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Lesson 5 - Skipping and Jumping Patterns

Playful Object Control Skills

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Reception

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Manipulation & Coordination

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45 min

Big Question

How can we use different jumping patterns to move safely and skilfully around our space?

Learning Objectives

To practise and perform a variety of skips with and without a rope
To recognise the difference between jumps, skips and hops
To develop coordination and timing with skipping rope movements

Key Outcomes

Students will demonstrate various jumping patterns with control
Students will show understanding of different locomotor movements
Students will attempt skipping rope techniques with increasing confidence

Equipment & Resources Required

Ropes

1 per student (30)

Check rope lengths - should reach armpits when standing on middle

Alternative: Bean bags or ribbons for practice

Gymnastics Mats

8-10

Spread around space as 'islands', safe jumping distance apart

Alternative: Hoops or marked spaces on floor

Cones

6-8 cones or 1 long rope

Create clear 'river' and 'bank' boundary across activity space

Alternative: Chalk line or tape on floor

Coloured Objects

2 blue objects (freezers), 2 yellow objects (fire)

Easy to carry and clearly visible to all students

Alternative: Coloured bibs, bean bags, or soft balls

Hoops

6-8

Additional 'islands' for variety in hopping activity

Alternative: Marked circles on floor or poly spots

Key Vocabulary

Skipping

Moving forward with a step-hop pattern, or jumping over a turning rope

Hopping

Jumping on one foot repeatedly

Thaw

To unfreeze or melt, in our game it means to become unfrozen

Island hopping

Jumping from one safe space to another without touching the ground between

Rhythm

A steady beat or pattern of movement

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic jumping with two feet together
Simple balance and coordination skills
Following movement instructions

Current Skills

Controlled jumping over obstacles
Hopping on alternate feet
Rope manipulation and timing

Next Steps

Continuous skipping with rhythm
Complex jumping patterns
Partner skipping activities

Milestone Indicators

Confident two-foot jumping

Successful single-foot hopping

Basic rope turning coordination

Key Teaching Points

Emphasise soft, controlled landings with bent knees in all jumping activities
Develop rope manipulation skills gradually before expecting coordination with jumping
Focus on personal improvement and effort rather than comparison with others
Use rhythm and counting to help with timing and coordination
Ensure adequate spacing to prevent collisions during active games
Celebrate all attempts and encourage persistence with challenging skills
Connect movements to fun imagery and stories to maintain engagement

Common Misconceptions

Students may think faster rope turning makes skipping easier - teach that steady rhythm is key
Some students believe they need to jump high - emphasise small, quick jumps close to ground
Students might focus only on quantity in counting games - stress quality of movement first
Children may think hopping and skipping are the same - clearly demonstrate differences
Some students expect immediate success with rope skipping - normalize the learning process

SEN Adaptations

ADHD

Shorter activity segments, regular refocus opportunities, clear physical boundaries, immediate positive feedback

dyspraxia

Larger equipment for easier targeting, simplified movement patterns, extra practice time, breaking skills into smaller steps

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues

visual impairment

Use brightly coloured ropes and equipment, provide verbal descriptions of spatial layout, buddy system for guidance

hearing impairment

Use visual signals alongside verbal instructions, demonstrate all activities clearly, written instruction cards

physical disability

Modify jumping to stepping or arm movements, provide seated alternatives, adapted equipment sizes

Cross-Curricular Links

English

Following verbal instructions, learning new vocabulary, expressing preferences and experiences

Science

Understanding body parts and how they move, forces in jumping and landing

PSHE

Taking turns, helping others, dealing with challenge and frustration, celebrating achievements

Teacher Guidance

Positioning

Move around space to observe all students, position centrally for demonstrations

Observation Focus

Watch for safe landing techniques, spatial awareness, and engagement levels

Intervention Points

Step in when students show unsafe behaviour, struggle with tasks, or need encouragement

Demonstration Notes

Use clear, exaggerated movements so all students can see, involve students in demonstrations when appropriate

Verbal Cues

•'Soft landings like a cat!'
•'Listen first, think, then move!'
•'Help each other succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for whole class movement activities

Surface Check

Non-slip surface free from obstacles, suitable for jumping and landing

Equipment Safety

Safety Checks

•Check skipping ropes for fraying or damage
•Ensure rope lengths appropriate for student heights
•Mats and hoops stable and positioned safely

Risk Management

Key Risks

•Collisions during movement games
•Falls during jumping activities
•Rope injuries from incorrect use
•Overexertion in young students

Risk Mitigation

•Clear boundaries and rules for all activities
•Adequate spacing between students during rope work
•Progressive skill building from simple to complex
•Regular breaks and breathing spaces

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during games
•Monitor closely during rope activities
•Watch for signs of fatigue or frustration

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, contact school office if serious