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Lesson 5 - Triple Jump Technique and Control

Multi-Discipline Mastery

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Year 6

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Athletics

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45 min

Big Question

How can we combine three different jumps to achieve maximum distance while maintaining perfect control and technique?

Learning Objectives

To develop power, control and technique for the triple jump
To understand and apply the hop, step, jump sequence with correct timing
To analyse and improve performance through peer feedback and measurement

Key Outcomes

Students will perform a controlled triple jump sequence showing clear hop, step, jump phases
Students will demonstrate improved distance through proper technique and run-up
Students will provide constructive feedback to partners on technique and performance

Equipment & Resources Required

Cones

Use for marking distances, take-off lines, and foot placement guides

Alternative: Markers, bean bags, or painted lines

Tape Measure

For measuring jump distances and setting up consistent distances

Alternative: Trundle wheels, marked measuring ropes

Base Stations

6 sets (3 colours x 2)

One colour for hop foot, another for step foot, third for landing

Alternative: Different coloured cones or markers

Key Vocabulary

Triple Jump

An athletics field event consisting of three consecutive jumps: hop, step, and jump

Hop

First phase where you take off and land on the same foot

Step

Second phase where you take off on one foot and land on the opposite foot

Jump

Final phase where you take off on one foot and land on both feet

Take-off Line

The line from which the triple jump sequence must begin

Dominant Foot

The foot you prefer to use for jumping and taking off

Run-up

The approach sprint before beginning the triple jump sequence

Momentum

The force that keeps you moving forward through all three jumps

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing techniques from previous athletics lessons
Understanding of take-off and landing safety
Experience with single jumps for distance
Ability to follow multi-step movement sequences

Current Skills

Hop, step, jump sequence execution
Coordination of three consecutive jumps
Run-up timing and distance measurement
Peer observation and feedback skills

Next Steps

Advanced triple jump with longer run-ups
Competition-style triple jump with official measurements
Analysis of Olympic triple jump techniques
Integration with other field events

Milestone Indicators

Consistent execution of hop-step-jump pattern

Improvement in measured distance over lesson

Smooth transition between phases

Effective use of run-up for momentum

Key Teaching Points

Hop phase: same foot take-off and landing with strong knee drive
Step phase: land on opposite foot reaching for maximum distance
Jump phase: two-footed landing with forward drive and arm coordination
Maintain smooth, consistent rhythm throughout entire sequence
Use run-up to build momentum and power for greater distances
Partner feedback is crucial for technique improvement
Safety through controlled landings and awareness of others

Common Misconceptions

That all three phases should cover equal distance - step phase usually covers most ground
That maximum speed in run-up always equals best performance - control is more important
That the final jump is most important - the hop sets up the entire sequence
That you can pause between phases - momentum must be maintained throughout
That bigger students always jump further - technique and coordination are more important than size

SEN Adaptations

ADHD

Shorter practice bursts, clear boundaries marked, regular positive feedback and refocusing

dyspraxia

Extra time for coordination development, simplified sequence initially, additional visual and verbal cues

autism spectrum

Clear routine and structure, visual sequence cards, quiet area available if overwhelmed

visual impairment

Use brightly coloured cones for markers, verbal descriptions of demonstrations, tactile guidance for foot placement

hearing impairment

Clear visual demonstrations, written instruction cards, hand signals for commands

physical disability

Modified jumping from seated position, adapted distances, focus on arm movements for momentum

Cross-Curricular Links

Maths

Measuring distances accurately, comparing measurements, calculating improvements, understanding averages

Science

Forces and motion, momentum and energy transfer, body mechanics and physics of jumping

Geography

Understanding distance and measurement, spatial awareness and direction

PSHE

Perseverance and resilience, supporting others, celebrating improvement over absolute achievement

Teacher Guidance

Positioning

Move between pairs during practice, position at side of run-up lanes for safety and observation

Observation Focus

Watch for correct foot patterns, smooth rhythm, safe landing technique, and effective partner feedback

Intervention Points

Step in if students showing poor technique, unsafe landings, or not understanding the sequence

Demonstration Notes

Use slow, exaggerated movements for teaching phases, normal speed for rhythm, emphasise key technical points clearly

Verbal Cues

•'Same foot, other foot, both feet!'
•'Smooth rhythm, don't stop!'
•'Drive those knees up!'
•'Reach for distance in your step!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 20m outdoor space or large sports hall with adequate run-up and landing areas

Surface Check

Level, non-slip surface free from holes, stones or debris that could cause injury during jumping

Equipment Safety

Safety Checks

•Cones placed safely away from landing areas
•Tape measures wound up when not in use
•Base stations secured and flat to surface

Risk Management

Key Risks

•Collision between students during run-ups
•Poor landing technique leading to ankle or knee injury
•Trips or falls during warm-up swipe game
•Overexertion during jumping activities

Risk Mitigation

•Clear run-up lanes marked and supervised
•Progressive skill development from static to moving
•Emphasis on controlled landings with bent knees
•Adequate rest periods between attempts
•Partner system for support and spotting

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all run-up lanes
•Monitor landing areas for safe technique
•Ensure students only jump on command
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear area if needed