Lesson 4 - Jumping for Distance Technique
Whole-Body Technique
•Year 4
•Athletics
•Start Planning Better PE Lessons
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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
Use for start lines, distance markers, and measuring points
Alternative: Bean bags, markers, chalk lines
Lay flat on ground to create obstacles and distance markers
Alternative: Rope, string, chalk lines on ground
Key Vocabulary
The moment when you leave the ground to begin your jump
The moment when you touch the ground after jumping
Moving your body weight from back foot to front foot before jumping
Using your arms powerfully to help propel your body forward
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
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