Lesson 6 - Standing Triple Jump
Advanced Athletic Power and Precision Development
•Year 6
•Athletics
•Start Planning Better PE Lessons
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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
Available for groups to measure distances
Alternative: Metre sticks, trundle wheels
For marking distances and creating jump stations
Alternative: Bean bags, markers
Clear, level surface for safe landing
Alternative: Gym mats, grass area
For tracking distances and attempts
Alternative: Whiteboard and pens
Key Vocabulary
A sequence of three jumps: hop, skip (step) and jump
Jumping from one foot and landing on the same foot
Jumping from one foot and landing on the opposite foot
The moment when the foot leaves the ground to begin a jump
The time spent in the air during each jump
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
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