Lesson 5 - Triple Jump Technique
Technique & Teamwork Focus
•Year 5
•Athletics
•Start Planning Better PE Lessons
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How can we use the hop, step, jump sequence to achieve maximum distance while maintaining perfect technique?
Learning Objectives
- To develop technique and coordination in the triple jump sequence
- To understand the biomechanics of each phase: hop, step, and jump
- To apply feedback to improve jumping performance and distance
Key Outcomes
- Students will perform the triple jump sequence with correct hop-step-jump pattern
- Students will demonstrate control at take-off and landing with appropriate knee bend
- Students will provide constructive feedback to improve technique
Equipment & Resources Required
Use for marking distances, start lines, and personal best markers
Alternative: Markers, bean bags, or chalk marks
One per group of 6-8 students for distance measurement
Alternative: Trundle wheels, measuring ropes, or pre-marked lines
One colour per foot position to show sequence visually
Alternative: Different coloured cones or chalk marks
Key Vocabulary
An athletics event consisting of three consecutive phases: hop, step, and jump
Taking off and landing on the same foot while driving the knee upwards
Landing on the opposite foot to gain maximum distance
Powerful upward and forward movement of knees and arms
The force gained through continuous movement that helps achieve distance
The moment when the foot leaves the ground to begin each phase
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on two feet with control
- Hopping on one foot with balance
- Understanding of take-off and landing technique
Current Skills
- Triple jump sequence (hop, step, jump)
- Coordination between different jumping phases
- Using momentum and rhythm for distance
Next Steps
- Long jump with run-up technique
- High jump approach and technique
- Combined athletics events
Milestone Indicators
Key Teaching Points
- Triple jump pattern is hop (same foot), step (other foot), jump (both feet)
- Drive knees high and forward throughout all phases
- Maintain continuous movement without stopping between phases
- Run-up builds momentum to increase jumping distance
- Land with control and bent knees for safety
- Partner feedback helps improve technique and performance
- Rhythm and timing are crucial for successful triple jump
Common Misconceptions
- Thinking all phases use the same jumping technique - each phase has different requirements
- Believing distance is more important than technique - good technique leads to better distance
- Assuming you jump as high as possible - triple jump is about forward momentum and distance
- Thinking the run-up should be very fast - controlled speed allows for better take-off technique
- Believing stronger students will automatically be better - technique and coordination are more important than strength
SEN Adaptations
ADHD
- Shorter practice intervals with clear targets, immediate feedback and recognition, movement-based learning suits learning style
dyspraxia
- Break down into individual phases first, use visual markers for foot placement, extra practice time for coordination
autism spectrum
- Clear visual sequence cards showing hop-step-jump pattern, consistent routine and structure, quiet space available if needed
visual impairment
- Use brightly coloured cones for marking, verbal descriptions of distances, buddy system for guidance during run-ups
hearing impairment
- Visual demonstrations with clear hand signals, written instruction cards, use of visual cues for rhythm
physical disability
- Modify to single or double jumps as appropriate, seated throwing activities, wheelchair racing with jump actions
Cross-Curricular Links
Maths
Measuring distances accurately, comparing measurements, understanding scale (world record distance), calculating combined distances
Science
Forces and motion, understanding momentum and its effects, body mechanics during jumping phases
Geography
Understanding scale and distance, mapping out measurements, using measuring equipment accurately
PSHE
Working cooperatively, giving constructive feedback, supporting others' learning, building resilience through practice
Teacher Guidance
Positioning
Move around the area to observe different pairs, position at start line during demonstrations
Observation Focus
Watch for correct foot sequence, continuous movement, and safe landing technique
Intervention Points
Step in if students are using incorrect foot pattern, landing unsafely, or becoming overly competitive
Demonstration Notes
Use exaggerated movements to show technique clearly, perform slowly then at normal speed, use counting to show rhythm
Verbal Cues
- •'Same, other, both!' to reinforce foot pattern
- •'Drive those knees up and forward!'
- •'Keep it flowing - no stops!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear outdoor area or large sports hall
Surface Check
Level ground free from holes, wet patches or debris that could cause slips
Equipment Safety
Safety Checks
- •Cones placed safely away from landing areas
- •Tape measures handled carefully and stored properly
- •No trip hazards from equipment
Risk Management
Key Risks
- •Landing injuries from poor technique
- •Collisions during run-up approaches
- •Overexertion or muscle strain
Risk Mitigation
- •Clear landing zones with adequate space between pairs
- •Controlled run-up approaches with designated lanes
- •Progressive skill building from static to moving jumps
- •Proper warm-up and cool-down protocols
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all landing areas
- •Monitor run-up approaches for safety
- •Watch for signs of fatigue or poor technique
Emergency Procedures
Stop all activity immediately if injury occurs, assess severity, apply first aid as appropriate and follow school protocols