Lesson Notes By Weeks and Term v3 - Primary 6
Athletics II
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Athletics II
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Physical & Health Education
Class: Primary 6
Term: 2nd Term
Week: 1
Theme: Games And Sports
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
explain the meaning of high jump and long jump demonstrate the styles and stages in high jump and long jump mention the rules in high jump and long jump Draw and label the high jump poles and long jump pitch
This section provides detailed explanations of the core concepts related to high jump and long jump, including their definitions, styles, stages, and essential rules.
A. High Jump Definition: High jump is an athletic event where competitors attempt to jump over a horizontal bar placed at a predetermined height without knocking it down. The goal is to clear the highest possible bar height. The event requires a combination of speed, power, agility, and precise timing.
Styles of High Jump: Different techniques allow athletes to clear the bar more effectively. While modern athletics largely uses the Fosbury Flop, primary school students may be introduced to simpler styles for practical learning.
1. Scissor Style: This is the simplest style, often taught to beginners. The athlete approaches the bar almost straight on, takes off from one foot, and lifts the other leg over the bar first, followed by the take-off leg, in a 'scissor-like' motion, landing on both feet. The body remains upright or slightly leaned back.
2. Straddle Style: In this style, the athlete approaches the bar from an angle, takes off from the foot nearer the bar, and rotates the body so that the stomach faces downwards towards the bar as they clear it. The lead leg goes over first, followed by the body, then the trailing leg.
3. Fosbury Flop: (For explanation, not practical demonstration at this level unless a landing mat is available and safety is guaranteed). This is the most common modern technique. The athlete approaches from an angle, takes off from the outer foot, and arches their back over the bar, landing on their back. It allows for higher clearances but requires a soft landing area (landing mat) for safety.
Stages of High Jump:
1. Approach Run: The athlete runs towards the bar, building momentum. The run-up length and speed vary by style and athlete.
2. Take-off: This is the point where the athlete converts horizontal momentum into vertical lift. It involves a powerful plant of the take-off foot and an explosive drive upwards from the ground.
3. Bar Clearance: The technique used to get the body over the bar without dislodging it. This is where the chosen style (scissor, straddle, flop) is executed.
4. Landing: The athlete lands safely, typically on a designated landing area or mat.
Rules of High Jump:
1. Three Attempts: Each athlete is allowed three attempts to clear a given height.
2. Knocking the Bar: The jump is considered a "foul" or "failure" if the athlete knocks the bar off its supports.
3. Take-off: The take-off must be from one foot only. Taking off with both feet is a foul.
4. Order of Jumps: Athletes jump in a predetermined order.
5. Passing Heights: An athlete may choose to pass a height, but they forfeit attempts at that height.
6. Measurement: The height is measured from the ground to the top edge of the crossbar.
7. Winning: The athlete who successfully clears the greatest height is the winner. In case of a tie, the athlete with fewer failures at that height, or fewer failures throughout the competition, wins.
High Jump Poles (Uprights): Description: Two vertical poles (uprights) with adjustable crossbar supports are used. They are usually made of metal or strong plastic.
Function: They hold the crossbar at the required height.
Drawing and Labeling: A simple drawing should show two upright poles, a crossbar resting on them, and a base. Labels include "Upright Pole," "Crossbar," "Adjustable Support," "Base." (See drawing section below for more detail).
B. Long Jump Definition: Long jump is an athletic event where competitors attempt to jump as far as possible horizontally from a designated take-off point into a sand pit. The goal is to achieve the greatest distance. It combines speed, strength, and precise timing.
Styles of Long Jump: These styles help athletes maintain balance and control during the flight phase to maximise distance.
1. Sail Style (or Stride-Jump): The simplest style. After take-off, the athlete brings both knees up towards the chest, holds this position briefly, and then extends the legs forward for landing. The body forms a 'C' shape in where competitors attempt to jump as far as possible horizontally from a designated take-off point into a sand pit. The goal is to achieve the greatest distance. It combines speed, strength, and precise timing.
Styles of Long Jump: These styles help athletes maintain balance and control during the flight phase to maximise distance.
1. Sail Style (or Stride-Jump): The simplest style. After take-off, the athlete brings both knees up towards the chest, holds this position briefly, and then extends the legs forward for landing. The body forms a 'C' shape in the air.
2. Hang Style: After take-off, the athlete extends their body fully, "hanging" in the air with arms raised and legs slightly bent backward. Just before landing, the legs are brought forward powerfully. This helps to extend time in the air.
3. Hitch-kick Style (or Running-in-Air): The most advanced style. During the flight, the athlete simulates two or three running steps in the air. This helps to maintain balance and prevent forward rotation, allowing for a more controlled and powerful leg extension at landing.
Stages of Long Jump:
1. Approach Run: The athlete runs down a runway, building maximum speed and maintaining control. This run is typically 30-45 meters long.
2. Take-off: This is a crucial phase where the athlete plants one foot on or behind the take-off board (without stepping over it) and converts horizontal speed into upward lift and forward momentum. It's a powerful explosion from the take-off leg.
3. Flight: While in the air, the athlete executes one of the styles (sail, hang, or hitch-kick) to maintain balance and prepare for landing.
4. Landing: The athlete extends both legs forward and lands in the sand pit, attempting to have their feet touch the sand as far forward as possible, then often swinging arms forward and falling forward to avoid losing distance by falling backward.
Rules of Long Jump:
1. Take-off Board: The athlete must take off from behind or on the take-off board. Stepping over the front edge of the board before jumping is a "foul" (a 'no-jump').
2. Three Attempts: Each athlete is typically allowed three attempts in qualifying rounds, and often three more in the finals (for the best performers).
3. Measurement: The distance is measured from the nearest break in the sand made by any part of the athlete's body to the take-off board's foul line, perpendicular to the take-off board.
4. Landing: The athlete must land within the designated landing pit (sand pit).
5. Foul: If an athlete touches the ground outside the take-off board or landing area before the jump is measured, it's a foul.
6. Winning: The athlete with the longest valid jump (from all attempts) wins the competition.
Long Jump Pitch (Landing Pit): Description: A rectangular pit filled with soft sand, typically around 9 meters long and 2.75 meters wide. It is preceded by a runway and a take-off board.
Function: Provides a safe landing area for athletes and facilitates clear measurement of the jump distance.
Drawing and Labeling: A simple drawing should show a long runway leading to a take-off board, followed by a rectangular sand pit. Labels include "Runway," "Take-off Board (Foul Line)," "Sand Pit," "Landing Area." (See drawing section below for more detail).
C. Drawing and Labeling: High Jump Poles: ``` | | | ------ | Runway (approx. 30-45m) |____|____|____|____|____|____|____|____|____|____|____|____| ----------Take-off Board / Foul Line---------- (white plank) | | | | | | | S A N D P I T | <--- Landing Area | (approx. 9m long x 2.75m wide) | | | | | | | ---------------------------------------------- ``` Labels: Runway, Take-off Board (Foul Line), Sand Pit (Landing Area). This section outlines the step-by-step activities for both the teacher and the students to facilitate effective learning of Athletics I
I. A.
Teacher Activities: Introduction (5 minutes): Recap previous lessons on Athletics I (running, throwing events). Introduce jumping events (Athletics II) as another category in track and field. State the lesson objectives clearly for the students. High Jump Explanation and Demonstration (15 minutes): Explain the meaning of high jump, emphasizing the objective of clearing a bar. Describe the Scissor style and Straddle style in detail. (Use simple diagrams or gestures).
Demonstrate the stages of high jump: approach, take-off, bar clearance (simulated, using a low rope or imaginary bar), and landing. Explain the key rules of high jump, such as taking off with one foot, three attempts, and the consequence of knocking the bar. Show a simple diagram or drawing of high jump poles and explain their components. Long Jump Explanation and Demonstration (15 minutes): Explain the meaning of long jump, emphasizing the objective of jumping for horizontal distance. Describe the Sail style and Hang style. (Use simple diagrams or gestures).
Demonstrate the stages of long jump: approach run, take-off (from a marked line), flight (mid-air actions), and landing (in a simulated sand pit area). Explain the key rules of long jump, such as not stepping over the take-off line, three attempts, and measurement. Show a simple diagram or drawing of a long jump pitch and explain its components. Practical Application and Safety (10 minutes): Emphasize the importance of warm-up exercises before any jumping activity. Guide students through basic warm-up stretches relevant to jumping (e.g., leg swings, ankle rotations, light jogging). Supervise students as they practice the approach run and take-off for both high jump (simulated over a low object) and long jump (into a soft area or marked pit). Provide immediate feedback and corrections on their technique. Drawing and Labeling Instructions (10 minutes): Provide clear instructions and examples on the board for drawing and labeling the high jump poles and long jump pitch. Circulate to monitor students' drawing efforts and provide assistance.
Question and Answer Session (5 minutes): Facilitate a short Q&A session to address any misunderstandings and reinforce learning. Ask questions that cover definitions, styles, stages, and rules.
B. Student Activities: Warm-up: Participate actively in warm-up exercises led by the teacher.
Observation and Listening: Pay close attention to the teacher's explanations and demonstrations of high jump and long jump.
Discussion: Engage in class discussions, asking questions and sharing observations about the jumping techniques and rules.
Simulated Practice: Practice the approach run and take-off for high jump, aiming to clear a low, safe obstacle (e.g., a low rope, piece of wood, or imaginary bar). Practice the approach run, take-off, and landing actions for long jump into a designated soft area (e.g., a patch of loose soil, a drawn rectangle). Attempt to execute basic styles (Scissor for high jump, Sail for long jump) under teacher supervision.
Drawing and Labeling: Draw and accurately label the high jump poles and the long jump pitch in their notebooks or on provided sheets, based on the teacher's instructions and diagrams.
Rule Recall: State some of the rules for both high jump and long jump. The teacher should present these questions to the students and guide them through arriving at the solutions, reinforcing the concepts taught.
Question: Explain, in your own words, what an athlete tries to achieve in the high jump event.
Solution: In high jump, an athlete tries to jump over a horizontal bar that is placed at a certain height without knocking it off its supports. The main aim is to clear the highest possible bar height.
Commentary: This question assesses understanding of the basic objective of high jump, linking directly to Performance Objective
1. Question: Name two common styles used by athletes to jump over the bar in high jump. Describe one of them briefly.
Solution: Two common styles are the Scissor style and the Straddle style.
Scissor Style:* The athlete approaches almost straight, takes off from one foot, and lifts one leg over the bar first, followed by the other leg, in a 'scissor-like' movement, landing on both feet. (Alternative for Straddle Style):* The athlete approaches from an angle, takes off from the foot nearer the bar, and rotates the body so the stomach faces downwards towards the bar as they clear it.
Commentary: This targets Performance Objective 2 (styles) and encourages a brief description, aiding recall.
Question: Imagine you are participating in a long jump competition. What is one very important rule you must follow when you are taking off for your jump? What happens if you break this rule?
Solution: An important rule is that the athlete must take off from behind or directly on the take-off board. If an athlete steps over the front edge of the take-off board before jumping, it is considered a "foul" or a "no-jump," and the jump will not be measured.
Commentary: This question checks understanding of a critical rule in long jump (Performance Objective 3) and its consequence, making it practical.
Question: Draw a simple diagram of a long jump pitch. Label the three main parts.
Solution: (Teacher displays the diagram from Section 2C)
Drawing should clearly show: Runway Take-off Board (or Foul Line) Sand Pit (or Landing Area)
Commentary: This directly addresses Performance Objective 4, requiring both drawing and labeling. Teachers should guide students to ensure clarity in their drawings.
Community and School Sports Development: The knowledge and skills gained in high jump and long jump are directly applicable to local inter-house sports competitions within schools across Nigeria. This prepares students for participation and encourages a healthy competitive spirit. Beyond school, these events are central to community sports festivals (e.g., local government youth games), providing avenues for talent identification and development that could lead to representing their state or even Nigeria at higher levels like the National Sports Festival or international events.
Physical Fitness and Health Promotion: Understanding and practicing jumping activities contribute significantly to overall physical fitness. Jumping helps develop leg strength, bone density, balance, coordination, and agility, which are vital for everyday movements and preventing injuries. In a country where non-communicable diseases are rising, promoting active lifestyles through sports like jumping is crucial for public health, encouraging students to stay active beyond structured lessons.
Career Pathways and Inspiration: Learning about high jump and long jump can inspire students to pursue careers in sports, either as professional athletes (like Nigerian Olympians such as Blessing Okagbare in long jump) or in related fields such as sports coaching, officiating, or sports medicine. This exposure to different athletic events broadens their perspective on potential career paths available within the vast sports industry in Nigeria.