Measuring Jumps

Overview

In this 45-minute PE lesson, students will practise the trippingly jump (hop, step and jump) first without equipment, then with tape-measure distance measuring. They will compare and record results from longest to shortest, developing basic data handling and clear communication.

Learning intentions

• Students will perform a hop, step and jump sequence with improving control and balance.
• Students will measure jump distances accurately using tape measures.
• Students will sort and compare their jump results from longest to shortest.
• Students will present findings clearly (e.g., a simple list or table) using appropriate vocabulary (longest, shorter, shortest, metres).

Success criteria

• I can complete a hop, step and jump sequence with control and safe landing.
• I can measure a jump distance from the take-off line to the landing point correctly.
• I can record my distances and place them in order from longest to shortest.
• I can explain my results using correct PE vocabulary.

Curriculum links

• Physical education: develop competence to excel in a broad range of physical activities and compare performance.
• Physical education: apply basic principles suitable for attacking and defending activities (in this lesson: applying principles of control, body position and safe landings).
• Physical education: understand and use basic data handling by recording and comparing measures of performance.
• Community and careers/citizenship skills: communication through sharing results clearly and respectfully.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up: jump activation. Teacher leads mobility and ankle/knee/hip activation; students follow and then do 3 short hops in place and 3 controlled landing crouches.
2. 5–12 min · Teach: hop, step and jump basics. Teacher demonstrates the sequence: hop (one take-off), step (change direction with control), jump (extend forward), with emphasis on posture and landing; students mirror in small groups focusing on safe distance and quiet landings.
   • Differentiation:
     • Lower-level learners use step-by-step visual aids showing each phase of the hop, step, and jump sequence and receive guided practice with adult or peer assistance.
     • Mid-level learners practise independently with peer feedback.
     • Higher-level learners observe and note technical details for later reflection.
     • EAL learners receive targeted vocabulary support with picture-word cards (hop, step, jump, landing, balance).
3. 12–18 min · Practise: trippily jump (no sandpit). Teacher sets a clear take-off line and a landing zone marked with cones/tape; students perform 2 attempts, using a partner’s “ready–watch–feedback” routine.
   • Differentiation:
     • Lower-level learners receive additional adult or peer support during attempts and use simplified recording sheets with pre-filled examples.
     • Mid-level learners practise independently and record results on standard sheets.
     • Higher-level learners focus on consistency and attempt to improve technique between jumps.
     • EAL learners use sentence starters and vocabulary prompts during feedback.
4. 18–24 min · Checking technique before measuring. Teacher revisits common errors (overstriding, leaning back on landing, not moving through the step); students refine with 1–2 attempts, aiming for stability in the landing.
   • Differentiation:
     • Lower-level learners receive one-on-one coaching and visual cues for corrections.
     • Mid-level learners self-assess with peer input.
     • Higher-level learners identify their own errors and suggest corrections.
     • EAL learners practise using key corrective vocabulary with support.
5. 24–32 min · Direct teach: how to measure jumps. Teacher shows tape-measure use from the take-off line to the landing mark, demonstrates reading metres and centimetres, and models recording results; students measure one partner’s best jump and practise writing the measurement (e.g., 2.15 m).
   • Differentiation:
     • Lower-level learners are supported with adult guidance and use measuring tapes with clear markings; recording sheets include examples and units pre-written.
     • Mid-level learners measure and record independently using standard sheets.
     • Higher-level learners measure multiple attempts and calculate averages.
     • EAL learners use bilingual word banks and visual measurement guides.
6. 32–40 min · Task: record and compare data. Teacher explains the data task: each student makes 2–3 measured attempts, chooses the best distance, then sorts their own results from longest to shortest and records them in a simple table or list; students work in pairs, measure, record, and confirm accuracy with their partner.
   • Differentiation:
     • Lower-level learners use simplified tables with some data pre-filled and receive peer or adult support for sorting and recording.
     • Mid-level learners complete the task independently with peer feedback.
     • Higher-level learners extend by calculating differences between jumps and averages, and compare results over multiple trials.
     • EAL learners practise using comparative language (longer, shorter, longest, shortest) with sentence frames.
7. 40–45 min · Plenary: share and reflect. Teacher prompts comparison questions: “Who improved?”, “What does longest to shortest show?”, “What measurement might be inaccurate and why?”; students share one improvement and one data statement using PE vocabulary.
   • Differentiation:
     • Lower-level learners use sentence starters and may respond non-verbally or with partner support.
     • Mid-level learners share independently using key vocabulary.
     • Higher-level learners reflect on technique and data trends, suggesting next steps for improvement.
     • EAL learners use scaffolded language prompts and visual aids to support expression.

Resources

• Cones and/or tape to create take-off line and landing zone
• Measuring tapes (one per pair or shared between groups)
• Clipboard/paper for recording distances (simple table)
• Marker pens
• Stopwatch (optional for warm-up timing)
• Printed distance recording sheets (optional)
• First aid kit and clear safety boundaries
• Flat, non-slip surface
• Step-by-step visual aids for hop, step, jump sequence
• Vocabulary picture-word cards and bilingual word banks

Assessment

• Teacher observation during hop-step-jump for control, balance and safe landing (verbal feedback to groups).
• Formative check during measuring: students show correct “line to landing point” method and units.
• Data check: review recorded distances for sensible ordering and accurate reading of measurements.
• Quick end-of-lesson check: students answer orally one question about their own results (e.g., “My longest jump was __ m and my shortest was __ m.”).

Differentiation

• Lower-level learners:
  • Use step-by-step visual aids for the hop, step, and jump sequence.
  • Provide more guided practice with adult or peer assistance during both movement and measurement tasks.
  • Use simplified recording sheets with pre-filled examples and units.
  • Offer sentence starters for explanations (“My longest jump was…”, “The difference between my longest and shortest is…”).
  • Pre-mark landing points with small chalk dots or paper markers to reduce measurement errors.
  • Provide vocabulary supports such as picture-word cards and bilingual word banks for EAL learners.
  • Allow non-verbal confirmation (partner holds tape at correct points).
• Mid-level learners:
  • Encourage independent practice with peer feedback during movement and data recording.
  • Use standard recording sheets for measuring and sorting results.
  • Support use of comparative language and sentence frames for explanations.
  • Provide vocabulary prompts and encourage use of PE terminology.
• Higher-level learners:
  • Add extension activities such as measuring three or more attempts and calculating average jump distances.
  • Compare jumps over multiple trials and calculate differences between longest and shortest jumps (in cm).
  • Encourage reflection on technique improvements and suggest changes for future attempts.
  • Support use of more complex vocabulary and data interpretation language.
• EAL learners (all levels):
  • Provide specific language and vocabulary supports including word banks, picture-word cards, and sentence starters.
  • Encourage use of key PE vocabulary (hop, step, jump, landing, metres, longest, shortest, compare).
  • Allow partner or adult support for language production and comprehension.
  • Use visual aids and non-verbal cues to reinforce understanding.