Lesson 4 - Standing Long Jump Power
Technique & Teamwork Focus
•Year 5
•Athletics
•Start Planning Better PE Lessons
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How can we use our whole body to generate maximum power and distance when jumping?
Learning Objectives
- To develop power, control and consistency in jumping for distance
- To understand the biomechanics of effective long jumping technique
- To apply measurement and evaluation skills in athletic performance
Key Outcomes
- Students will demonstrate improved standing long jump technique with coordinated arm swing and hip drive
- Students will show controlled take-off and landing with appropriate knee bend
- Students will measure and record jump distances accurately and provide constructive feedback
Equipment & Resources Required
Scattered around activity area for warm-up, then used as distance markers
Alternative: Bean bags, markers, or chalk lines
One per group of four students, extending from take-off line
Alternative: Metre rulers, trundle wheels, or pre-marked distance lines
Placed in landing areas for safety if jumping on hard surfaces
Alternative: Soft grass area or sand pit
Key Vocabulary
The moment when both feet leave the ground to begin the jump
The time when the jumper is in the air between take-off and landing
Pushing the hips forward during flight to maximise distance
The force that keeps the body moving forward during the jump
Using muscle strength and speed together to create maximum force
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic jumping movements with two feet
- Students understand concepts of power and momentum from previous lessons
- Students can work cooperatively in pairs and small groups
Current Skills
- Coordinated arm swing and leg drive for maximum power generation
- Hip drive technique during flight phase
- Controlled landing with appropriate knee flexion
Next Steps
- Introduction to run-up long jump technique
- Advanced jumping techniques including triple jump
- Competition preparation and event management skills
Milestone Indicators
Key Teaching Points
- Coordinated arm swing is essential for power generation and distance
- Hip drive forward during flight maximises distance and prevents backward fall
- Proper landing with bent knees ensures safety and control
- Official measurement is from closest body part to start line
- Quality of technique matters more than absolute distance achieved
- Peer feedback and officiating develop important life skills
- Determination and effort deserve recognition alongside performance
Common Misconceptions
- Students think jumping higher rather than forward will increase distance - emphasise forward trajectory
- Belief that arm swing is just for show - explain how it generates momentum and power
- Assumption that measurement is always from feet - clarify closest body part rule
- Thinking that falling backwards doesn't matter - connect to technique and distance loss
- Misconception that only natural ability determines success - emphasise technique and practice
- Belief that officiating isn't important - connect to fairness and real athletics
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries for movement areas, specific roles to maintain focus
dyspraxia
- Simplified technique focus, extra practice time, visual and physical guides for movement patterns
autism spectrum
- Clear visual schedule of lesson activities, defined roles and responsibilities, quiet area available if needed
visual impairment
- Use brightly coloured cones, clear verbal descriptions of distances, buddy system for measuring
hearing impairment
- Visual demonstrations of technique, hand signals for officiating, written role instruction cards
physical disability
- Seated jumping variations, modified distances, focus on arm swing development, alternative measuring roles
Cross-Curricular Links
Maths
Measuring distances accurately, calculating cumulative distances for world record challenge, comparing and ordering jump distances
Science
Forces and motion - understanding momentum, gravity, and trajectory in jumping movements
Geography
Scale and distance - understanding what 3.73 metres represents in real-world context
PSHE
Resilience and determination, supporting others through encouragement and constructive feedback
Teacher Guidance
Positioning
Move between groups during activities, position at side of jumping area for clear view of take-off and landing technique
Observation Focus
Watch for coordinated arm-leg movement, hip drive during flight phase, and controlled landings with knee bend
Intervention Points
Step in if students showing signs of fatigue, poor technique risking injury, or not following officiating protocols
Demonstration Notes
Use exaggerated movements to show technique clearly, demonstrate both correct and incorrect examples for comparison, involve students in demonstrations where appropriate
Verbal Cues
- •'Arms back, then drive forward and up!'
- •'Push those hips forward during flight!'
- •'Soft landing with bent knees!'
- •'Officials, check that take-off position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area, preferably soft grass or with gym mats for landing
Surface Check
Even, non-slip surface free from holes, wet patches, or obstacles
Equipment Safety
Safety Checks
- •Check measuring tapes retract safely and have no sharp edges
- •Ensure cones are soft and will not cause injury if stepped on
- •Verify gym mats are properly positioned and secured if used
Risk Management
Key Risks
- •Landing awkwardly causing ankle or knee injury
- •Collision between students during warm-up activities
- •Overexertion leading to muscle strain or fatigue
Risk Mitigation
- •Emphasise proper landing technique with bent knees throughout lesson
- •Maintain adequate spacing between students and groups during all activities
- •Monitor for signs of fatigue and ensure rest periods between maximum efforts
Supervision & Emergency Procedures
Supervision Points
- •Position to observe landing technique during all jumping activities
- •Monitor officiating standards to ensure safety protocols maintained
- •Watch for students pushing beyond safe limits in competitive activities
Emergency Procedures
Stop activity immediately if injury suspected, assess and provide appropriate first aid, ensure other students continue safely away from incident area