KS4 · Physical education · Year 10
Trampolining safety and basic skills
Gymnastics: technique, body control and constructive feedback in trampolining
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can safely get on/off a trampoline and perform basic shapes whilst jumping with control.
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Trampolining safety and basic skills: 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 safely get on/off a trampoline and perform basic shapes whilst jumping with control.
Key learning points
- Move: aiming for the cross with body tension when jumping will keep the body upright and avoid going off at an angle.
- Move: safely getting off the trampoline requires sitting down and sliding off as opposed to jumping off.
- Think: standing close to the trampoline with hands up to spot increases awareness.
- Feel: building confidence in getting on and off the trampoline safely will enhance your overall comfort and performance.
- Connect: spotting others demonstrates teamwork by offering support and ensures safety.
Words to know
- spotting
- is a safety precaution of having people positioned around the edge of the trampoline to ensure the performer does not fall off and get injured
- twist
- rotating the body around its vertical axis while in the air
- out bounce
- a straight jump performed at three-quarters height as the final jump in a trampoline routine
Common mistakes
Pupils believe twisting on the vertical axis is pointless as they are keen to do tricks which are often completed around the horizontal axis.
Learning to twist is fundamental to overcome possible anxiety when in motion and not being able to see the cross. In addition, more challenging techniques include a twist at the start or the end, so the motor programme is required to build on this.
For parents, carers and teachers
- Establishing clear rules around safely is paramount in the 1st lesson. This may work well by guiding the pupils to work together, with teacher guidance to create a code of conduct. Remain aware of possible issues when wearing socks on some surfaces.