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Lesson 8 - Triple Jump Technique

Biomechanics & Excellence

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Year 7

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Athletics

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Big Question

How can we use rhythm and explosive power to maximise distance in the triple jump?

Learning Objectives

To execute the proper hop-step-jump sequence of the triple jump technique
To maintain core stability during all three flight phases
To use explosive arm swing to increase air time and distance
To develop consistent triple jump technique with progressive run-up distances

Key Outcomes

Students will successfully complete multiple triple jumps using correct hop-step-jump sequence
Students will demonstrate improved core control during flight phases
Students will apply video analysis to identify and improve technique
Students will measure and record personal distance improvements

Equipment & Resources Required

Tablets

5 (1 per group)

Fully charged, Slo-Pro app or equivalent installed, positioned at optimal angle to sand pit

Alternative: Smartphones with slow-motion capability, digital cameras with video function

Tag Belts

30 (1 per student)

Laid out in straight line with equal spacing (approximately 40-50cm apart) for warm-up

Alternative: Skipping ropes laid flat, chalk lines, floor tape markers

Dish Cones

40-50

Used for run-up markers and activity zone boundaries

Alternative: Spots, chalk marks, tape markers

Sand Pit

1-2 pits

Sand raked level, pit edges clearly marked, approach runway clear and dry

Alternative: Layered gym mats (minimum 20cm thick) if sand pit unavailable

Sun Markers

Sets for 5 stations

Markers at 2m, 4m, 6m, 8m, 10m from take-off point

Alternative: Chalk marks, tape markers, painted lines

Measuring Tapes

4-6

Secured at pit edge for measuring distances from take-off point

Alternative: Trundle wheel, pre-marked distance zones

Clipboards

1 per group (6 total)

Include columns for: name, take-off leg, distance, technique notes

Alternative: Digital recording on tablets, laminated sheets with dry-wipe markers

Scoring Boards

4-6 stations

Clearly visible take-off line at appropriate distance from pit

Alternative: Coloured tape, chalk lines, foam strips

Key Vocabulary

Hop-Step-Jump

The three-phase sequence of the triple jump: hop on same leg, step onto opposite leg, jump into sand pit

Take-Off Leg

The leg used to initiate the first hop phase; typically the stronger or dominant leg

Core Stability

Maintaining a strong, controlled body position during flight by engaging abdominal and back muscles

Bounce

The elastic, springy quality of each contact with the ground that maintains forward momentum

Flight Phase

The time spent in the air during each of the three jumps where technique determines distance

Sequence

The specific order of leg contacts: same leg, opposite leg, both legs for landing

Hanging Technique

An advanced flight position where the athlete extends their body to maximise air time

Run-Up

The approach sprint that generates speed and momentum for the triple jump sequence

Skill Progression Pathway

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

Prior Learning

Basic running technique and rhythm
Single leg hopping and balance
Standing long jump technique
Safe landing in sand pit

Current Skills

Hop-step-jump sequence coordination
Core stability during multiple flight phases
Progressive run-up control
Video analysis and peer coaching

Next Steps

Competitive triple jump with full run-up
Advanced flight phase techniques (sail, hang, hitch-kick)
Maximum speed approach with rhythm maintenance
Competition preparation and performance under pressure

Milestone Indicators

Consistent correct sequence (left-left-right or right-right-left)

Visible core tension during flight phases

Rhythmic 'hop-STEP-JUMP' pattern with increasing distances

Controlled landing without falling backwards

Key Teaching Points

Triple jump sequence is SAME leg twice (hop), OPPOSITE leg once (step), BOTH legs for landing (jump) - this is fundamental
RHYTHM is more important than speed - controlled rhythm creates better technique than fast uncontrolled approach
CORE STABILITY during flight phases maximises distance and control - teach 'tight body like a plank' not 'floppy body'
ARM DRIVE must be explosive and coordinated with each phase - arms drive UP not just forward creating lift
BOUNCING quality of contacts is critical - elastic springy contacts not dead flat-footed stamps maintain momentum
FORWARD trajectory emphasis not vertical - all three phases travel forward covering distance not just upward height
SAFE LANDING technique is non-negotiable - bent knees, controlled fall forward if imbalance, never locked knees or backward fall

Common Misconceptions

MISCONCEPTION: 'Triple jump is just three long jumps in a row.' CORRECTION: It's three distinct connected phases with specific leg sequence - hop (same leg), step (opposite leg), jump (both legs). Each phase has different technique.
MISCONCEPTION: 'The faster I run, the further I'll jump.' CORRECTION: Uncontrolled speed breaks down technique and sequence. Controlled speed with correct rhythm produces better results than maximum speed with poor technique.
MISCONCEPTION: 'I should jump as HIGH as possible in each phase.' CORRECTION: Triple jump is about FORWARD distance not vertical height. Each phase should project forward at low trajectory, not upward.
MISCONCEPTION: 'My arms don't really matter, it's all about the legs.' CORRECTION: Arm drive creates significant lift and distance. Research shows coordinated arm swing can add 20-30cm to total distance.
MISCONCEPTION: 'I have to land on my feet in the sand pit.' CORRECTION: Elite triple jumpers land on feet then fall forward onto hands/body to maximise distance. Falling backward loses distance and risks injury.
MISCONCEPTION: 'If I foul by overstepping, it doesn't really matter in practice.' CORRECTION: Developing accurate approach rhythm prevents fouls in competition. Consistent take-off point creates consistent technique.
MISCONCEPTION: 'My take-off leg can change depending on how I feel.' CORRECTION: Consistent take-off leg allows muscle memory and technique development. Changing legs creates confusion and inconsistent results.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement (section structure supports this). Clear, concise instructions with visual supports. Frequent movement opportunities - no extended sitting. Active roles throughout (not passive waiting). Positive reinforcement frequent and specific. Clear boundaries and expectations. Option for movement break if needed. Leadership roles channelling energy positively. Countdown timers making time visible.

dyspraxia

Extended time on each progression level before advancing. Larger, brighter equipment for improved visibility and tracking. Simplified sequence initially: Hop-hop-land, then progress to full sequence. Visual footprint path showing where to place feet. Reduced run-up distance throughout (2-4m maximum). Partner providing verbal cues during attempt. Focus on personal improvement not comparison to others. Celebration of attempt and effort over technical perfection.

autism spectrum

Clear visual schedule showing lesson sequence and timings. Preparation: Advance notice that next lesson involves jumping. Structured roles within groups (written on cards). Quiet zone available if sensory overload from group noise. Predictable routine maintained throughout lesson. Visual sequence cards available throughout for reference. Social story about triple jump and expected behaviours. Option to observe first round before participating if needed.

visual impairment

Use bright, high-contrast cones and tape for visual markers. Verbal description of demonstration with permission to tactile exploration of teacher's body position during demonstration. Bright yellow/orange ball for tracking practice. Buddy system with sighted partner providing verbal guidance during approaches. Textured tape at take-off line to feel with foot. Extended time for spatial familiarisation with sand pit area before jumping.

hearing impairment

Visual demonstration emphasised over verbal instruction. Visual cue cards with sequence shown pictorially (footprint icons). Use visual signals for start (flag drop, hand signal) rather than verbal commands. Partner positioned in visual field during approach to provide visual encouragement/cues. Written instructions on clipboard for reference. Teacher maintaining visual contact when giving instructions.

physical disability

Wheelchair users: Adapted rolling and pushing sequences creating rhythm patterns, measurement activities as key contributor. Lower limb impairment: Upper body work focusing on arm drive technique, coaching and video analysis roles prioritised. Modified sequence: Single-phase long jump if three-phase too complex. Crutch users: Seated ball toss creating hop-step-jump rhythm, key coaching role. Prosthetic limb users: Additional time for familiarisation, potential take-off leg adjustment, focus on rhythm over distance.

Cross-Curricular Links

English

Technical vocabulary development: hop, step, jump, sequence, core stability, take-off leg, flight phase, hang technique. Instructional writing: Writing coaching instructions for partner. Persuasive language: Providing encouraging feedback to motivate partner. Listening and speaking: Following multi-step instructions, presenting feedback verbally.

Maths

Measurement skills: accurately measuring distances using measuring tape to nearest centimetre. Data handling: recording distances in tables, identifying best distance from three attempts. Averages: calculating mean distance across three attempts. Percentage improvement: calculating percentage increase from standing to run-up attempts. Patterns: recognising sequence patterns (Le-Le-Ri vs Ri-Ri-Le).

Science

Forces: Force generation during push-off, gravitational force during flight phase, friction between foot and surface. Newton's laws: Every action has equal and opposite reaction (pushing down to jump forward). Body systems: Cardiovascular system response to exercise, muscular system function during explosive movements. Biomechanics: Levers in human body (legs as levers during jump phases), trajectory and projectile motion.

Computing

Digital literacy: Using iPad video recording technology safely and effectively. Video analysis: Using slow-motion apps to analyse movement. Data input: Recording distances accurately on digital recording sheets or apps.

Geography

Directions and spatial awareness: Understanding approach angles, run-up paths, trajectory. Measuring distance: Using standard units (metres, centimetres) consistently. Scale: Relating personal distances to world record distances on scale model.

PSHE

Resilience: Persisting when technique challenging, responding positively to setbacks. Teamwork: Supporting partners to achieve personal bests, effective communication in coaching roles. Goal-setting: Setting realistic targets for distance improvement. Self-awareness: Identifying personal strengths and areas for development through reflection. Growth mindset: Understanding that technique improves with practice and specific effort.

Teacher Guidance

Positioning

During warm-up: Central position for visibility of all groups attempting Maasai challenge. During skill introduction: Front of group with clear demonstration space and visible background. During progressive practice: Circulate between stations spending 2-3 minutes at each, prioritising groups showing unsafe technique or off-task behaviour. During competition: Position at sand pit area for visibility of approaches and landings. During cool-down: Front position for stretch demonstrations and video display visibility.

Observation Focus

Warm-up: Single-leg hopping control, rhythm development, team cooperation. Skill introduction: Correct leg sequence identification, bouncing quality (springy not flat-footed), take-off leg preference emerging. Skill development: Sequence maintenance with run-up, core stability during flight phases, arm drive coordination, safe landing consistency, quality of peer coaching. Competition: Technique under pressure, strategic run-up choice, measurement accuracy, partnership quality. Cool-down: Stretch form, engagement with video analysis, reflection depth.

Intervention Points

Intervene immediately if: Unsafe landing technique (locked knees, falling backwards uncontrolled), equipment being mishandled, incorrect measurement technique creating false data, vague coaching not helping partner improve, competitive pressure causing reckless attempts, students off-task during group work, fatigue causing technique breakdown. Provide positive reinforcement when: Correct sequence maintained with run-up, visible core stability improvement, high-quality specific peer feedback, supportive partnership behaviour, strategic self-regulation (choosing appropriate challenge level).

Demonstration Notes

Demonstrate at multiple speeds: Slow-motion breakdown for initial teaching, ¾ speed for rhythm emphasis, full speed for inspiration. Use exaggeration to highlight key points: Over-emphasise arm drive, show tight vs floppy core comparison, demonstrate correct vs incorrect sequence side by side. Invite confident students to demonstrate for peer modelling but ensure diversity of demonstrators (not just highest-performing athletes). Use yourself to model mistakes and corrections creating safe learning environment. Video demonstrations of elite athletes as supplement not replacement for live demonstration.

Verbal Cues

•'Soft touches!' when landing too heavily
•'Find your rhythm!' when sequence becoming disconnected
•'Same-same-change!' to remind sequence pattern
•'Drive those arms!' when arms passive during phases
•'Bounce not stamp!' when flat-footed landing
•'Tight core!' when body position floppy in flight
•'Eyes forward!' when looking down breaking posture
•'Spring like a kangaroo!' to encourage elastic quality

Safety Considerations

Space & Surface Requirements

Space Requirements

Athletics track or large outdoor space with sand pit for triple jump. Minimum 30m run-up area × 4m wide per station. Sand pit minimum 2.5m × 6m. If indoors using mats: minimum 8 stacked gym mats (20cm+ total height) with additional safety mats surrounding. Clear approach runway free from obstacles.

Surface Check

Sand pit: Sand raked level, minimum 30cm depth, free from stones/debris, edges clearly defined. Approach runway: Dry, non-slip surface (tartan track, astroturf, or dry grass), no holes or uneven patches. Take-off board secured and level. Indoor alternative: Mats stable and not sliding on floor.

Equipment Safety

Safety Checks

•iPads in protective cases, handlers briefed on careful use, positioned safely away from jumping zone
•Measuring tapes with no sharp edges, tape mechanism functioning smoothly, secured when not in use to prevent trip hazards
•Cones stable and visible, checked for cracks or sharp edges
•Tag belts laid flat and secured for warm-up, collected before progression to sand pit
•Take-off board/line clearly marked with bright tape or painted line for visibility

Risk Management

Key Risks

•Ankle/knee strain from repetitive single-leg hopping and landing impacts
•Falls in sand pit particularly falling backwards on landing
•Collisions between students if inadequate spacing at multi-station setup
•Overuse injuries from excessive attempts without rest
•Equipment drops (iPads) causing damage or injury
•Overstretching during cool-down causing muscle strain

Risk Mitigation

•Thorough warm-up including ankle mobility and single-leg hopping preparation
•Progressive skill development: standing before run-up, short run-up before long run-up
•Clear instruction and demonstration of safe landing technique (knees bent, controlled fall forward not backward if imbalance)
•Designated safety spotter role within groups checking pit clear before each jump
•Minimum 5m spacing between groups/stations to prevent collisions
•Rotation of roles ensuring adequate rest between maximum efforts
•iPad handlers positioned outside jumping zone with clear protocols for device care
•Stretching demonstration emphasising gentle sustained stretches not forced bouncing
•Teacher supervision prioritising safety over maximum performance
•Immediate stop if technique breaking down to point of unsafe landings

Supervision & Emergency Procedures

Supervision Points

•Position at corner of sand pit area for visibility of approaches and landings
•Circulate during group practice providing feedback and monitoring safety compliance
•Intervene immediately if students overstepping take-off line by dangerous distance
•Monitor for signs of fatigue leading to poor technique
•Ensure safety spotters in groups are attentive not distracted
•Check sand pit condition periodically - rake if becoming compacted or uneven
•Watch for competitive pressure causing reckless approaches

Emergency Procedures

Stop signal established (whistle or 'FREEZE' command). All students know to stop immediately and look at teacher. For injury: STOP all activities, assess injured student, appropriate first aid, send for additional support if needed. For equipment issue (broken iPad, damaged take-off area): Immediately close that station until rectified. Minor injuries (twisted ankle): Student sits out remainder of lesson with ice, parents informed. Sand pit depth checked before lesson - if insufficient depth (<30cm), activity modified to mat landing or postponed.