Lesson 3 - Jumping for Distance
Technical Mastery & Leadership
•Year 5
•Athletics
•Start Planning Better PE Lessons
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How can we use our bodies most effectively to jump the greatest distance?
Learning Objectives
- Identify and recognise the most effective jumping style for distance
- Explore combining jumping sequences and use run-up techniques
- Measure and improve jumping distances using proper techniques
Key Outcomes
- Students will demonstrate effective standing long jump technique
- Students will understand how run-up affects jumping distance
- Students will measure and track their jumping improvements
Equipment & Resources Required
Use to mark take-off boards, landing areas, and boundaries
Alternative: Markers, bean bags
One per group for measuring jump distances
Alternative: Trundle wheels, metre sticks
Check all ropes are appropriate length for each student
Alternative: None
Use to mark individual run-up starting positions
Alternative: Small cones, bean bags
One per pair for recording measurements
Alternative: Mini whiteboards, clipboards
For marking landing spots on hard surfaces
Alternative: Washable markers
Key Vocabulary
The line or area from which jumpers must launch their jump
An invalid jump where the jumper steps over the take-off line
The approach run before jumping to build momentum
The time spent in the air during a jump
How to safely land after jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping movements (two feet to two feet)
- Understanding of spatial awareness and safety
- Experience with measuring using standard units
Current Skills
- Standing long jump technique
- Run-up measurement and execution
- Jumping sequence combinations
Next Steps
- Triple jump techniques
- High jump approaches
- Advanced athletic field events
Milestone Indicators
Key Teaching Points
- Coordinated arm swing is crucial for distance in standing long jump
- Run-up length should prioritise control and accuracy over speed
- Safe landing with bent knees prevents injury and improves technique
- Measuring and recording skills develop mathematical understanding
- Peer support and encouragement builds confidence and community
- Progressive skill development from standing to run-up jumps
- Technique focus leads to better results than power focus
Common Misconceptions
- Longer run-up always means better jump - actually control and consistency are more important
- Jumping as hard as possible gets best distance - coordination and technique are key
- Only strong students can jump far - good technique can overcome strength limitations
- Landing area doesn't matter - safe landing technique is crucial for performance and safety
- Competition is only about winning - learning and improvement are the real goals
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries marked, regular movement breaks, specific roles and responsibilities
dyspraxia
- Break skills into smaller steps, additional practice time, larger landing targets, simplified measuring tasks
autism spectrum
- Clear structure with predictable routine, visual schedule of lesson activities, quiet areas available for breaks
visual impairment
- Use bright coloured markers for take-off lines, provide detailed verbal descriptions of technique, buddy system for guidance
hearing impairment
- Clear visual demonstrations of all techniques, written instructions on cards, hand signals for communication
physical disability
- Seated throwing variations, modified distances, alternative measuring roles, adapted equipment as needed
Cross-Curricular Links
Maths
Measuring distances accurately, comparing measurements, calculating improvements, counting strides and jumps
Science
Understanding forces and momentum, body movements and muscles, cause and effect in jumping techniques
Geography
Using measuring skills, understanding scale and distance, spatial awareness and direction
PSHE
Setting personal goals, perseverance when learning new skills, supporting and encouraging others
Teacher Guidance
Positioning
Move between jumping stations to provide individual feedback, position for clear view during demonstrations
Observation Focus
Watch for coordinated arm and leg movements, safe landing techniques, and consistent run-up approaches
Intervention Points
Step in if students are overexerting, not following safety protocols, or showing frustration with performance
Demonstration Notes
Break down jumping technique into clear phases, use slow-motion demonstrations for complex movements, model positive coaching language for peer feedback
Verbal Cues
- •'Arms back, then forward and up!'
- •'Land softly with bent knees!'
- •'Count your strides carefully!'
- •'Focus on technique, not just distance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor or outdoor space, minimum 30m x 20m for run-ups and multiple jumping stations
Surface Check
Even surface free from hazards, adequate grip for run-ups, soft landing areas provided where possible
Equipment Safety
Safety Checks
- •Check all measuring equipment is in good condition
- •Ensure cones and markers are stable and visible
- •Verify skipping ropes are appropriate length and condition
Risk Management
Key Risks
- •Collision during run-ups or group activities
- •Overexertion from repeated jumping
- •Injury from poor landing technique
- •Trips from equipment or uneven surfaces
Risk Mitigation
- •Clear boundaries and direction of movement established
- •Adequate rest periods between jumping attempts
- •Progressive skill building from standing to run-up jumps
- •Emphasis on controlled landings throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all jumping areas
- •Monitor spacing during group activities
- •Watch for signs of fatigue or overexertion
- •Ensure safety rules are consistently followed
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, ensure other students are safely occupied while dealing with incident