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Lesson 3 - Jumping for Distance

Technical Mastery & Leadership

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Year 5

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Athletics

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Big Question

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

Cones

Use to mark take-off boards, landing areas, and boundaries

Alternative: Markers, bean bags

Tape Measure

One per group for measuring jump distances

Alternative: Trundle wheels, metre sticks

Ropes

30 (one per student)

Check all ropes are appropriate length for each student

Alternative: None

Spots

Use to mark individual run-up starting positions

Alternative: Small cones, bean bags

Score Sheets

One per pair for recording measurements

Alternative: Mini whiteboards, clipboards

Playground chalk

6 pieces

For marking landing spots on hard surfaces

Alternative: Washable markers

Key Vocabulary

Take-off board

The line or area from which jumpers must launch their jump

Foul jump

An invalid jump where the jumper steps over the take-off line

Run-up

The approach run before jumping to build momentum

Flight phase

The time spent in the air during a jump

Landing technique

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

Consistent landing on both feet

Coordinated arm and leg movements

Ability to measure and record distances accurately

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