Lesson 3 - Distance Jumping Basics
Athletic Foundations & Play
•Year 1
•Athletics
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we use our whole body to jump as far as possible?
Learning Objectives
- Experience and perform a variety of jumping techniques using two-footed take off
- Develop standing long jump technique for maximum distance
- Work cooperatively in partnerships to support and measure jumping performance
Key Outcomes
- Students will demonstrate improved two-footed jumping technique with arm swing coordination
- Students will show increased jumping distance through better body positioning
- Students will successfully support partners and provide constructive feedback
Equipment & Resources Required
For marking landing spots and creating stations
Alternative: Bean bags, markers, chalk
Various sizes for target jumping areas
Alternative: Chalk circles, rope circles
For creating jumping barriers and boundaries
Alternative: Chalk lines, masking tape
For measuring jumping distances
Alternative: Metre sticks, playground markings
For recording techniques and distances
Alternative: Clipboard and paper
Key Vocabulary
The moment when both feet leave the ground to start a jump
Jumping where both feet push off together and land together
Moving arms backwards then forwards to help generate jumping power
How far you can jump from start to finish
When feet touch the ground after jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on the spot
- Understanding of taking off and landing
- Simple coordination of arms and legs
Current Skills
- Two-footed take off technique
- Arm swing coordination for distance
- Safe landing with balance control
- Partner cooperation and measurement
Next Steps
- One-footed take off techniques
- Running jump combinations
- Advanced jumping sequences
- Competitive jumping activities
Milestone Indicators
Key Teaching Points
- Two feet must be together at take off for standing long jump
- Arm swing backwards then forwards generates jumping power
- Land with control without stepping backwards to maintain distance
- Partner cooperation essential for measurement and encouragement
- Personal improvement more important than comparing to others
- Jumping skills transfer to many different sports and activities
- Safety in landing is as important as distance achieved
Common Misconceptions
- Thinking you need a running start for standing long jump - emphasise static start position
- Believing arm swing happens during flight - teach that arms swing before take off
- Landing with straight legs - demonstrate bent knee landing for safety and control
- Comparing distances with others instead of personal improvement focus
- Forgetting that both feet must leave ground together for two-footed jumping
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, regular positive feedback, movement breaks between instructions, clear boundaries and expectations
dyspraxia
- Simplified movement patterns, extra practice time, larger target areas, patient technique development with smaller steps
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent partner pairings
visual impairment
- Use brightly coloured cones for marking, verbal cues for all demonstrations, tactile guidance for technique, buddy system with sighted partner
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for start/stop, visual cues for technique points
physical disability
- Seated jumping variations, modified distances, alternative measuring methods, wheelchair-accessible routes between stations
Cross-Curricular Links
Maths
Measuring distances, comparing lengths, counting jumps, using positional language (further/nearer)
Science
Forces in jumping, gravity effects on landing, muscle use in explosive movements
Geography
Directional language, spatial awareness, mapping movement patterns
PSHE
Working cooperatively with partners, celebrating others' achievements, building resilience through personal challenges
Teacher Guidance
Positioning
Central location with clear view of all students, move between stations during activities
Observation Focus
Two-footed take off technique, arm swing coordination, controlled landings, partner cooperation
Intervention Points
["Step in if students not using proper take off technique", "Support students struggling with coordination", "Address unsafe landing practices immediately"]
Demonstration Notes
Use large, clear movements visible to all students, repeat key technique points multiple times, show both correct technique and common mistakes
Verbal Cues
- •'Feet together!'
- •'Big arm swing!'
- •'Jump and land!'
- •'Mark your spot!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 25m clear area, preferably with marked boundaries
Surface Check
Dry, even surface free from obstacles, non-slip preferred for take off areas
Equipment Safety
Safety Checks
- •Cones checked for sharp edges and stability
- •Hoops placed flat with no raised edges
- •Lines/ropes secured to prevent tripping
Risk Management
Key Risks
- •Collision between students during jumping
- •Falls or overbalancing on landing
- •Muscle strain from explosive movements
Risk Mitigation
- •Adequate spacing between all jumping activities
- •Progressive warm up including variety of jumps
- •Clear instruction on safe landing technique
- •Partner system for observation and support
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all jumping areas simultaneously
- •Move between stations during skill development
- •Close supervision during group jumping challenges
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school procedures if needed