Dynamic Warm-Up & Long Jump

Overview

This 60-minute session is the first of an eight-lesson unit titled Track and Field Mastery. It is designed for Year 7 to 9 students and focuses on developing fundamental athletic skills, specifically the long jump. The lesson strictly follows the National Curriculum for Physical Education (England, KS3), emphasising physical competence, understanding of techniques, and health and fitness awareness.

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National Curriculum Links

Key Stage 3

• Pupils should be taught to:

  • Develop flexibility, strength, technique, control, and balance [PE KS3 Programme of Study, paragraph 3c]
  • Perform dances using a range of movement patterns and take part in outdoor and adventurous activity challenges both individually and within a team [3a, 3d].
  • Take part in competitive sports and activities and apply basic principles suitable for attacking and defending [3b].
  • Analyse their performance and demonstrate improvement [3e].

• Skills focus for this lesson:

  • Movement competence: mastering technical skills (run-up, take-off, landing)
  • Physical development: improving explosive power and coordination through jumps
  • Personal and social responsibility: cooperation via peer feedback
  • Health and fitness: understanding the importance of warming up safely

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Learning Objectives

By the end of this lesson, students will:

1. Understand and perform an effective dynamic warm-up specific to track and field activities.
2. Demonstrate the long jump technique including a controlled approach run, explosive take-off, and safe landing.
3. Apply biomechanical principles to improve body position and momentum in the jump phase.
4. Work collaboratively through peer assessment to support skill development.

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Success Criteria

• Students complete a dynamic warm-up with appropriate exercises targeting muscles used in jumping.
• Students demonstrate a coherent long jump technique incorporating the approach, take-off, and landing phases.
• Students achieve a minimum jump distance benchmark set by the teacher (based on age and prior attainment).
• Students provide and accept constructive peer feedback using specific technical language.

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Equipment Needed

• Cones or markers for run-up lanes
• Measuring tape for jump distances
• Mats or sandpit for safe landing
• Visual aids: posters/videos illustrating long jump phases
• Whistles and stopwatches for timing

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Lesson Structure

1. Starter & Explanation (10 minutes)

• Gather students in a semicircle; explain the lesson objectives clearly and the importance of warming up dynamically.
• Show a short video or animated diagram of a professional long jump to highlight key technique phases.
• Question: “Why do athletes warm up dynamically rather than statically?” – brief discussion to embed understanding.

2. Dynamic Warm-Up (10 minutes)

• Lead the class through a track-specific dynamic warm-up:
  • High knees (20m)
  • Butt kicks (20m)
  • Walking lunges with torso rotation (10 reps)
  • Leg swings front to back and side to side (10 each leg)
  • Bounding strides (focus on explosive take-off) (20m)
• Differentiation:
  • For students with lower fitness or mobility levels, adjustments are offered (e.g., lower intensity, reduced distance).
  • Visual aids showing exercise form and peer leaders help others follow.

3. Introduction to Long Jump Technique (10 minutes)

• Break down the long jump into 3 phases: approach, take-off, landing.
• Discuss and demonstrate:
  • Approach: Controlled sprint, focus on consistent stride pattern
  • Take-Off: One-footed explosive jump, arm drive for momentum
  • Landing: Forward reach with legs together, bending knees to absorb impact safely
• Emphasise body positioning and momentum transfer.

4. Practical Skill Development (20 minutes)

• Organise students into pairs; one practices while the other observes and provides feedback using a simple checklist based on the success criteria. Rotate roles after 10 minutes.

• Set up marked run-up lanes and measure jump distances for motivation and benchmark.

• Circulate and provide targeted coaching points to individuals, including:

  • Encouraging consistent approach speed
  • Correct take-off foot placement
  • Balanced and safe landing technique

• Differentiation:

  • Provide visual cue cards for students needing extra support.
  • Encourage peer support from more confident jumpers.

• Extension for advanced learners:

  • Challenge students to experiment with arm swing and knee drive techniques to increase jump distance.
  • Introduce simple video analysis using a smartphone to self-assess technique.

5. Cool-down and Reflection (10 minutes)

• Lead a cool-down with slow jogging and dynamic stretches (hamstrings, calves, hip flexors).
• Group discussion: What did you focus on in your jump today? How did the warm-up help? What improvements will you practise next?
• Encourage students to complete a self-assessment sheet regarding their technique and effort today.

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Assessment and Feedback

• Teacher observation against success criteria during practical phase.
• Peer assessment checklist completed in pairs.
• Minimum jump distance recorded to track progression.
• Self-assessment reflection recorded in PE journals or digital portfolios.

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Behaviour and Classroom Management

• Assert clear expectations for transitions and behaviour during practical activities.
• Use proximity praise to reinforce positive efforts and focus.
• Rotate roles to maintain engagement and ensure all students participate evenly.

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Differentiation Summary

Learner Needs	Adaptations/Strategies
Lower fitness/coordination	Reduced warm-up intensity, simplified technique tasks
Visual learners	Demonstrations, diagrams, peer modelling, video examples
Peer learners	Paired activities, peer feedback checklist
Advanced learners	Technique refinement tasks, video analysis, distance challenges
Behaviour management	Clear instructions, structured routines, positive reinforcement

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Reflection for Next Lessons

• Monitor progress in jump distances and technique mastery.
• Adjust warm-up activities for diversity of fitness levels as required.
• Plan to incorporate strength and plyometric exercises in upcoming lessons to support take-off power.

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This highly structured and evidence-aligned lesson plan ensures students meet the PE National Curriculum expectations for KS3 while developing critical athletic skills vital for long-term engagement in track and field sports. The clear differentiation and extension strategies support all learners effectively in a school environment that values discipline and excellence.