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Lesson 4 - Skipping Skills and Control

Foundation Jumping Skills and Body Awareness

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Year 1

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Fundamental Movement Skills

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30 min

Big Question

How can we use skipping to travel safely around others while exploring different pathways?

Learning Objectives

To develop skipping technique with step-hop action
To explore different ways of skipping (direction, speed, height)
To move safely in shared space avoiding collisions

Key Outcomes

Students will demonstrate basic skipping with step-hop action
Students will skip in different directions and speeds
Students will show spatial awareness when moving around others

Equipment & Resources Required

Coloured Cones

5-6 different colours

Teacher holds different colours for traffic light game

Alternative: Coloured bands, scarves, or cards

Sun Markers

12-15 markers

Scattered around space, not hoops or cones that could cause trips

Alternative: Mats, chalked circles, tape squares

Music Player

Optional for maintaining skipping rhythm

Alternative: Voice commands, clapping rhythm

Key Vocabulary

Skipping

A movement combining a step and a hop, moving from one foot to the other

Step-hop action

Taking a long step forward then hopping on the same foot before stepping with the other foot

Spatial awareness

Understanding where you are in relation to others and objects around you

Pathway

The route or direction you travel when moving

Skill Progression Pathway

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

Prior Learning

Basic hopping on one foot
Running and walking with coordination
Understanding of personal space

Current Skills

Step-hop skipping action
Spatial awareness while moving
Following movement commands

Next Steps

Skipping with equipment (ropes)
Skipping in patterns and sequences
Combining skipping with other locomotor skills

Milestone Indicators

Consistent step-hop rhythm established

Can change direction while maintaining skipping

Shows confidence moving around others

Key Teaching Points

Step-hop pattern is the foundation - step with one foot, hop on same foot, repeat with other foot
Eyes should look forward, not down at feet, to maintain balance and spatial awareness
Arms swing naturally opposite to leading leg to help with balance and rhythm
Land softly on balls of feet with slightly bent knees to absorb impact
Maintain personal space and spatial awareness when moving around others
Control speed to maintain technique - slow skipping requires more balance, fast needs more control
Practice all directions equally - forwards, backwards, and sideways skipping

Common Misconceptions

Misconception: Skipping is the same as galloping. Correction: Skipping alternates feet with step-hop, galloping uses same foot leading
Misconception: You need to skip very high to do it properly. Correction: Good skipping is controlled and rhythmic, height is less important
Misconception: Fast skipping is always better. Correction: Control and technique matter more than speed, slow skipping can be more challenging
Misconception: Arms should move with the same leg. Correction: Arms naturally swing opposite to the leading leg for balance
Misconception: You should look down to watch your feet. Correction: Eyes forward for balance and to see where you're going and avoid others

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use hand signals for attention, allow fidget alternatives

dyspraxia

Start with supported practice against wall, break down step-hop into separate components, use larger floor markers, allow extra practice time

autism spectrum

Provide clear routine structure, visual schedule of activities, allow movement breaks, use consistent language patterns

visual impairment

Use verbal cues alongside visual signals, provide physical guidance for initial skipping attempts, use textured markers on floor

hearing impairment

Use clear visual demonstrations, written instruction cards, tap student's shoulder for attention during games

physical disability

Adapt to seated skipping actions, use supported standing with frames, modify to arm movements that mirror leg patterns

Cross-Curricular Links

Maths

Counting steps and hops, understanding patterns in step-hop sequence, spatial concepts of forwards/backwards/sideways

Science

Understanding how muscles work during skipping, balance and gravity, the effect of exercise on heart rate

Geography

Directional language - forwards, backwards, sideways, pathway planning and navigation

PSHE

Teamwork and cooperation, following rules, celebrating others' achievements, persistence with new skills

Teacher Guidance

Positioning

Move around the space to observe all students, position centrally for demonstrations and signal games

Observation Focus

Watch for step-hop technique, spatial awareness, fatigue levels, and rule following in games

Intervention Points

Step in if students losing control, provide individual support for struggling students, manage game flow and fairness

Demonstration Notes

Always demonstrate skipping technique slowly first, then at normal speed. Show common mistakes and corrections clearly.

Verbal Cues

•'Step-hop, step-hop!'
•'Find a space!'
•'Eyes up, not down!'
•'Soft landings!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, preferably larger for team games

Surface Check

Dry, non-slip surface free from obstacles, indoor or outdoor suitable

Equipment Safety

Safety Checks

•Floor markers must be flat (no cones or hoops that could cause trips)
•Coloured cones for signals checked for damage
•No loose equipment in movement area

Risk Management

Key Risks

•Collisions during skipping movements
•Falls from losing balance
•Overexertion leading to fatigue
•Trips over equipment or uneven surfaces

Risk Mitigation

•Clear boundaries and adequate spacing established
•Gradual progression from stationary to moving practice
•Constant emphasis on spatial awareness
•Regular breaks and controlled pace

Supervision & Emergency Procedures

Supervision Points

•Position for clear visibility of all students
•Move around space to monitor technique and safety
•Watch for fatigue and provide rest as needed
•Ensure students maintain safe distances

Emergency Procedures

Stop activity immediately if collision occurs, assess any injuries, provide appropriate first aid, have contact details for emergency services readily available