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Lesson 5 - Standing Long Jump Skills

Throwing & Jumping Skills

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Year 4

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Athletics

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45 min

Big Question

How can we use the science of body movement to jump as far as possible in one explosive leap?

Learning Objectives

To execute a standing long jump with correct arm and leg technique
To understand how body positioning affects jump distance and power
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 measure, compare and record jumping distances accurately
Students will provide constructive feedback to improve their partner's jumping technique

Equipment & Resources Required

Cones

Used for marking jump distances and creating take-off lines

Alternative: Bean bags, markers, chalk

Measuring Tapes

6-8

For accurate distance measurement, one per pair/group

Alternative: Metre rulers, trundle wheels

Score Sheets

1 per student

For tracking distances and peer assessment

Alternative: Whiteboards, clipboards

Key Vocabulary

Standing Long Jump

Jumping for maximum distance from a stationary position using both feet

Drive Phase

The explosive push-off using bent legs to generate maximum power

Arm Swing

Coordinated movement of arms backward then forward to add momentum

Landing Position

Controlled landing on both feet with knees bent to absorb impact

Take-off Line

The line marking where jumps are measured from

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing on two feet
Understanding of balance and coordination
Experience with partner work and taking turns

Current Skills

Coordinated arm swing in standing long jump
Explosive leg drive from bent knee position
Balanced landing and distance measurement
Peer assessment and feedback skills

Next Steps

Running long jump technique
Triple jump introduction
Advanced jumping events in athletics

Milestone Indicators

Consistent technique across multiple attempts

Measurable improvement in distance

Quality peer feedback and coaching

Key Teaching Points

Four phases of standing long jump: setup, preparation, drive, landing
Arms swing backward then forward to add momentum and distance
Deep knee bend creates explosive power for maximum distance
Land on both feet with knees bent to absorb impact safely
Technique and consistency are more important than jumping with maximum effort
Peer assessment develops observation skills and builds supportive relationships
Connection to Olympic athletics inspires and motivates learning

Common Misconceptions

Misconception: Jumping as hard as possible creates the longest distance. Reality: Proper technique with coordination creates better results than just effort
Misconception: Arms don't make much difference to jumping distance. Reality: Coordinated arm swing can significantly increase jump distance
Misconception: Landing doesn't matter as long as you jump far. Reality: Proper landing technique prevents injury and maintains distance
Misconception: Taller students will always jump further. Reality: Technique and coordination matter more than height
Misconception: You should look down at your feet during takeoff. Reality: Looking forward helps maintain balance and direction

SEN Adaptations

ADHD

Frequent technique reminders, shorter activity bursts with variety, clear boundaries and structure

dyspraxia

Extra practice time for coordination, simplified technique focus on one element at a time, patient coaching

autism spectrum

Clear visual schedule of lesson phases, consistent routine and expectations, quiet reflection time available

visual impairment

Use bright coloured markers for take-off line, verbal descriptions of technique, tactile guidance from teacher or partner

hearing impairment

Visual demonstrations of technique, written instruction cards, hand signals for communication

physical disability

Seated throwing for distance alternative, modified jumping from chair or standing position, focus on arm coordination

Cross-Curricular Links

Maths

Measuring distances in metres and centimetres, comparing numerical data, calculating improvements and averages

Science

Forces and motion - understanding how body position affects jumping distance, gravity and its effect on flight path

Geography

Scale and distance - relating jumping distances to map scales and real-world measurements

PSHE

Setting personal goals, resilience when facing challenges, supporting others through encouragement

Teacher Guidance

Positioning

Position at side of jumping area for clear view of takeoff and landing phases

Observation Focus

Watch for correct four-phase technique, safe landing, and positive peer interaction

Intervention Points

Step in if technique becomes unsafe, competitive pressure too high, or students need additional support

Demonstration Notes

Demonstrate each phase slowly first, then at normal speed. Use side-on view for best visibility of technique

Verbal Cues

•'Crouch like you're sitting in a chair!'
•'Drive those arms up and forward!'
•'Land like a ninja - soft and controlled!'
•'Technique first, distance follows!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor area with clear, flat jumping zone

Surface Check

Level, non-slip surface free from holes, stones or obstacles

Equipment Safety

Safety Checks

•Cones have no sharp edges or damage
•Measuring equipment stored safely when not in use
•Take-off lines clearly marked to prevent slips

Risk Management

Key Risks

•Falls during takeoff or landing
•Collisions between students during activities
•Over-stretching or muscle strain
•Competitive pressure causing reckless attempts

Risk Mitigation

•Proper warm-up to prepare muscles for explosive movement
•Clear safety boundaries and adequate spacing between students
•Progressive skill building from basic to advanced technique
•Emphasis on technique over distance to prevent over-exertion

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all landing areas
•Monitor students for signs of fatigue or loss of control
•Ensure proper technique to minimise injury risk

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, apply first aid as needed, seek medical attention for serious injuries