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Lesson 6 - Standing Triple Jump

Throwing & Jumping Skills

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Year 4

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Athletics

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Big Question

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

Cones

Used for measuring distances and marking landing points

Alternative: Bean bags, markers, chalk

Measuring Tapes

4-6

For accurate distance measurement and record keeping

Alternative: Trundle wheels, marked lines on ground

Score Sheets

15 (1 per pair)

For tracking distances and peer assessment

Alternative: Clipboards with paper, tablets

Key Vocabulary

Triple Jump

An athletic event involving three consecutive jumps - hop, skip (step) and jump

Hop

Taking off and landing on the same foot

Skip (Step)

Taking off from one foot and landing on the opposite foot

Jump

Taking off from one foot and landing on both feet

Take-off

The moment when the foot leaves the ground to begin a jump

Flight Phase

The time when the body is airborne during jumping

Landing

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

Maintains balance throughout the sequence

Shows consistent improvement in distance

Demonstrates understanding of technique principles

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