Field Events - High Jump & Triple Jump

Grade 6 · Physical Education

Semester 2 | Period 5 | Week 25

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Subject: Physical Education

Semester: 2

Period: 5

Week: 25

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 6
Date: Week 25
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Field Events – High Jump & Triple Jump
Sub-topic: Skills, Techniques, and Safety in Jumping Events

Learning Objectives
By the end of the lesson, students should be able to:
Define field events in athletics
Explain the basic skills and techniques in high jump and triple jump
Demonstrate simple drills in high jump and triple jump while following safety rules

Previous Knowledge
Students already know about simple running and jumping activities from play and games

Instructional Materials
Whistle, cones, soft mat, bar for high jump, tape or marker for take-off line

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Students jog lightly and perform dynamic stretches focusing on the legs. Teacher asks: What happens when you jump without balance?

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Teacher’s Explanations (Expanded & Detailed):
The teacher begins by introducing field events as athletics activities that take place on the field (jumping and throwing), unlike track events which happen on the running track. The focus today is on high jump and triple jump.

  1. High Jump Skills
    • Approach Run: The athlete runs toward the bar in a straight or curved line to build speed.
    • Take-off: Jump is made with one leg close to the bar. Arms swing upward to add power.
    • Flight: The body rises and goes over the bar; the back arches to clear it.
    • Landing: Land safely on both feet or on the back using a soft surface (mat or sand).
    • Example Demonstration: Teacher uses a low bar or rope stretched between poles to show each step slowly.
  2. Triple Jump Skills
    • Triple jump is made of three phases:
      • Hop – jump forward on the same leg used for take-off.
      • Step – land on the opposite leg and step forward.
      • Jump – finally leap forward and land with both feet in the sandpit or safe landing area.
    • Example Demonstration: Teacher uses cones on the ground to mark where hop, step, and jump should happen, showing the rhythm slowly.
  3. Safety Rules in Jumping Events
    • Always warm up before attempting jumps (stretching, jogging).
    • Use the correct landing area (sandpit or mat).
    • Never push or rush others during practice.
    • Wait for your turn to avoid accidents.
    • Remove sharp objects from the practice space.

Teacher Demonstrations (Practical Drills):

  • High Jump Drills:
    • First, learners practice the approach run without a bar.
    • Then, they try jumping over a low bar or rope, focusing on safe landing.
  • Triple Jump Drills:
    • Learners practice the hop, step, and jump sequence using cones or chalk marks to guide their rhythm.
    • Teacher walks around correcting posture, rhythm, and safety.

Learners’ Activities (Expanded):

  • Learners take turns practicing the high jump approach and safe landing on mats.
  • In groups, learners practice the triple jump sequence (hop, step, jump), counting the rhythm together.
  • Groups observe one another’s performance and give comments such as “Your hop was strong, but your step was too short.”
  • Learners reflect as a group: Which part of the high jump or triple jump was most challenging? Which skill did they improve?

Assessment Checks:

  • Teacher asks learners:
  1. What are the three phases of triple jump?
  2. What are the four parts of high jump?
  3. Why is it important to use the correct landing area?
  • Teacher observes learners’ body posture during high jump approaches and rhythm during triple jump.

Notes (Expanded & Detailed):
High jump helps learners build balance, coordination, strength, and courage. It teaches proper body control when leaving the ground and landing safely. Triple jump develops rhythm, power, and control, as learners must link the hop, step, and jump smoothly. Both events require strict safety awareness—warming up, taking turns, and using proper landing areas—to prevent injuries. Practicing these events makes learners better athletes and also improves their confidence and discipline.

Assignment (to extend learning):

  • Write down the four stages of high jump and the three phases of triple jump.
  • Draw a simple diagram showing the hop, step, and jump sequence of triple jump.
  • At home, practice the approach run for high jump or the hop-step-jump rhythm (without jumping high) and explain how it felt.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students recall the phases of high jump and triple jump and mention one safety rule.

Evaluation Method (Expanded):
Exit slip/quiz: Students write the four stages of high jump and the three stages of triple jump.
Teacher will collect slips and provide oral feedback.

Assignment (Expanded): Students draw and label the phases of high jump and triple jump in their notebooks.

Follow-up Activity: Learners practice simple standing jumps at home to improve strength.

Differentiation / Inclusive Strategies
Learners unable to jump practice balancing or acting as assistants marking take-off points.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low