Lesson 6 - Standing Triple Jump
Throwing & Jumping Skills
•Year 4
•Athletics
•Start Planning Better PE Lessons
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How can we combine different types of jumps to achieve maximum distance?
Learning Objectives
- To develop the technique for performing a standing triple jump using hop, skip and jump sequence
- To understand how body mechanics affect jumping distance and apply correct technique
- To evaluate performance and provide constructive feedback to improve jumping ability
Key Outcomes
- Students will execute a standing triple jump with correct hop, skip, jump sequence
- Students will demonstrate improved jumping technique through proper arm swing and leg coordination
- Students will measure and compare jumping distances while providing peer feedback
Equipment & Resources Required
Used for measuring distances and marking landing points
Alternative: Bean bags, markers, chalk
For accurate distance measurement and record keeping
Alternative: Trundle wheels, marked lines on ground
For tracking distances and peer assessment
Alternative: Clipboards with paper, tablets
Key Vocabulary
An athletic event involving three consecutive jumps - hop, skip (step) and jump
Taking off and landing on the same foot
Taking off from one foot and landing on the opposite foot
Taking off from one foot and landing on both feet
The moment when the foot leaves the ground to begin a jump
The time when the body is airborne during jumping
The moment when the feet make contact with the ground after jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Standing long jump technique from previous lessons
- Basic hopping and skipping movements
- Understanding of take-off and landing positions
Current Skills
- Combining three different jumps in sequence
- Developing rhythm and coordination in triple jump
- Understanding foot selection for optimal performance
Next Steps
- Running triple jump with approach run
- Advanced jumping events (high jump, pole vault)
- Competition preparation and event rules
Milestone Indicators
Key Teaching Points
- Emphasise the rhythm and sequence: hop-skip-jump must be smooth and continuous
- Arms are crucial - drive them forward and up during each phase for maximum distance
- The hop phase sets up the entire sequence - ensure students maintain balance and control
- Landing technique is vital for safety - always land with knees bent and weight forward
- Personal improvement matters more than comparison with others - celebrate individual progress
- Proper starting foot selection can significantly impact performance - let students experiment
- Technique refinement leads to better distances than just trying to jump harder
Common Misconceptions
- Students think they need to jump as hard as possible rather than focusing on technique - correct by demonstrating how smooth technique produces better distances
- Many believe the sequence is three long jumps rather than hop-skip-jump pattern - correct with clear demonstrations of same-foot and opposite-foot patterns
- Some think landing on one foot for the final jump is acceptable - correct by emphasising two-foot landing for safety and measurement
- Students often assume everyone should start with the same foot - correct by encouraging experimentation to find individual preferences
- Many rush the sequence thinking speed equals distance - correct by emphasising rhythm and control over speed
- Some believe arm movement is unimportant - correct by demonstrating attempts with and without proper arm swing
- Students may think falling forward after landing is acceptable - correct by teaching controlled, balanced landings
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement opportunities, use clear boundaries and visual markers
dyspraxia
- Extra practice time for coordination, larger target areas, simplified sequence initially, step-by-step breakdown with visual guides
autism spectrum
- Provide clear visual schedule of lesson activities, allow for sensory breaks, use consistent verbal cues and routine structure
visual impairment
- Use brightly coloured cones, provide clear verbal descriptions of each phase, assign sighted buddy for guidance and safety
hearing impairment
- Use visual demonstrations with clear hand signals, written instruction cards, buddy system for communication
physical disability
- Adapt to seated position where possible, modify sequence to single or double jumps, focus on arm movements and upper body coordination
Cross-Curricular Links
Maths
Measuring distances, comparing measurements, calculating improvements, understanding scale with world record distances
Science
Forces in jumping, gravity and momentum, body systems during exercise, biomechanics of efficient movement
Geography
Olympic Games locations, world records from different countries, mapping athletic achievements globally
PSHE
Perseverance, supporting others, dealing with competition pressure, celebrating personal achievements
Teacher Guidance
Positioning
Stand at corner of practice area for maximum visibility of all groups while being available for individual support
Observation Focus
Watch for correct foot sequence, balanced landings, and maintained technique throughout the lesson
Intervention Points
Step in when technique becomes unsafe, when students show signs of frustration, or when peer support breaks down
Demonstration Notes
Always demonstrate in slow motion first, then at normal speed. Use clear, exaggerated movements and call out each phase loudly
Verbal Cues
- •'Hop-skip-jump!' to reinforce sequence
- •'Arms forward!' to encourage proper arm swing
- •'Land and stick!' for controlled landings
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area with 25m straight runway for jumping
Surface Check
Even, non-slip surface free from holes, stones or debris that could cause injury
Equipment Safety
Safety Checks
- •Cones checked for cracks or sharp edges
- •Measuring tapes properly wound to prevent tripping
- •Landing areas inspected for safety hazards
Risk Management
Key Risks
- •Falls due to loss of balance during jumping
- •Collisions between students during practice
- •Overexertion leading to muscle strain
- •Trips over equipment or measurement tools
Risk Mitigation
- •Clear spacing maintained between practice areas
- •Progressive skill development from simple to complex
- •Regular breaks to prevent fatigue
- •Emphasis on controlled landings rather than maximum distance
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Monitor technique to prevent dangerous attempts
- •Watch for signs of fatigue or loss of control
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, and seek additional help if needed