Lesson 5 - Skipping and Jumping Patterns
Playful Object Control Skills
•Reception
•Manipulation & Coordination
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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
Check rope lengths - should reach armpits when standing on middle
Alternative: Bean bags or ribbons for practice
Spread around space as 'islands', safe jumping distance apart
Alternative: Hoops or marked spaces on floor
Create clear 'river' and 'bank' boundary across activity space
Alternative: Chalk line or tape on floor
Easy to carry and clearly visible to all students
Alternative: Coloured bibs, bean bags, or soft balls
Additional 'islands' for variety in hopping activity
Alternative: Marked circles on floor or poly spots
Key Vocabulary
Moving forward with a step-hop pattern, or jumping over a turning rope
Jumping on one foot repeatedly
To unfreeze or melt, in our game it means to become unfrozen
Jumping from one safe space to another without touching the ground between
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
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