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Lesson 5 - Standing Long Jump for Distance

Multi-Event Athletics: Power Development Through Throwing and Jumping

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Year 3

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Athletics

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45 min

Big Question

How can we use our whole body to jump as far as possible in one powerful movement?

Learning Objectives

To execute a standing long jump using correct arm and leg technique
To understand how different body positions affect jumping distance
To evaluate and improve jumping performance through peer assessment

Key Outcomes

Students will demonstrate a standing long jump with coordinated arm swing and leg drive
Students will explain how arm and leg technique affects jumping distance
Students will provide constructive feedback to improve their partner's jumping technique

Equipment & Resources Required

Cones

Used to mark jumping distances and create measurement points

Alternative: Bean bags, markers, chalk

Measuring Tapes

2-3

For accurate measurement of jumping distances

Alternative: Metre rulers, marked ground

Score Sheets

1 per pair

For students to track their jumping distances

Alternative: Mini whiteboards, mental recording

Key Vocabulary

Standing Long Jump

A jump for distance starting and landing on both feet without a run-up

Take-off

The moment when both feet leave the ground to begin the jump

Arm Swing

The coordinated movement of arms backwards then forwards to generate momentum

Landing

Touching down on both feet at the end of the jump while maintaining balance

Knee Drive

Powerful upward thrust of the legs to generate jumping force

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic jumping movements from two feet
Understanding of balance and coordination
Experience with measuring and comparing distances

Current Skills

Coordinated arm swing during jumping
Explosive leg drive for maximum distance
Controlled landing technique
Peer assessment and feedback skills

Next Steps

Running long jump technique
Triple jump progression
High jump fundamentals

Milestone Indicators

Consistent coordination of arms and legs

Ability to land balanced without falling backwards

Clear understanding of technique principles

Key Teaching Points

Arms must swing from behind the body to above the head for maximum momentum
Knees bend deeply then drive upward and forward explosively for power generation
Landing must be on both feet with knees bent to absorb impact safely
Technique is more important than raw power for achieving maximum distance
Coordination of arms and legs working together creates the most effective jump
Practice and repetition develop consistency in jumping performance
Understanding biomechanics helps students coach themselves and others effectively

Common Misconceptions

That jumping higher automatically means jumping further - correct by emphasising forward direction
That arm swing is optional - demonstrate clear distance difference with and without arms
That strength alone determines jumping distance - show how technique multiplies natural ability
That landing style doesn't matter - emphasise safety and measurement accuracy
That some people 'can't jump' - prove everyone can improve with proper technique

SEN Adaptations

ADHD

Short burst activities, clear physical boundaries, immediate feedback, regular movement breaks and concrete goals

dyspraxia

Extra practice time for coordination, simplified technique instructions, larger target areas, celebration of effort over outcome

autism spectrum

Clear structured routine, visual sequence cards showing jumping phases, quiet practice area available, consistent partner arrangements

visual impairment

Use bright coloured markers, verbal descriptions of distances, buddy system for guidance and clear audio cues for technique

hearing impairment

Clear visual demonstrations, written instruction cards, hand signals for technique cues, visual markers for distances

physical disability

Seated jumping from chair if needed, modified distances, use of upper body movements, adapted measuring techniques

Cross-Curricular Links

Maths

Measuring distances in metres and centimetres, comparing lengths, data collection and recording personal bests

Science

Forces and motion - understanding how muscles create force, gravity affecting movement, momentum and energy transfer

Geography

Distances and scale - relating jumping distances to familiar landmarks, understanding Olympic venues and global competitions

PSHE

Setting personal goals, celebrating achievement, supporting others, resilience when facing challenges

Teacher Guidance

Positioning

Position to see all students during activities, moving between groups to provide individual feedback

Observation Focus

Watch for coordination of arms and legs, landing safety, and understanding of technique principles

Intervention Points

Step in when students show poor landing technique, lack of coordination, or safety concerns

Demonstration Notes

Use exaggerated slow-motion demonstrations to highlight key technique points, involve students in demonstrations where appropriate

Verbal Cues

•'Arms behind, then drive up!'
•'Bend those knees for power!'
•'Land like a cat - soft and balanced!'
•'Feel the difference technique makes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear space with 3m buffer zones around jumping areas

Surface Check

Dry, level surface free from holes, stones, or wet patches that could cause slipping

Equipment Safety

Safety Checks

•Check cones have no sharp edges or cracks
•Ensure measuring tapes retract safely
•Verify all markers are visible and stable

Risk Management

Key Risks

•Falls during landing
•Collisions between students
•Overexertion leading to muscle strain
•Tripping over equipment

Risk Mitigation

•Clear boundaries and safe zones established
•Adequate spacing between jumping stations
•Progressive warm-up to prepare muscles
•Emphasis on controlled landings
•Equipment positioned safely away from landing areas

Supervision & Emergency Procedures

Supervision Points

•Position to observe all jumping stations
•Monitor landing technique closely
•Watch for signs of fatigue or frustration
•Ensure equipment is used correctly

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, and seek additional support if needed