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Lesson 4 - Jumping for Distance Technique

Whole-Body Technique

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Year 4

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Athletics

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45 min

Big Question

How can I use my whole body to jump further and land safely?

Learning Objectives

To develop technique when jumping for distance with control and balance
To understand the importance of weight transfer and body position in jumping
To apply jumping techniques in different contexts and activities

Key Outcomes

Students will demonstrate controlled jumping technique with bent knees on take-off and landing
Students will show understanding of weight transfer by rocking backwards before jumping forwards
Students will maintain balance and rhythm during jumping sequences

Equipment & Resources Required

Cones

Use for start lines, distance markers, and measuring points

Alternative: Bean bags, markers, chalk lines

Ropes

Lay flat on ground to create obstacles and distance markers

Alternative: Rope, string, chalk lines on ground

Key Vocabulary

Take-off

The moment when you leave the ground to begin your jump

Landing

The moment when you touch the ground after jumping

Weight transfer

Moving your body weight from back foot to front foot before jumping

Drive

Using your arms powerfully to help propel your body forward

Flight

The time when your body is in the air during the jump

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing safely
Understanding different types of locomotion
Following simple movement instructions

Current Skills

Controlled jumping for distance
Weight transfer techniques
One foot to two feet jumping
Rhythmic jumping combinations

Next Steps

Standing long jump technique
Running long jump preparation
Triple jump foundations
Competitive jumping events

Milestone Indicators

Consistent knee bend on take-off and landing

Forward arm drive during jump

Smooth weight transfer from back to front foot

Maintained balance throughout jump sequence

Key Teaching Points

Weight transfer is crucial - rock backwards then forwards for maximum distance
Bent knees on take-off act like springs to generate power
Soft, bent-knee landings are essential for safety and control
Arms drive forward to help propel the body through the air
Looking ahead, not down, maintains balance and direction
Quality of technique is more important than distance achieved
Each student should find their preferred take-off style (one foot vs two feet)

Common Misconceptions

Misconception: 'The harder I try, the further I'll jump' - Reality: Controlled technique produces better results than pure effort
Misconception: 'I should look at where I'm landing' - Reality: Eyes should look ahead to maintain balance and direction
Misconception: 'Straight legs are stronger for jumping' - Reality: Bent knees create spring-like power and safer landings
Misconception: 'Everyone should jump the same way' - Reality: Individual preferences for one-foot or two-foot take-offs are valid
Misconception: 'Arms don't matter in jumping' - Reality: Arm drive significantly contributes to jump distance and balance

SEN Adaptations

ADHD

Short, focused activities with regular movement breaks, clear boundaries and expectations, immediate positive feedback

dyspraxia

Break down jumping into smaller components, additional practice time, simplified instructions, focus on personal progress

autism spectrum

Clear, structured routine with visual schedule, quiet practice area available, predictable activity sequence

visual impairment

Use bright coloured cones and ropes, provide clear verbal descriptions of distances and positions, buddy system for guidance

hearing impairment

Visual demonstrations of all techniques, written instruction cards, hand signals for key teaching points

physical disability

Seated jumping activities, modified distances, adapted equipment, focus on arm movements if legs affected

Cross-Curricular Links

Maths

Measuring distances, counting jumps, comparing measurements, understanding fractions of body length

Science

Forces in jumping - push and pull, gravity and landing, energy transfer from potential to kinetic

Geography

Understanding distance and measurement, spatial awareness and positioning

PSHE

Perseverance and resilience when facing challenges, supporting and encouraging others, celebrating personal achievement

Teacher Guidance

Positioning

Central position during warm-up, move around groups during skill development to provide individual feedback

Observation Focus

Watch for knee bend on take-off and landing, weight transfer during preparation, safe landing technique

Intervention Points

Step in if students showing poor landing technique, provide additional support for those struggling with weight transfer concept

Demonstration Notes

Use exaggerated movements to show technique clearly, demonstrate both correct and incorrect technique for comparison, use students as positive examples when appropriate

Verbal Cues

•'Bend those knees like springs!'
•'Rock back, then forward!'
•'Drive those arms forward!'
•'Long and thin in the air!'
•'Soft landing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area for jumping activities and group work

Surface Check

Dry, even surface suitable for running and jumping, free from hazards

Equipment Safety

Safety Checks

•Skipping ropes laid completely flat to prevent tripping
•Cones stable and positioned safely away from landing areas
•Regular equipment checks for wear and damage

Risk Management

Key Risks

•Falls during jumping activities
•Collisions between students during movement
•Overuse injuries from repetitive jumping

Risk Mitigation

•Emphasis on controlled, safe landing technique
•Clear spacing between groups and individuals
•Progressive activity build-up to prepare body
•Regular technique reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all jumping areas
•Monitor landing areas for safe technique
•Watch for fatigue affecting technique quality

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if required