Lesson 5 - Skipping and Jumping Skills
Jumping Foundations & Creativity
•Year 1
•Fundamental Movement Skills
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How can I use a rope to help me jump in different ways?
Learning Objectives
- To develop skipping technique with a rope
- To practice jumping with control and rhythm
- To understand safety measures when using equipment
Key Outcomes
- Students will demonstrate improved rope handling and skipping technique
- Students will show control in various jumping activities
- Students will apply safety measures independently during rope activities
Equipment & Resources Required
Check rope length is appropriate - should reach armpits when standing on rope
Alternative: Long scarves, resistance bands for rope practice
Set at ankle height for Year 1 students
Alternative: Bean bags, foam blocks, chalk lines
Various sizes for different activities
Alternative: Plastic bottles, markers
Set at lowest possible height (20cm maximum)
Alternative: Pool noodles, ribbon
For take-off points and boundaries
Alternative: Chalk marks, tape lines
Key Vocabulary
Jumping over a rope as it passes under your feet
Arms stretched out in front, handles together, rope tight behind legs
Moving in time with a steady beat
Jumping technique with legs moving like scissors
Standing tall and straight with arms by sides
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on the spot
- Simple coordination movements
- Following simple instructions
Current Skills
- Rope handling and control
- Skipping with rhythm
- Jumping with small run-up
Next Steps
- Advanced skipping patterns
- Group rope activities
- Combining skipping with other movements
Milestone Indicators
Key Teaching Points
- Safety first - establish clear spacing and no rope swinging rules
- Rope timing is crucial - swing first, then jump, not simultaneously
- Encourage persistence - skipping is challenging and takes practice
- Use successful students as positive role models for others
- Focus on effort and improvement rather than just achievement
- Maintain positive, encouraging atmosphere throughout
- Ensure all students experience success at their own level
Common Misconceptions
- Students think they must jump and swing simultaneously - emphasise sequence
- Belief that skipping should be mastered immediately - stress practice and patience
- Thinking jumping higher is better than jumping with control - focus on technique
- Assuming rope length doesn't matter - check and adjust for each student
- Believing only athletic students can skip - show that everyone can improve with practice
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, immediate positive feedback
dyspraxia
- Simplified rope movements initially, extra practice time, larger equipment for easier handling
autism spectrum
- Clear visual schedule of activities, quiet space available, consistent routine and expectations
visual impairment
- Use brightly coloured ropes, verbal cues for all movements, tactile markers for stations
hearing impairment
- Visual demonstrations for all instructions, hand signals for timing, written station cards
physical disability
- Seated rope movements, modified jump heights, alternative rope activities like rope patterns
Cross-Curricular Links
Maths
Counting jumps and claps, measuring distances in long jump, timing sequences
Science
Forces in jumping, rhythm and pattern, body systems during exercise
Music
Rhythm and beat in skipping, keeping time with movement
PSHE
Persistence and resilience, celebrating effort, supporting classmates
Teacher Guidance
Positioning
Move around space to observe all students, position at station needing most support
Observation Focus
Watch for correct rope timing, safe spacing, positive effort and attitude
Intervention Points
Step in when students show frustration, unsafe behaviour, or need technique support
Demonstration Notes
Use slow motion for rope techniques, exaggerate positions for clarity, use successful students as models
Verbal Cues
- •'Swing first, then jump!'
- •'Light feet, soft landings!'
- •'Find your space, keep it safe!'
- •'Try again, you're learning!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m for rope activities, additional space for stations
Surface Check
Even, non-slip surface essential for jumping activities
Equipment Safety
Safety Checks
- •Check ropes for wear, fraying or damage
- •Ensure hurdle heights appropriate for age group
- •Inspect canes and cones for sharp edges or damage
Risk Management
Key Risks
- •Rope tangling or whipping
- •Collisions during jumping activities
- •Falls from jumping attempts
Risk Mitigation
- •Clear spacing guidelines enforced
- •No rope swinging toward others rule
- •Progressive skill development from basic to advanced
- •Appropriate equipment heights for Year 1
Supervision & Emergency Procedures
Supervision Points
- •Position to see all rope activities
- •Move between stations during rotations
- •Monitor spacing and safe equipment use
Emergency Procedures
Stop activity immediately, assess injury, apply first aid as needed, contact office if serious