Lesson 1 - Jumping and Skipping Skills
Core Skills Through Play
•Year 1
•Fundamental Movement Skills
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- Complete activity instructions & timing
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How can we use our bodies to jump and skip in different ways safely?
Learning Objectives
- To develop jumping skills using a variety of techniques
- To learn basic rope skipping techniques with control
- To understand timing and coordination when jumping with equipment
Key Outcomes
- Students will demonstrate different jumping patterns with control
- Students will attempt rope skipping showing awareness of timing
- Students will work safely in shared spaces during movement activities
Equipment & Resources Required
Check rope lengths - should reach from armpit to floor when standing on middle
Alternative: Long ropes for group activities, resistance bands
Spread around activity area with safe spacing
Alternative: Chalk circles, carpet tiles
Tie securely to rope ends for pendulum activity
Alternative: Small balls, weighted objects
Ensure clear audio across activity space
Alternative: Drumbeat, counting aloud
Mark clear activity boundaries and safety zones
Alternative: Markers, existing court lines
Key Vocabulary
A movement combining a step and a hop on the same foot
Jumping and landing with both feet together
Jumping while bringing knees up towards chest
Jumping with arms and legs spread wide like a star
Choosing the right moment to jump when the rope approaches
A rope swinging back and forth like a clock pendulum
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on the spot with two feet
- Understanding of personal space
- Following simple movement instructions
Current Skills
- Jumping with varied techniques and patterns
- Basic rope skipping coordination
- Timing jumps with moving equipment
Next Steps
- Advanced skipping patterns and tricks
- Partner rope turning and jumping
- Creating jumping sequences to music
Milestone Indicators
Key Teaching Points
- Emphasise soft landings with bent knees throughout all jumping activities
- Rope skipping starts with wrist action, not whole arm movement
- Timing is everything - watch the rope approach before jumping
- Cooperation and sharing are as important as individual skill development
- Progress from stationary to moving ropes gradually
- Celebrate effort and improvement rather than just achievement
- Maintain safety through clear boundaries and constant supervision
Common Misconceptions
- Children thinking they need to jump very high for rope skipping - teach minimal jump height
- Belief that rope skipping is too difficult for Year 1 - break it down into manageable steps
- Assumption that everyone should achieve the same level - emphasise individual progress
- Thinking that falling over means failure - frame it as part of learning process
- Misconception that faster rope turning is better - emphasise control and timing over speed
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks built into structure
dyspraxia
- Larger, slower-moving equipment, extra practice time, step-by-step breakdown of complex movements
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet area available for breaks
visual impairment
- Use brightly coloured ropes and equipment, verbal descriptions of rope position, buddy system for support
hearing impairment
- Visual demonstrations of all movements, hand signals for start/stop, written instruction cards
physical disability
- Seated jumping variations, adapted equipment heights, alternative upper body movements
Cross-Curricular Links
English
Following instructions, describing movements, learning new vocabulary (skip, pendulum, tuck jump)
Maths
Counting successful jumps, timing intervals, measuring rope lengths, recognising patterns in movement
Science
Understanding forces in jumping - push and gravity, observing action and reaction, muscles and movement
PSHE
Cooperation and sharing, persistence when learning new skills, celebrating others' achievements
Teacher Guidance
Positioning
Central location during whole-class activities, circulating during partner work to provide individual support
Observation Focus
Jumping technique, timing with ropes, cooperation during partner activities, signs of fatigue
Intervention Points
Step in if children struggling with basic jumping technique, if safety concerns arise, or if cooperation breaks down
Demonstration Notes
Use exaggerated movements for clarity, break down complex skills into simple steps, model positive language and encouragement
Verbal Cues
- •'Watch the rope, jump when it gets to your feet!'
- •'Soft landings, bend those knees!'
- •'Turn from your wrists, not your whole arms!'
- •'Share the space nicely with your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, preferably sports hall or large playground area
Surface Check
Non-slip, even surface free from obstacles, puddles, or debris
Equipment Safety
Safety Checks
- •Check rope handles are secure and not damaged
- •Ensure bean bags are firmly attached to ropes
- •Hoops lying flat with no sharp edges
- •Balls are appropriate size and not over-inflated
Risk Management
Key Risks
- •Trips and falls from jumping activities
- •Collisions between children in shared spaces
- •Rope entanglement or whipping
- •Overexertion from intensive jumping
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Progressive skill building from simple to complex
- •Constant supervision during rope activities
- •Regular checks for fatigue and appropriate rest breaks
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children
- •Move between groups during partner activities
- •Monitor individual skipping attempts closely
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if necessary