Long Jump Approach: Running Back from the Board

Each student measures their long jump approach by running away from the board in the opposite direction, then adjusts it until they take off without fouling or falling short. They work on a consistent approach, accurate takeoff and correcting their own mistakes.

How to play

1. Groups of 5 at the sand pit and on a parallel runway with a chalk line as the board; explain that a 10 to 12 step approach must be the same every time (2 min).
2. Run-back method: with the takeoff foot on the board, the student runs away from the pit at jumping speed for 12 steps; the partner chalks where the last step lands. Do it 3 times and pick the middle mark (5 min).
3. Run-through: from their mark, the student runs toward the board and runs through without jumping; the partner watches whether the takeoff foot lands before, on or past the board (4 min).
4. Adjust: if the foot lands past the board, move the mark back by that amount; if short, move it forward. Measure with the tape and repeat the run-through (3 min).
5. Full jumps: 3 jumps with the adjusted approach, measured from the board; the group rakes the pit and rotates jobs (5 min).

Rules

• Nobody crosses the runway while someone is running.
• Only one student jumps at a time, and the next waits until the pit is raked.
• Mark the start with chalk or a flat disc, never with objects someone could step on.

Variations

Adaptations

• Limited mobility: the student serves as measurer and takeoff judge, using the tape to decide how far to move the mark.
• Autism: give the student a card with the steps of the process in order and keep the waiting area quiet.
• Advanced students: try 14 to 16 step approaches and compare consistency over three tries.

Learning goals

• Set up a personal, consistent approach run.
• Take off on the board without fouling or losing distance.
• Correct their own starting mark based on what they observe.

Equipment for a class of 25

• sand pit: 1
• takeoff board: 1
• measuring tape: 3
• chalk: 5
• cones: 10

Teacher tip

The run-back must be at the same speed as the real approach; if students run slower going back, the mark will be short.

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