Lesson 2 - Triple Jump Technique and Distance
Power & Technique Excellence
•Year 6
•Athletics
•Start Planning Better PE Lessons
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How can we use the three phases of triple jump to achieve maximum distance and demonstrate athletic excellence?
Learning Objectives
- Develop understanding and execution of the three phases of triple jump (hop, step, jump)
- Apply correct technique to achieve greater distance in triple jump
- Demonstrate determination and resilience during challenging athletic activities
Key Outcomes
- Students will correctly identify and name the three phases of triple jump
- Students will perform a standing triple jump with improved technique
- Students will show perseverance when facing physical challenges
Equipment & Resources Required
4 cones per student for dominant foot testing, additional cones for distance marking
Alternative: Bean bags, markers, chalk marks
For jumping races and target practice
Alternative: Chalk circles, rope circles, marked zones
For relay race activities and target practice
Alternative: Small balls, blocks, markers
For measuring distances achieved in triple jump
Alternative: Metre sticks, marked ground lines
To mark dominant foot for each student
Alternative: Coloured wristbands, stickers
For line dancing warm-up routine
Alternative: Percussion instruments, clapping rhythm
Key Vocabulary
A distinct stage or step in the triple jump sequence
First phase - taking off and landing on the same foot
Second phase - landing on the opposite foot to the hop
Final phase - taking off from one foot and landing on both feet
The foot you naturally prefer to start jumping with
Lifting the non-jumping leg high to add power
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and hopping skills from earlier year groups
- Understanding of dominant foot preference
- Experience with measuring distances in athletics
Current Skills
- Triple jump phase identification and execution
- Coordinated hop-step-jump sequence
- Technical understanding of drive, landing and transition
Next Steps
- Long jump technique refinement
- Advanced running drills for athletics
- Competition preparation and rules understanding
Milestone Indicators
Key Teaching Points
- Hop phase: Same foot takeoff and landing with drive knee up
- Step phase: Transition to opposite foot with bounding action
- Jump phase: Single foot takeoff, both feet landing
- Maintain forward momentum throughout all three phases
- Use arms to drive power and maintain balance
- Focus on rhythm and flow rather than individual phases
- Land softly with bent knees to absorb impact
Common Misconceptions
- Thinking triple jump is just three separate jumps - emphasise flow and connection
- Believing bigger is always better - focus on technique over distance
- Assuming dominant foot is always strongest - test both feet properly
- Thinking speed equals success - emphasise controlled approach and technique
- Believing all students should achieve same distances - celebrate individual progress
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use active supervision and frequent feedback
dyspraxia
- Simplify movement patterns initially, provide additional practice time, break down phases into smaller steps, use repetition and consistency
autism spectrum
- Provide clear routine structure, visual schedule of activities, quiet space available if needed, consistent language and expectations
visual impairment
- Use bright coloured cones and equipment, provide clear verbal descriptions of demonstrations, buddy system for navigation
hearing impairment
- Use visual signals and demonstrations, written instruction cards, ensure clear line of sight for communication
physical disability
- Adapt distances and heights as appropriate, modify jumping to stepping or reaching movements, focus on participation over performance
Cross-Curricular Links
English
Technical vocabulary development, following multi-step instructions, descriptive language for movement
Maths
Measuring distances in metres and centimetres, comparing and ordering distances, calculating improvements between attempts
Science
Forces and motion in jumping, gravity and trajectory, energy transfer from muscles to movement
PSHE
Perseverance and resilience, setting personal goals, celebrating achievement and effort
Teacher Guidance
Positioning
Position at centre of area to observe all jumping practice, move between stations during relay activities
Observation Focus
Watch for correct foot patterns, controlled landings, progression in technique, signs of fatigue
Intervention Points
Step in if students showing poor technique that could lead to injury, support struggling students with individual help
Demonstration Notes
Use exaggerated movements to show phases clearly, demonstrate common mistakes as well as correct technique, involve confident students in demonstrations
Verbal Cues
- •'Push and drive!' for hop phase
- •'Big stride!' for step phase
- •'Stick the landing!' for jump phase
- •'Soft landings!' for general safety
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m clear area with additional run-up space, multiple jumping zones required
Surface Check
Dry, level surface essential for jumping activities, free from holes or uneven areas
Equipment Safety
Safety Checks
- •Check cones have no sharp edges or cracks
- •Ensure hoops are not slippery and lie flat
- •Verify measuring tapes retract safely
- •Bean bags properly filled and secure
Risk Management
Key Risks
- •Falls during jumping phases
- •Collisions between students in relay activities
- •Overexertion during repeated jumping
- •Injuries from improper landing technique
Risk Mitigation
- •Clear spacing between all jumping areas
- •Progressive skill building from standing to run-up
- •Emphasis on technique over distance/speed
- •Proper warm-up and cool-down protocols
- •Adult supervision at all activity stations
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple jumping areas simultaneously
- •Circulate actively during station-based activities
- •Focus on landing areas during triple jump practice
- •Monitor for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, ensure other students remain in safe area