurdles)
standing jump (volleyball, basketball, netball)
running jump (everything!)
assisted jumping (gymnastics, pole vault)
jumping over an obstacle (hurdles, high jump, pole vault)

Find Out: Give it a go!

Step 1

Outline to students that they will practise the different jumping methods to decide the most effective jump for different situations. Before students begin, lead a light warm-up with students to stretch their legs, core and back.

Step 2

As a class, practice a few standing 2-foot jumps, standing 1-foot jumps, running 2-foot jumps, and running 1-foot jumps.

Invite students to identify what technique could help them jump the highest.

Step 3

Divide the class into pairs.

In each pair, 1 student’s task is to jump as high as possible while the other student records the height of the different jumps. Students are to rotate through until they both have data.

Use the Measurement Poster that could be put on a wall behind the student jumping. The other student must get down low and observe which colour their classmate can jump over for each technique.

If you have the technology available, students can take videos of each other jumping and then watch the video back to see how high their classmate jumped.

Step 4

Next, students must work in pairs to explore which technique lets them jump the farthest. Invite students to mark out a starting line and conduct a 2-foot jump, a standing 1-foot jump, a running 2-foot jump and a running 1-foot jump. Students are to rotate through until they have both recorded data measuring their distance.

For safety, tell students that their jumps will not count if they fall over. Alternatively, if you have a long jump pit available, students could practise jumping in the pit, or you could do this in the gym with crash mats.

Step 5

Next, set out 10 cones, each 1m apart, and a start and finish line.

In pairs, students will see which technique lets them jump the fastest. Instruct students to jump over each cone from the start to the finish line. Each student will record their partner's time from start to finish.

Step 6

After the activity, discuss as a class:

Which technique lets you jump the highest?
Which technique lets you jump the furthest?
Which technique lets you jump the fastest?

Learning extension: Add in some of the additional skills we saw in the sports above, such as shooting a basketball or netball. Is it easier to shoot from a running jump or a standing jump?

Instead of using metric units, you can use informal units, such as a stack of coloured blocks for height.

Take Action: How far can you go?

Step 1

As a class, select the best technique for each category (highest, distance, speed). Ask students to record their height, distance, and speed using that technique in week 1.

Step 2

Explain to students that to improve their jumping skills, they need to practise and build strength in their bodies, particularly in areas that help them jump, such as their legs. Invite students to share 1 strategy they plan to implement to help improve their jumping skills.

For example:

running a lap around the classroom after lunch every day
doing 10 squats (or jumping squats) before going out to recess
practising your jumping techniques to come back into the classroom after lunch
doing 10 jumping jacks before going home each day

Step 3

Once a week for a set amount of time (we recommend a minimum of 4 weeks), ask students to record their jumping heights, distances and times again. Fill out their charts as they go to record their progress.

Step 4

Once students have completed the program, invite them to look at the jumping charts. Ask students to identify:

In which week did you jump the highest? Farthest? Fastest?
What was the difference between their highest and lowest jump? What is the shortest and farthest distance? Slowest and fastest time?

Reflection

Invite students to turn to the person next to them and share their responses to the following questions:

What sports can we be better at if we improve our jumping?
What are other skills we could practise to help us improve at sports? (ie running, dodging, striking)
How can tracking our progress help us improve?

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