Long Jump Skills

Overview

This lesson builds Year 6 students’ long jump movement skills by applying movement concepts of effort, space, time and body control. Students will also test different approaches and take-off options to improve distance and landing safety.

Learning intentions

• Students will apply a consistent run-up to improve the timing of take-off in the long jump.
• Students will investigate how adjusting effort (speed/force) and space (steps/board position) affects jump distance and control.
• Students will practise a safe landing technique that reduces injury risk.
• Students will work in pairs to predict and test strategies, then refine based on evidence.

Success criteria

• I can use an approach/run-up with clear steps and a controlled take-off near the take-off board.
• I can change my approach speed/effort and/or penultimate step to improve my jump outcome.
• I can land with bent knees, balanced body position, and no backward fall.
• I can give my partner specific feedback using agreed criteria and adjust after one test.

Curriculum links

• Movement concepts (effort, space, time, objects/people) used to improve movement outcomes, including adjusting force and speed for accuracy and control.
• Investigating effectiveness by predicting and testing strategies in a range of movement situations.
• Adapting and modifying movement skills across new or changing situations (run-up to take-off to landing).
• Participating positively in groups and teams by contributing to tasks, encouraging others and negotiating roles/responsibilities during skill practice.

Lesson structure (50 minutes)

1. 0–5 min · Safety + Hook. Teacher demonstrates a safe long jump take-off and landing (showing knee bend and balance) and asks: “What changes when we speed up, slow down, or change our last two steps?” Students listen, then share one idea with a partner.
2. 5–12 min · Dynamic warm-up. Teacher leads a circuit: jogging in place, high knees, butt kicks, skipping, ankle hops, arm swings, and practise “reach and hold” jumps in the air. Students follow movements, then do 3 short approach-and-stop rehearsals at a line.
3. 12–20 min · Technique mini-teach (run-up to take-off). Teacher models three options at speed-control levels: (A) steady approach, (B) slightly faster approach, (C) “same speed but adjust penultimate step,” focusing on time/timing into the board and active take-off. Students practise 2–3 “approach only” trials to a marker (no jump yet), counting steps and marking where they would plant.
4. 20–30 min · Stations: landings first (control). Teacher sets 3 stations using short run-ups to a landing area (or soft mat/treated sand zone if available):

• Station 1: “Stick the landing” from a small step (bent knees, hips forward).
• Station 2: “Reach and land” from a short approach (controlled arm swing, land forward in the sand).
• Station 3: Partner feedback using the criteria card (stable, knees bent, no backward fall). Students rotate every ~3 minutes, with a partner as observer/coach.

5. 30–43 min · Main activity: test-and-refine jumps. Teacher forms groups of 4 (two jumpers, two record/observe). Students complete 2 rounds of 2 jumps each (total 4 jumps per student), with a structured decision:

• Round 1 (predict): choose one focus—effort (same approach but “push harder” or “hold back”), space (add/remove one step), or time (aim for the same take-off rhythm).
• Round 1 (test): perform 2 jumps and record best distance.
• Round 2 (refine): adjust only the chosen focus, then perform 2 more jumps. Teacher circulates, checking board use (near/at board), posture at take-off, and safe landing.

6. 43–48 min · Reflective sharing. Teacher prompts: “Which change helped most and why?” Students share one effective strategy and one improvement for next time with their group/whole class.
7. 48–50 min · Exit check. Teacher collects one-minute self-rating: effort control (low/med/high), take-off timing (on/close/off), landing safety (confident/not yet). Students submit on a quick paper slip or class response board.

Resources

• Take-off board/marker and long jump sandpit/landing area
• Measuring tape (or marked measuring scale) and recording sheets
• Cones/markers for run-up step counting and station set-up
• Criteria cards for landing and take-off timing (simple checklist)
• Soft mats or designated safe practice zone for landing station
• Stopwatches optional (teacher can time effort rhythm informally)
• Whistle/teacher cue for transitions and safety reminders

Assessment

• Formative observation during stations: safe landing mechanics and take-off timing near the board.
• Partner feedback quality using agreed criteria (specific, actionable, respectful).
• Summative snapshot via exit check: predicted focus matched to observed improvement (self-report + recorded best distance).

Differentiation

• Support: Provide a “step count plan” (e.g., 6–8 steps from the marker) and a visual cue for the penultimate step; use smaller run-ups for safety and confidence.
• Support for students needing structure: Offer sentence starters for feedback (“I noticed…”, “Next time try…”, “Because…”).
• Extension: Students choose a more precise refinement (e.g., keep speed the same but adjust last two steps; or consistent arm swing timing) and justify the change using evidence from their distances.
• EAL/SEN: Use consistent gestures for each cue (reach, plant, land) and keep criteria cards to 2–3 key points; allow one-to-one coaching while peers rotate.