Lesson 5 - Standing Long Jump Technique and Distance
Athletic Throwing and Jumping: Whole-Body Power and Control
•Year 5
•Athletics
•Start Planning Better PE Lessons
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How can we use our bodies most effectively to jump as far as possible in a single explosive movement?
Learning Objectives
- To explore and apply correct technique for standing long jump
- To understand how arm and leg positioning affects jumping distance
- To evaluate and improve performance through peer assessment
Key Outcomes
- Students will execute a standing long jump with correct technique
- Students will understand the relationship between technique and distance
- Students will provide constructive feedback to improve partner performance
Equipment & Resources Required
Available for measuring jump distances
Alternative: Metre rulers, trundle wheel
For marking landing positions and target distances
Alternative: Bean bags, chalk markers
Clear starting lines for consistent takeoff positions
Alternative: Rope, painted lines, tape
For recording distances and technique observations
Alternative: Mini whiteboards, tablets
Key Vocabulary
A jump for distance starting from a stationary position on two feet
The moment when both feet leave the ground to begin the jump
Touching down safely on two feet after the jump
Using arms to generate momentum and power for the jump
The explosive extension of legs to generate maximum power
The time in the air between takeoff and landing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping movements and landing safely
- Understanding of takeoff and landing on two feet
- Experience with measuring distances
Current Skills
- Standing long jump technique with arm coordination
- Leg positioning for maximum power generation
- Peer assessment and technique evaluation
Next Steps
- Running long jump with approach run
- Triple jump technique introduction
- Advanced jumping events in athletics
Milestone Indicators
Key Teaching Points
- Arms provide momentum - swing back then powerfully forward and up during takeoff
- Leg position critical - start with bent knees, drive explosively upward and forward
- Measure from furthest back point of landing, not front of feet
- Coordination is key - arms and legs must work together for maximum distance
- Progressive improvement through technique application, not just effort
- Partner feedback essential for learning and improvement
- Olympic standards provide inspiration and mathematical learning opportunities
Common Misconceptions
- Jumping higher rather than forward - emphasise forward trajectory
- More effort equals better results - focus on technique over raw power
- Arms only provide balance - demonstrate momentum and power generation
- Measuring from front of landing - show why furthest back point is accurate
- Comparing to others rather than personal improvement - celebrate individual progress
SEN Adaptations
ADHD
- Shorter activity bursts, immediate feedback, regular position changes, clear achievable targets
dyspraxia
- Extra demonstration time, simplified technique focus, larger landing targets, supportive partner system
autism spectrum
- Clear routine structure, visual technique cards, quiet space for reflection time
visual impairment
- Tactile markers for takeoff lines, verbal descriptions of demonstrations, partner guidance system
hearing impairment
- Clear visual demonstrations, written technique points displayed, visual signals for starts
physical disability
- Modified jumping from seated position, focus on arm technique, adapted measuring systems
Cross-Curricular Links
Maths
Measuring distances accurately, calculating number of jumps to reach Olympic standard, recording and comparing data
Science
Understanding forces and momentum, exploring cause and effect in technique, investigating power generation in muscles
Geography
Measuring and recording distances, understanding scale through Olympic comparisons
PSHE
Setting personal goals, showing resilience when facing challenges, supporting and encouraging others
Teacher Guidance
Positioning
Move around perimeter of jumping area for clear view of all students, position near Olympic distance marker during comparisons
Observation Focus
Watch for technique application, measure accuracy, partner cooperation, safety compliance
Intervention Points
["Step in if students struggle with measuring accuracy", "Provide additional demonstration for technique difficulties", "Support students who become frustrated with distances", "Ensure fair and encouraging partner feedback"]
Demonstration Notes
Always demonstrate complete technique slowly first, then at full speed, exaggerate key points for visibility
Verbal Cues
- •'Arms back, then drive forward!'
- •'Bend those knees, then explode up!'
- •'Soft landing, stay balanced!'
- •'Partners, what did you see?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area with adequate landing zones
Surface Check
Even, non-slip surface free from holes, debris or obstacles
Equipment Safety
Safety Checks
- •Check measuring tapes retract safely
- •Ensure cones are placed securely and visible
- •Verify takeoff lines are clearly marked and safe
Risk Management
Key Risks
- •Landing injuries from poor technique or unsafe surface
- •Collisions between students during jumping activities
- •Overexertion leading to muscle strain
- •Falls during landing phase
Risk Mitigation
- •Clear safety briefing on landing technique
- •Adequate spacing between jumping lanes maintained
- •Progressive build-up from gentle to maximum effort
- •Emphasis on controlled landings throughout
- •Partner spotting system during practice
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all jumping areas
- •Move between pairs to monitor technique and safety
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if needed