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Lesson 6 - Standing Triple Jump

Advanced Athletic Power and Precision Development

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Year 6

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Athletics

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Big Question

How can we combine three different jumps to achieve maximum distance?

Learning Objectives

To develop the technical skills required for standing triple jump
To understand the biomechanics of hop, skip and jump sequence
To apply correct technique to achieve maximum distance

Key Outcomes

Students will perform a fluent standing triple jump sequence
Students will understand the importance of technique in athletic performance
Students will evaluate and improve their jumping performance

Equipment & Resources Required

Measuring Tapes

6-8

Available for groups to measure distances

Alternative: Metre sticks, trundle wheels

Cones

For marking distances and creating jump stations

Alternative: Bean bags, markers

Sand Pit

1-2 areas

Clear, level surface for safe landing

Alternative: Gym mats, grass area

Score Sheets

1 per pair

For tracking distances and attempts

Alternative: Whiteboard and pens

Key Vocabulary

Triple Jump

A sequence of three 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

Take-off

The moment when the foot leaves the ground to begin a jump

Flight Phase

The time spent in the air during each jump

Landing

The moment when feet make contact with the ground

Skill Progression Pathway

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

Prior Learning

Standing long jump technique from previous lessons
Basic hopping and skipping movements
Understanding of take-off and landing principles

Current Skills

Combining hop, skip and jump in sequence
Coordinating arm swing with leg movements
Selecting appropriate take-off foot

Next Steps

Triple jump with approach run
Advanced jumping combinations
Competition preparation and tactics

Milestone Indicators

Smooth transition between jump phases

Consistent landing technique

Understanding of optimal technique

Key Teaching Points

The triple jump sequence is HOP (same foot), SKIP (change feet), JUMP (land on both)
Rhythm and flow are more important than individual jump height
Arms must swing forward to generate momentum and maintain balance
Knees should be bent for take-off power and safe landing
Focus on technique before attempting maximum distance
Each phase serves a purpose - hop for distance, skip for transition, jump for final distance
Athletes choose their stronger leg to begin the sequence

Common Misconceptions

Thinking triple jump is just three long jumps - actually requires specific hop, skip, jump sequence
Believing jumping higher gives more distance - forward momentum is more important
Assuming arms don't matter - arm swing is crucial for balance and power
Thinking all three phases should be equal distance - the final jump should be the longest
Believing anyone can start with either foot - athletes have a preferred take-off leg

SEN Adaptations

ADHD

Clear boundaries marked, frequent positive feedback, allow for movement breaks

dyspraxia

Break down sequence into smaller steps, extra practice time, use of visual cues and verbal prompts

autism spectrum

Clear routine and structure, visual sequence cards, quiet space available if needed

visual impairment

Use bright coloured cones for markers, provide verbal descriptions of demonstrations, buddy system for guidance

hearing impairment

Use visual demonstrations, clear hand signals for sequence, written instruction cards

physical disability

Adapt to seated throwing for distance, use upper body coordination patterns, modified measurement activities

Cross-Curricular Links

Maths

Measuring distances, calculating ratios and percentages, comparing data, problem-solving with measurements

Science

Forces and motion, gravity and resistance, muscle function and body mechanics, energy transfer

Geography

Measurement and scale, international sporting achievements, world records from different countries

PSHE

Goal-setting and perseverance, supporting others, resilience when facing challenges, celebrating achievements

Teacher Guidance

Positioning

Move between groups to observe technique, position to see all students during demonstrations

Observation Focus

Watch for correct foot sequence, arm coordination, balance on landing, and overall fluency

Intervention Points

Step in when students struggle with foot sequence, lose balance repeatedly, or show signs of frustration

Demonstration Notes

Always demonstrate the complete sequence slowly first, then at normal speed. Emphasise the rhythm and flow between phases

Verbal Cues

•'HOP-SKIP-JUMP!'
•'Swing those arms!'
•'Bend your knees for landing!'
•'Feel the rhythm!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor area or large indoor space

Surface Check

Level, non-slip surface free from holes or debris

Equipment Safety

Safety Checks

•Cones have no sharp edges
•Measuring equipment stored safely when not in use
•Landing areas clear of obstacles

Risk Management

Key Risks

•Ankle or knee injury from poor landing
•Falls due to loss of balance
•Collisions between students
•Fatigue-related injuries

Risk Mitigation

•Thorough warm-up focusing on leg muscles
•Progressive skill development
•Clear boundaries and safe distances between students
•Regular technique reminders to prevent injury
•Monitor for signs of fatigue

Supervision & Emergency Procedures

Supervision Points

•Position to observe all jumping areas
•Watch for correct landing technique
•Intervene if students show signs of fatigue or poor technique

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid or seek medical attention