KS1 · Physical education · Year 2
Jumping combinations: hop, step, jump
Locomotion: running, jumping and dodging
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can link the hop, step and jump together to try and jump as far as possible.
1 of 10
Jumping combinations: hop, step, jump: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can link the hop, step and jump together to try and jump as far as possible.
Key learning points
- Move: using the correct technique for the hop, step and jump will enable us to jump further.
- Move: linking jumps in combination requires control and fluency between each jump.
- Think: linking the hop, step and jump together requires a lot of concentration to be able to jump as far as possible.
- Feel: striving to improve our technique when combining the hop, step and jump to jump further shows self-belief.
- Connect: supporting our partner and providing them with feedback promotes respect and fairness.
Words to know
- hop
- to continuously jump on one foot at the same time
- step
- to take off on one foot and land on the other foot
- fluency
- continuous smooth movement where one action flows to the next
Common mistakes
Pupils may find it difficult to understand that this combination of three elements creates one jump that can be measured from the start of the hop, to the end of the jump.
When we combine elements into a hop, step, jump combination we can benefit from the power and momentum that builds up. By increasing the distance travelled in each element, we increase the overall distance covered in the jump combination.
For parents, carers and teachers
- This lesson intentionally avoids practices where pupils score points within an allocated time period. This is to avoid pupils rushing through the jump combination to score more points. Rather than accumulating points, pupils increase the distance between cones to recognise their improved technique.