Lesson 4 - Skipping Skills and Control
Foundation Jumping Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
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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
Teacher holds different colours for traffic light game
Alternative: Coloured bands, scarves, or cards
Scattered around space, not hoops or cones that could cause trips
Alternative: Mats, chalked circles, tape squares
Optional for maintaining skipping rhythm
Alternative: Voice commands, clapping rhythm
Key Vocabulary
A movement combining a step and a hop, moving from one foot to the other
Taking a long step forward then hopping on the same foot before stepping with the other foot
Understanding where you are in relation to others and objects around you
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
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