KS3 · Physical education · Year 8
Recap jumps and rotations
Gymnastics jigsaw: technical fluency and group performance analysis
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can jump and land safely with a variety of shapes in the air and/or rotation.
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Recap jumps and rotations: 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 jump and land safely with a variety of shapes in the air and/or rotation.
Key learning points
- Move: when preparing to jump or turn, stand tall with feet together, swing arms back and always land with bent knees.
- Think: the higher you jump, the more time you have to complete the shape or rotation and land correctly.
- Think: explaining the teaching points of jumps/turns to others helps to improve your own knowledge and performance.
- Feel: controlling the release from the jump/turn and land requires repeated practice which also builds confidence.
- Connect: supportive feedback to peers on strengths and areas for improvement in jump technique requires sensitivity.
Words to know
- jump
- pushing off the ground with our legs to go up into the air
- turn
- changing the direction your body is facing by rotating the body around a vertical axis
- station
- a designated area where pupils practise a specific skill or movement before continuing to the next activity
Common mistakes
Some pupils may dominate the discussion with less confident pupils unwilling to take their turn at leading. Pupils might take too long explaining and not leave enough time to practise.
Select the numbers carefully so that pupil 1 and 2 are more confident and can model teaching first, giving less confident pupils time to get used to this process. Stress the importance of practise time and keep explanations concise.
For parents, carers and teachers
- Take time considering your groups carefully and which pupils will work best with one another. Try to split confident pupils across groups to help support less confident pupils. Spend enough time on the initial teaching of the skills to ensure that pupils are teaching correctly and confidently.