Lesson 5 - Skipping and Jumping Application in Game Context
Foundation Jumping Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
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How can we use our skipping and jumping skills to play games successfully and stay safe?
Learning Objectives
- To apply skipping and jumping movements effectively in game situations
- To understand the importance of spatial awareness when moving with control
- To demonstrate correct technique in skipping and jumping whilst avoiding obstacles
Key Outcomes
- Students will skip and jump with control whilst maintaining spatial awareness
- Students will apply locomotion skills in a competitive game context
- Students will understand the tactical importance of space in movement games
Equipment & Resources Required
Keep easily accessible for traffic light warm-up
Alternative: Coloured bean bags, scarves, or laminated cards
4-5 for snow monsters, 4-5 for trolls
Alternative: Coloured wristbands or stickers
Mark clear playing area boundaries
Alternative: Spot markers or chalk lines
Key Vocabulary
A movement combining a step and a hop on alternating feet
Taking off and landing with two feet together
An area free from obstacles or other people where we can move safely
When someone touches you during a chasing game
Having to stop and stay completely still in the game
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic stepping and hopping actions
- Two-foot jumping on the spot
- Understanding of personal space
Current Skills
- Skipping with step-hop rhythm
- Jumping with control whilst moving
- Applying movement skills in game context
Next Steps
- Combining skipping and jumping in sequences
- Using locomotion skills in team games
- Developing more complex spatial strategies
Milestone Indicators
Key Teaching Points
- Skipping uses a step-hop rhythm on alternating feet with natural arm swing
- Jumping requires knee bend on takeoff, arm swing for power, and soft landing on balls of feet
- Spatial awareness means choosing empty areas away from other people and obstacles
- Game rules must be followed consistently for safety and fairness
- Tactical movement involves planning and anticipating rather than random running
- Good sportsmanship includes honesty, encouragement, and following rules even under pressure
- Skills transfer between activities - spatial awareness helps in all movement games
Common Misconceptions
- Students often think skipping is the same as running - emphasise the step-hop rhythm
- Many believe jumping higher is always better - focus on control and technique over height
- Some think any empty area is good space - explain proximity to others and anticipation
- Students may believe speed is most important in games - emphasise smart movement over fast movement
- Common misconception that games are just for fun - highlight learning and skill development
- Some think being tagged is failure - frame it as part of learning and trying again
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular position changes, immediate positive feedback, structured choices
dyspraxia
- Slower movement speeds, simplified skill breakdowns, additional practice time, large targets and equipment, clear step-by-step instructions
autism spectrum
- Clear visual schedule, consistent routines, quiet zones available, predictable game structures, social story preparation
visual impairment
- Use bright coloured cones for traffic lights, provide verbal descriptions of space, buddy system for spatial guidance, tactile boundaries
hearing impairment
- Use visual signals and demonstrations, clear hand signals for game rules, written or picture instructions, face-to-face communication
physical disability
- Seated alternatives for movements, modified equipment, reduced space requirements, peer support systems
Cross-Curricular Links
English
Following instructions, using descriptive language for movement, listening and speaking skills
Maths
Counting in rhythm, directional language (left/right/forward/backward), time concepts in games
Science
Understanding how muscles work, balance and coordination, cause and effect in movement
PSHE
Teamwork and cooperation, following rules, showing respect for others, managing emotions in competitive situations
Teacher Guidance
Positioning
Move around perimeter during games for best visibility, central position during demonstrations
Observation Focus
Monitor technique quality, spatial awareness development, safe participation, and rule adherence
Intervention Points
Step in immediately for unsafe behaviour, provide technique correction, support struggling students
Demonstration Notes
Use students as positive examples, exaggerate key technique points, ensure all can see demonstrations clearly
Verbal Cues
- •'Step-hop, step-hop' for skipping rhythm
- •'Bend and spring!' for jumping
- •'Find your space!' for spatial awareness
- •'Gentle tags only!' for game safety
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space, preferably hall or playground area
Surface Check
Non-slip, even surface free from water, debris or obstacles
Equipment Safety
Safety Checks
- •Cones have no sharp edges or cracks
- •Bibs are clean and in good condition
- •All equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions between students during games
- •Slips and falls during skipping/jumping
- •Overexertion during active games
- •Unsafe tagging during frozen game
Risk Mitigation
- •Clear boundaries established and maintained
- •Safe tagging rules demonstrated and enforced
- •Adequate spacing during individual skill practice
- •Progressive skill development from simple to complex
- •Regular safety reminders throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during games
- •Ensure adult intervention for unsafe behaviour
- •Maintain sight lines across activity space
Emergency Procedures
Clear STOP signal established, immediate assessment of injuries, appropriate first aid response, contact procedures for serious incidents