Lesson 6 - Skipping & Jumping Variations
Jumping Foundations & Creativity
•Year 1
•Fundamental Movement Skills
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How can we use different techniques to skip with consistency and jump in creative ways?
Learning Objectives
- To develop consistent skipping technique with a rope
- To explore a variety of jumping movements and techniques
- To demonstrate travelling skills with confidence over, under, around and through obstacles
Key Outcomes
- Students will skip with improved consistency using correct technique
- Students will demonstrate various jumping methods with control
- Students will navigate obstacle courses with confidence and skill
Equipment & Resources Required
Pre-distributed around the space perimeter for easy collection
Alternative: Long ropes for partner activities, pieces of ribbon
Set in two parallel rows, 6m apart, safe height for Year 1
Alternative: Cones with pool noodles, foam blocks
Used as bases for high jump bar
Alternative: Tall cones, foam blocks
Very low height appropriate for Year 1 - maximum 30cm
Alternative: Pool noodles, foam bars, elastic bands
Mark take-off points and target distances
Alternative: Chalk marks, tape markers
Placed at different distances to show progression
Alternative: Hoops, bean bags as targets
Queue up energetic music suitable for movement
Alternative: Teacher's voice for rhythm
Key Vocabulary
Jumping over a rope that is turned over the head and under the feet
Arms stretched out wide and low, like a soaring eagle
The starting position for skipping with rope behind feet
A jumping technique where legs move like scissors in the air
Your own best achievement or score
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on two feet on the spot
- Simple travelling movements like running and walking
- Following multi-step instructions
Current Skills
- Consistent rope skipping technique
- Variety of jumping movements
- Confidence in navigating obstacles
Next Steps
- Advanced skipping techniques (one foot, running skip)
- Partner and group skipping activities
- Creating skipping sequences and routines
Milestone Indicators
Key Teaching Points
- Start with correct rope position - behind feet, handles in hands, arms in 'eagle pose'
- Emphasise timing - rope swings first and hits ground, THEN jump
- Focus on personal progress and achievement rather than comparison with others
- Encourage persistence and resilience when learning challenging skills like skipping
- Safety through control - technique and safety more important than speed
- Positive peer support - celebrating everyone's efforts and achievements
- Clear distinctions between different jumping techniques (hurdles, high jump, long jump)
Common Misconceptions
- Thinking skipping is just about jumping fast - correct by emphasising timing and rhythm
- Believing they can't learn if not successful immediately - address with growth mindset and practice encouragement
- Assuming arms should move quickly - teach controlled, smooth rope rotation
- Thinking jumping activities are competitive - emphasise personal challenge and improvement
- Believing only 'sporty' children can skip - show that anyone can learn with practice and correct technique
SEN Adaptations
ADHD
- Frequent activity changes, clear physical boundaries, movement breaks between instruction periods
dyspraxia
- Simplified skipping technique, larger/slower equipment, additional practice time, step-by-step breakdown
autism spectrum
- Clear activity sequence displayed visually, quiet space available if overwhelmed, consistent routine
visual impairment
- Use brightly coloured ropes, provide verbal cues for timing, pair with sighted buddy for activities
hearing impairment
- Use visual demonstrations, hand signals for timing, written activity instructions
physical disability
- Adapted skipping with seated upper body movements, modified jumping heights, alternative rope activities
Cross-Curricular Links
Maths
Counting consecutive skips, measuring jumping distances, timing activities with stopwatch
Science
Forces in jumping - push off ground, gravity pulling down, momentum in rope swinging
Music
Rhythm and timing in skipping, coordinating movement with beats
PSHE
Perseverance when learning difficult skills, supporting and encouraging others, celebrating personal achievement
Teacher Guidance
Positioning
Central location with clear view of all activities, move between groups to provide support
Observation Focus
Technique development, persistence with challenges, positive peer interaction, safety awareness
Intervention Points
When students show unsafe technique, when groups are not working cooperatively, when individuals need additional support
Demonstration Notes
Use successful students as models, demonstrate slowly and clearly, emphasise key technique points
Verbal Cues
- •'Eagle arms - low and wide!'
- •'Swing first, then jump!'
- •'Soft landings with bent knees!'
- •'Personal best, not comparing with others!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles, suitable for rope work and jumping
Surface Check
Dry, level surface with good grip, no slippery areas, suitable for jumping activities
Equipment Safety
Safety Checks
- •Check skipping ropes are appropriate length and in good condition
- •Ensure hurdles are stable and appropriate height for Year 1
- •Verify high jump bars are very low and will fall safely
- •Check cones and markers are stable and visible
Risk Management
Key Risks
- •Rope entanglement during skipping
- •Trips and falls over hurdles or equipment
- •Collisions between students during activities
- •Overexertion during continuous jumping
Risk Mitigation
- •Adequate spacing (2m radius) during rope activities
- •Clear instructions about safe movement around obstacles
- •Emphasis on control over speed in all activities
- •Regular rest periods and hydration reminders
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three activity stations
- •Monitor technique to prevent unsafe practices
- •Watch for fatigue affecting safety
- •Ensure smooth transitions between activities
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact office if needed