Lesson 3 - One-Footed Take-Off and Jumping
Biomechanics in Athletics
•Year 4
•Athletics
•Start Planning Better PE Lessons
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How can we use our running speed to jump further and land safely?
Learning Objectives
- Use running to increase the distance of jumps with one-footed take-off
- Judge speed and timing to take off from a specified point accurately
- Demonstrate control and balance during take-off and landing phases
Key Outcomes
- Students will successfully execute one-footed take-offs from running starts
- Students will accurately judge approach speed for precise take-off timing
- Students will demonstrate controlled landings with proper technique
Equipment & Resources Required
Scattered around working area for take-off practice points
Alternative: Spot markers, beanbags as markers
For creating hopscotch grids on ground surface
Alternative: Rope lines, painted lines
One per pair for hopscotch game and distance marking
Alternative: Small stones, markers
For measuring run-up distances and jump results
Alternative: Trundle wheels, metre sticks
Clear visible markers for specified take-off points
Alternative: Lines of tape, painted marks
Key Vocabulary
The moment when the foot leaves the ground to begin a jump
The run-up before taking off for a jump
The measured distance taken to build speed before jumping
The controlled moment when feet touch the ground after jumping
Maintaining steady control of body position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance on one foot for short periods
- Simple two-footed jumping and landing
- Understanding of safe landing techniques
Current Skills
- One-footed take-off from running approach
- Judging speed and timing for accurate take-off
- Controlled landing technique after jumping
Next Steps
- Long jump with measured run-ups
- Triple jump basic technique
- Advanced jumping events preparation
Milestone Indicators
Key Teaching Points
- One-footed take-off is the fundamental skill - emphasise this consistently throughout
- Safety in landing with two feet and bent knees must be maintained at all times
- Run-up speed should be controlled and measured, not maximum sprint speed
- Technique development takes priority over distance achievement in all activities
- Encourage peer support and positive reinforcement during challenging skill acquisition
Common Misconceptions
- Taking off on two feet instead of one - correct with 'One foot up, two feet down' reminder
- Believing faster run-up always equals longer jump - teach controlled acceleration instead
- Landing on one foot - emphasise safe two-footed landing for balance and injury prevention
- Measuring from wrong point - clearly demonstrate measuring from take-off line to nearest landing mark
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes, clear boundaries for each activity area, regular movement breaks built into structure
dyspraxia
- Extended practice time for coordination skills, simplified hopscotch patterns, additional demonstrations and verbal cueing for technique
autism spectrum
- Clear structured routine for each activity, visual schedule showing lesson progression, quiet zones available during intense activities
visual impairment
- Use brightly coloured markers for take-off points, verbal descriptions of hopscotch grid layout, buddy system for measurement activities
hearing impairment
- Clear visual demonstrations of all techniques, written instruction cards for activities, hand signals for start/stop commands
physical disability
- Modified take-off from seated/supported position, shorter run-up distances, adapted hopscotch with larger squares or wheelchair access
Cross-Curricular Links
Maths
Measuring run-up distances, recording jump measurements, calculating team totals, comparing distances and improvements
Science
Understanding forces in jumping, gravity effects on landing, body mechanics in take-off, energy transfer from run-up to jump
Geography
Spatial awareness in run-up planning, directional movement, understanding distance and measurement concepts
PSHE
Setting personal goals, teamwork and cooperation, showing resilience when learning new skills, celebrating others' achievements
Teacher Guidance
Positioning
Move actively between groups during skill development, positioned at corner during demonstrations for maximum visibility
Observation Focus
Watch for correct take-off foot usage, safe landing technique, and appropriate run-up speeds
Intervention Points
Step in when students consistently take off on wrong foot, show unsafe landing patterns, or become overly competitive
Demonstration Notes
Use slow-motion demonstrations for technique, normal speed for flow, and always emphasise safety over distance
Verbal Cues
- •'Plant and drive!' for take-off technique
- •'Soft landing, bend those knees!' for landing safety
- •'One foot up, two feet down!' for take-off/landing pattern
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area with additional run-up space
Surface Check
Dry, even surface suitable for running and jumping activities
Equipment Safety
Safety Checks
- •Check measuring tapes retract safely
- •Ensure cones and markers are visible and secure
- •Confirm beanbags are in good condition
Risk Management
Key Risks
- •Collisions during running activities
- •Poor landing technique causing falls
- •Overexertion during jumping activities
Risk Mitigation
- •Clear spacing between activity areas and take-off points
- •Emphasis on controlled technique over maximum effort
- •Progressive skill building from static to dynamic movements
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all take-off and landing areas
- •Monitor closely during competitive challenge phase
- •Watch for signs of fatigue affecting technique
Emergency Procedures
Standard first aid protocols, with particular attention to ankle and knee injuries from landing