Lesson 2 - High Jump Technique Development
Biomechanics & Excellence
β’Year 7
β’Athletics
β’Start Planning Better PE Lessons
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How can we use our body's momentum and physics to defy gravity and clear greater heights?
Learning Objectives
- To attempt the correct scissor technique, taking off with one leg and landing one after the other
- To gain height by raising the knee and swinging the arms to generate upward force
- To convert horizontal speed into vertical height using proper take-off mechanics
- To progress towards the flop technique by passing the bar backwards with an arched back
Key Outcomes
- Students will identify their dominant take-off leg and consistently use it for jumps
- Students will demonstrate improved height clearance through correct arm swing and knee drive
- Students will successfully execute scissor technique with coordinated movement patterns
- Advanced students will attempt flop technique with backwards bar clearance
Equipment & Resources Required
Position flat on ground, check for gaps between mat sections, ensure minimum 30cm clearance from walls
Alternative: Crash mats stacked to minimum 60cm height - NEVER use gym mats alone for high jump
Stands positioned stable and level, bar rests securely in notches, start at minimum height (40-60cm)
Alternative: Bamboo canes on marker cones at LOW heights only (max 50cm), elasticated bars for beginners
Fully charged, Slo-Pro app or similar slow-motion app installed, students briefed on careful handling
Alternative: Smartphones with video capability, digital cameras with video function
Used for safety stops and rotation signals
Alternative: Voice commands, visual signals for hearing impaired students
Mark take-off zones, approach run markers, waiting areas, safe zones around mats
Alternative: Markers, spots, chalk lines
For recording heights achieved and measuring approach runs
Alternative: Metre sticks, marked increments on stands
Include student names, height columns, technique checklist
Alternative: Digital recording on tablets, laminated sheets with dry-wipe markers
Cued to correct section, sound system checked, visible to all students
Alternative: Pre-downloaded high jump technique videos, demonstration videos on tablets
Key Vocabulary
The leg you push off from to generate upward force, typically your stronger or more coordinated leg
Driving your non-take-off leg upward with knee bent to at least hip height to generate lift and rotation
A high jump method where legs pass over the bar one at a time in a scissoring motion, facing the bar
Modern high jump method where athlete approaches at angle and clears bar backwards with arched back
The ability to pass completely over the bar without knocking it off the stands
The outward force you feel when running in a curve, which helps convert forward speed into upward lift
The powerful upward push from your take-off leg combined with arm swing and knee drive
The running steps taken before take-off to build momentum and position for the jump
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and coordination skills
- Experience with take-off and landing activities
- Understanding of jumping for height vs distance
- Basic spatial awareness and body control
Current Skills
- Identifying dominant take-off leg through practical experimentation
- Coordinating arm swing with leg drive for vertical lift
- Executing scissor technique with sequential leg clearance
- Converting horizontal momentum into vertical height
- Analysing technique through video feedback and peer observation
Next Steps
- Developing consistent curved approach run for flop technique
- Mastering arched back position at peak height
- Increasing height clearance through refined technique
- Competing in athletics competitions using proper high jump form
Milestone Indicators
Key Teaching Points
- Emphasise identification and consistent use of dominant take-off leg - this is the foundation for all high jump technique
- Connect take-off leg to approach side: right leg = right side approach, left leg = left side approach
- High knee drive is crucial for gaining height - thigh should reach at least parallel to ground at take-off
- Arm swing from low behind body to high overhead position adds significant height - demonstrate full range of motion
- In scissor technique, legs must pass over bar sequentially (one after the other) not simultaneously
- Technique quality must be maintained as heights increase - never sacrifice form for height
- Video analysis provides feedback that verbal coaching alone cannot - use it liberally for maximum learning
- Create inclusive atmosphere where all achievement levels are celebrated equally - height is relative to individual starting point
- Safety is non-negotiable: one jumper at a time, proper equipment setup, appropriate heights for ability
- Flop technique is an extension for advanced students only - scissor technique must be secure first
- Use structured peer roles to maximise engagement and learning even when not jumping
- Rotation system ensures equitable practice time and prevents fatigue-related injuries
- Link physical movements to science/physics concepts making PE intellectually engaging
Common Misconceptions
- I should take off from both feet at the same time like a standing jump Reality: Single-leg take-off generates more upward force than two legs. Demonstrate difference by comparing two-foot jump height to single-leg jump height. Explain biomechanics: one leg can extend more fully creating greater force.
- The higher I run/faster I go, the higher I'll jump Reality: Controlled speed is more important than maximum speed. Too much speed prevents effective transfer to vertical height. Demonstrate optimal approach pace (70-80% maximum speed). Explain that last step needs time to plant firmly and convert momentum.
- I should lean backwards as I take off to go higher Reality: Upright or slightly forward position at take-off is optimal. Leaning back reduces upward force and can cause loss of balance. Demonstrate correct upright posture. Explain that knee drive and arm swing create height, not body lean.
- Scissor technique is for beginners and flop is for experts, so I should skip to flop Reality: Scissor technique teaches essential fundamentals: take-off leg, knee drive, arm swing, rotation. These skills transfer to flop. Attempting flop without mastering scissor leads to poor technique and potential injury. Progression is necessary for safety and skill development.
- If I can clear 70cm, I should move up to 80cm or 90cm quickly Reality: Small progressive increases (5-10cm) allow technique consolidation and reduce injury risk. Large jumps in height often lead to technique breakdown and failure. Success is built through gradual progressive overload. Compare to climbing stairs vs. climbing a ladder.
- Landing on my feet after clearing the bar is best Reality: For scissor technique, landing on opposite foot from take-off shows proper rotation. For flop technique, landing on back on mat is correct and safe - this is why we have thick mats. Demonstrate and explain that technique determines landing position.
- I should jump straight upwards at the bar Reality: Slight forward trajectory is natural and correct. Demonstrate how jumping straight up would mean standing directly under bar (impossible). Explain that approach angle creates forward momentum that combines with upward force for optimal clearance.
- My arms don't really make a difference to my jump height Reality: Demonstrate jump with arms at sides vs. full arm swing - observable difference in height. Explain physics: arm swing adds momentum that transfers to upward movement. Show video of Olympic athletes - all use powerful arm swing. Quantify difference (arms can add 10-20cm to vertical jump).
SEN Adaptations
ADHD
- Provide frequent movement breaks - high jump naturally incorporates this through rotations. Keep activity transitions quick to maintain engagement. Give one instruction at a time rather than multi-step sequences. Use physical demonstrations rather than lengthy verbal explanations. Assign student active roles (jumper, safety manager) rather than passive (recorder) to channel energy. Provide immediate feedback rather than delayed - instant video feedback ideal. Break lesson into short, varied sections maintaining novelty. Use high-energy positive reinforcement. Allow fidget tools during video watching or peer observation times. Position student near teacher for easy redirection if attention wanders. Incorporate competitive elements to boost motivation. Set short-term achievable targets (clear next height increase, not lesson-end goal).
dyspraxia
- Provide additional warm-up time focusing on coordination exercises and balance activities. Break technique down into smaller components - master take-off leg first before adding knee drive, then add arm swing, then sequential legs. Use larger, softer ball for any ball-based warm-ups. Provide hand-over-hand guidance for correct arm swing pattern if needed. Use trampolining/rebounding activities to develop body awareness in air. Start with very low heights (30-40cm) ensuring success and confidence. Provide extra landing practice - step off low platform onto mat repeatedly. Allow extended practice time for each skill element before progressing. Use consistent verbal cues synchronized with movements ('step-step-JUMP'). Consider slightly shorter approach run (3 steps vs. 5-7) to reduce coordination demands. Pair with patient peer who can model slowly. Celebrate effort and small improvements enthusiastically to build confidence despite motor challenges.
autism spectrum
- Provide visual schedule showing lesson sequence and timing for each section. Pre-teach expectations before lesson with visual guide to equipment and activities. Designate quiet zone away from mat where student can take sensory break if needed. Use consistent, predictable routine for group rotations with visual timer. Provide written/picture checklist of technique points for concrete reference. Allow student to wear headphones during loud sections if helpful. Give advance warning of transitions with 2-minute and 1-minute countdowns. Assign consistent peer partner who understands communication style. Reduce social demand by allowing student to work independently with teacher coaching if preferred. Celebrate successes with student's preferred praise method (not all like public attention).
visual impairment
- Use brightly coloured bar (yellow or orange high-visibility) for maximum contrast against background. Provide auditory cues for approach and take-off timing - teacher or peer calls 'Step, step, step, JUMP!' Use textured markers (e.g., tactile ground markers) to indicate starting position. Partner guidance system with sighted peer describing mat position and bar height verbally. Allow tactile exploration of mat area and bar position before attempts. Use audible goal (e.g., bell above bar) to provide height target. Reduce environmental distractions and ensure consistent, clutter-free approach area.
hearing impairment
- Use visual signals throughout: thumbs up for 'go', flat hand for 'stop', arms raised for 'successful clearance'. Ensure teacher demonstrations are extra clear with exaggerated movements. Provide written/picture instruction cards showing technique sequence. Position student where they can see teacher and peers clearly at all times. Use visual timer showing rotation times. Teach partner to use clear hand signals for feedback. Closed captions on BBC Bitesize video or provide transcript. Ensure student's video coach is positioned in their sightline so feedback is visible. Use vibrating timer for attempt signals if available.
physical disability
- Adapt for wheelchair users: Create 'seated high jump' using reaching height challenge - set bar across at shoulder height, student propels wheelchair and reaches up to touch/pass hand over bar, progressively raise height. For ambulatory students with limited mobility: Reduce approach distance (1-3 steps only), use standing jump from close to mat, lower starting heights (30-40cm), provide arm support if balance affected (partner holds student's hand during approach), use step-up blocks to reduce jumping demand while maintaining technique learning. Modify landing to step-down rather than jump if needed. Ensure mat access is level with no steps.
Cross-Curricular Links
English
Using technical vocabulary accurately (take-off, knee drive, centrifugal force, clearance, flop, scissor), articulating observations and analysis of technique, providing verbal feedback to peers using appropriate tone and language, following and giving complex instructions with multiple steps, describing movement sequences using time connectives (first, then, next, finally)
Maths
Measuring heights in centimeters and converting to metres, calculating personal improvement (final height - starting height = improvement), working with increments of 5cm and 10cm, creating bar charts or line graphs showing progressive heights across multiple attempts, calculating percentages (e.g., success rate: cleared attempts Γ· total attempts Γ 100), comparing ratios of heights achieved to body height
Science
Forces and motion - gravitational force vs. upward force generated by take-off, Newton's laws of motion applied to jumping, conversion of kinetic energy (horizontal speed) to potential energy (vertical height), centrifugal force on curved approaches, levers in the body (bones as levers, joints as fulcrums), muscle contraction and extension during explosive movements, cardiovascular response to intense exercise (heart rate, breathing rate), biomechanics of optimal take-off angles
Geography
Understanding of angles and directions (approaching from right vs. left side), spatial awareness and positioning relative to mat and bar, mapping movement patterns and approach runs, using directional language (horizontal, vertical, diagonal, curved)
Physics
Momentum and energy transfer, trajectory and projectile motion, rotational force and angular momentum in flop technique, centre of mass and how it changes during bar clearance, optimal take-off angles for maximum height (approximately 45 degrees), velocity and acceleration during approach run
PSHE
Growth mindset and resilience when facing challenges, managing emotions when attempts are unsuccessful, setting personal goals and working towards them, celebrating personal achievement without unhealthy comparison to others, understanding that different people have different strengths and abilities, working collaboratively in teams with shared responsibility, giving and receiving constructive feedback respectfully, leadership skills when coaching and supporting peers
Technology
Using iPads and Slo-Pro app for video analysis, understanding slow-motion video technology, analysing movement using digital tools, data recording and spreadsheet skills for tracking heights, using technology to provide feedback and improve performance
Teacher Guidance
Positioning
Circulate continuously between stations rather than remaining static. Position yourself where you can see multiple stations simultaneously - typically centre of hall or field. When flop technique is being attempted, position yourself at that station for close supervision. During video analysis, position to side of screen with clear view of all students. During competition, move between stations checking recording accuracy and providing encouragement.
Observation Focus
Priority observations: 1) Safety - landing on mat securely, controlled approaches, equipment secure, 2) Take-off leg consistency - essential foundation for all technique, 3) Knee drive height - key indicator of technique quality, 4) Arm swing coordination - often overlooked but crucial for height, 5) Sequential leg clearance in scissor showing proper rotation, 6) Students in non-jumping roles remaining engaged and contributing, 7) Group dynamics ensuring positive, supportive atmosphere, 8) Technique quality maintained as heights increase - watch for deterioration under pressure.
Intervention Points
Intervene when: 1) Safety protocols not followed - immediate whistle stop and reset, 2) Wrong take-off leg used repeatedly - individual coaching needed, 3) No observable knee drive - demonstrate and provide tactile cue, 4) Bar raised too quickly before technique established - lower back down, 5) Technique deteriorating due to fatigue - enforce rest period, 6) Students disengaged in non-jumping roles - re-clarify role importance, 7) Negative comments or comparison between students - address immediately with inclusive language, 8) Frustration or disappointment evident - reframe focus on personal progress not absolute height.
Demonstration Notes
Use demonstrations liberally throughout lesson: 1) Personal demonstration at start showing full technique slowly then full speed, 2) Freeze-frame positions showing key moments (take-off position, peak height, bar clearance), 3) Student demonstrations showcasing good examples from practice - choose varied abilities not just highest achievers, 4) Comparison demonstrations showing incorrect vs. correct technique side-by-side, 5) Video demonstrations from BBC Bitesize or Olympic footage for inspiration, 6) Partner demonstrations showing peer feedback in action. Always explain WHAT you're demonstrating, WHY it matters, and WHAT students should look for. Exaggerate key features for visibility across large space.
Verbal Cues
- β’'Plant and drive!' (at take-off moment)
- β’'Knee UP!' (emphasising knee drive)
- β’'Arms to the sky!' (promoting arm swing)
- β’'Scissors!' (reminding sequential leg action)
- β’'Soft landing!' (encouraging controlled landing)
- β’'That's YOUR take-off leg!' (reinforcing correct choice)
- β’'Technique before height!' (when bar raised prematurely)
- β’'Watch and learn!' (encouraging observation of peers)
- β’'Perfect practice makes perfect!' (emphasising quality attempts)
- β’'Next one will be even better!' (building resilience after failure)
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space per high jump station (mat plus approach run plus safety clearance). For 4 stations operating simultaneously, minimum 20m x 30m total space required. Ceiling height minimum 4m if indoors to avoid bar contact with ceiling. Mat positioned minimum 2m from walls and fixed equipment.
Surface Check
Dry, even, non-slip surface essential for approach runs. Indoor: check for wet patches, debris, or equipment on floor. Outdoor: check for standing water, uneven ground, holes, or loose surface material. Approach run area must be firm not soft (e.g., grass cut short, not sand). Surface must allow controlled acceleration without slipping.
Equipment Safety
Safety Checks
- β’High jump mat minimum 2m x 3m x 60cm depth - NEVER use thin gym mats alone
- β’Mat checked for secure positioning with no gaps between sections
- β’Mat covered with secure cover (no loose material that could cause tripping)
- β’High jump stands stable with wide base, not easily tipped
- β’Bar rests loosely in notches allowing easy dislodging if contacted
- β’Bar minimum diameter 2.5cm to be visible and graspable if falling
- β’Starting height appropriate for age/ability - Year 7 start at 50-60cm maximum
- β’Maximum height set at 100cm for Year 7 unless demonstrating advanced technique and under direct supervision
- β’Approach area marked clearly with cones showing safe entry/exit routes
- β’No equipment stored within 2m of mat area during use
Risk Management
Key Risks
- β’Falls onto hard floor if missing mat - landing area clearly defined
- β’Collision with high jump stands or bar - proper approach angle taught
- β’Awkward landing causing ankle, knee, or back injury - landing technique emphasised
- β’Over-rotation in flop technique causing neck stress - only attempted by ready students with supervision
- β’Collisions between students if multiple approaching mat - one jumper at a time rule
- β’Tripping on approach due to surface hazards - area checked before each session
- β’Fatigue-related injuries from excessive attempts - rotation system limits continuous jumping
- β’Equipment falling or moving causing impact injuries - regular checks during lesson
Risk Mitigation
- β’Comprehensive warm-up preparing muscles and joints for explosive movements
- β’Progressive skill development from low heights before advancing
- β’Clear one-at-a-time protocol with visual signals (e.g., thumbs up from safety manager)
- β’Whistle freeze command established and practiced for emergency stops
- β’Teacher continuously circulating monitoring all stations
- β’Maximum 4-6 stations to allow adequate supervision
- β’Three-attempt limit per height prevents over-exertion
- β’Flop technique only introduced to students demonstrating secure scissor technique
- β’Additional supervision for flop attempts with teacher present at station
- β’Regular mat checks between rotations ensuring secure positioning
- β’Student roles include safety manager specifically focused on equipment and area checks
- β’Water breaks incorporated between rotations preventing dehydration and fatigue
Supervision & Emergency Procedures
Supervision Points
- β’Position yourself where you can see all active stations simultaneously
- β’Prioritise visibility of students attempting maximum heights or advanced techniques
- β’Station yourself near groups attempting flop technique for immediate support
- β’Scan continuously for fatigue signs (decreased technique quality, hesitation, complaints)
- β’Monitor approach areas for surface hazards or equipment drift
- β’Observe landing positions ensuring controlled, safe landings not awkward falls
- β’Check bar height is appropriate - not raised beyond capability causing dangerous attempts
- β’Ensure non-jumping students remain in designated safe zones not wandering near mats
- β’Monitor group dynamics for unsafe competition or pressure between students
- β’Keep first aid kit within reach and visible throughout lesson
Emergency Procedures
On whistle freeze signal: All activity stops immediately, students freeze in position, teacher assesses situation. For injury: Injured student remains still on mat if safe to do so, other students moved away from mat area, first aider summoned if needed, appropriate first aid administered, incident recorded following school protocol. For equipment failure: Activity stopped immediately, equipment secured/removed, alternative arrangements made or activity modified. All staff supervising PE must hold current first aid qualification and be aware of individual students' medical conditions/care plans.