This study aimed to determine the effect of strobe image feedback on running long jump performance in physical education classes. The participants were 52 male students aged 17–18 years. They were divided into two groups: a strobe image feedback learning (SL) group (n = 29), where participants set subsequent practice tasks after observing their movements through strobe images, and a group learning (GL) group (n = 23), where three or four students observed a target participant’s movements and set subsequent practice tasks based on their feedback. The jump distances were compared before and after the feedback. A two-way analysis of variance revealed that the main effect of group (SL vs. GL) was non-significant (P > 0.05, effect size [ES] = 0.08), whereas the main effect of time (pre- vs. post-test) was significant (P < 0.05). Furthermore, the interaction was significant (P < 0.05). Post-hoc tests revealed a significant difference between pre- and post-test in the SL group (pre: 4.08 ± 0.47 m, post: 4.16 ± 0.46 m, P < 0.05). Therefore, the jump distance was significantly improved in the SL group after the feedback and accompanying practice. The feedback made the group members more aware of the intrinsic force exerted by their lower and upper limbs during the main practice task. This suggests that strobe image feedback can provide effective and reasonable information for improving the effectiveness of running long jump performance.