🏃

Lesson 6 - Standing Triple Jump for Distance

Athletic Throwing and Jumping: Whole-Body Power and Control

•

Year 5

•

Athletics

•

Big Question

How can we combine different jumping techniques to achieve maximum distance?

Learning Objectives

To develop the technique for performing a standing triple jump (hop, skip, jump)
To understand how arm swing and leg drive contribute to jumping distance
To evaluate and improve jumping performance through peer assessment

Key Outcomes

Students will perform a coordinated standing triple jump sequence
Students will demonstrate improved distance through correct technique application
Students will provide constructive feedback to improve partner performance

Equipment & Resources Required

Cones

20-30

Used for marking distances and creating jumping lanes

Alternative: Bean bags, markers, chalk

Measuring Tapes

4-6

For accurate distance measurement in each group

Alternative: Metre rulers, marked lines on ground

Score Sheets

1 per pair

For students to record their distances and track progress

Alternative: Clipboards with paper, digital tablets

Coloured Bibs

15 (1 per pair)

To identify pairs and organise rotation groups

Alternative: Coloured bands, team markers

Key Vocabulary

Triple Jump

An athletic event combining three consecutive jumps: hop, skip (step), and jump

Hop

Jumping from one foot and landing on the same foot

Skip (Step)

Jumping from one foot and landing on the opposite foot

Drive Phase

The upward and forward thrust using legs and arms during take-off

Sequence

Performing movements in a specific order without stopping

Take-off Foot

The foot used to begin the jumping sequence

Skill Progression Pathway

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

Prior Learning

Students can perform a standing long jump with correct technique
Students understand the importance of arm swing in jumping
Students can land safely on two feet maintaining balance

Current Skills

Coordinating hop, skip, and jump in sequence
Selecting appropriate take-off foot for optimal performance
Applying consistent technique under competitive conditions

Next Steps

Running triple jump with approach run
Advanced jumping combinations and variations
Competitive athletics events and rules

Milestone Indicators

Smooth transition between all three jump phases

Consistent improvement in measured distance

Ability to self-correct technique errors

Key Teaching Points

Triple jump sequence is always hop-step-jump with specific foot patterns
Forward drive is more important than upward height for achieving distance
Arms work in coordination with legs throughout all three phases
Smooth rhythm and flow between phases maximises total distance
Safe landing technique protects joints and maintains balance
Partner feedback and measurement skills are essential for improvement
Focus on technique development leads to better distance performance

Common Misconceptions

Thinking triple jump is three identical jumps rather than three different jumping patterns
Believing jumping higher will automatically create more distance than driving forward
Assuming the strongest leg should be used for all three phases rather than following the sequence
Expecting immediate success without understanding the need for technique development and practice
Focusing only on final distance rather than the quality of each individual phase

SEN Adaptations

ADHD

Break activities into shorter segments with clear focus points, provide immediate feedback and recognition, use movement variety to maintain engagement, offer leadership roles for positive energy outlet

dyspraxia

Allow additional practice time for coordination development, break complex movements into smaller components, provide physical support and guidance as needed, celebrate effort over accuracy

autism spectrum

Provide clear visual schedule of lesson structure, maintain consistent routine and expectations, offer quiet spaces for regulation breaks, use concrete examples and avoid abstract concepts

visual impairment

Use brightly coloured cones for clear visual markers, provide tactile boundaries with rope or mats, ensure clear verbal descriptions of all demonstrations, use physical guidance for foot placement

hearing impairment

Use clear visual demonstrations and hand signals, provide written instruction cards, use visual timing cues rather than verbal counts, ensure students can see teacher clearly at all times

physical disability

Adapt jumping sequence to single jumps if needed, provide seated version using upper body coordination, modify distances and targets to achievable levels, use wheelchair-accessible measuring techniques

Cross-Curricular Links

Maths

Measuring distances accurately, recording and comparing numerical data, calculating improvements and averages, understanding scale when comparing to world records

Science

Forces in jumping - gravity, air resistance, momentum transfer, biomechanics of human movement, energy transfer from muscles to movement

Geography

Understanding scale and distance concepts, map-making skills when recording jump positions, spatial awareness and directional concepts

PSHE

Setting personal goals and targets, resilience when facing challenges, cooperation and teamwork skills, celebrating diverse achievements and abilities

Teacher Guidance

Positioning

Move around the outside of jumping area to observe all students, position at side angle to see complete triple jump sequence

Observation Focus

Watch for smooth sequence flow, appropriate landing technique, safety compliance and effort levels

Intervention Points

Step in if students showing unsafe technique, struggling with sequence understanding, or showing signs of fatigue

Demonstration Notes

Use slow-motion demonstrations to show technique clearly, exaggerate key points like arm swing and foot patterns, demonstrate both successful technique and common errors for comparison

Verbal Cues

•'Hop-step-jump, let it flow!'
•'Drive forward, not just up!'
•'Land softly with bent knees!'
•'Arms help you fly further!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear area with additional space for landing zones and equipment storage

Surface Check

Dry, non-slip surface free from obstacles, appropriate for explosive jumping movements

Equipment Safety

Safety Checks

•Cones placed securely without sharp edges exposed
•Measuring equipment stored safely when not in use
•Recording materials kept away from jumping areas

Risk Management

Key Risks

•Falls and awkward landings during triple jump sequence
•Muscle strain from explosive jumping movements
•Collisions between students in adjacent jumping lanes

Risk Mitigation

•Adequate spacing between jumping lanes (minimum 2m apart)
•Progressive warm-up to prepare muscles for explosive activity
•Clear boundaries and safety zones established
•Proper technique teaching to reduce injury risk
•Partner system ensures constant supervision and support

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple jumping lanes simultaneously
•Monitor landing technique to prevent injury
•Watch for signs of fatigue affecting safe performance
•Ensure students follow safety protocols for measuring and equipment use

Emergency Procedures

Stop activity immediately for any injury, assess severity, provide appropriate first aid, contact school procedures for serious injuries