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Lesson 7 - Rope Skipping Basics

Body Awareness & Movement Skills

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Year 2

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Fundamental Movement Skills

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45 min

Big Question

How can we develop rhythm and coordination to master individual rope skipping?

Learning Objectives

To develop skipping technique with an individual rope
To demonstrate perseverance when learning challenging motor skills
To show jumping movements with balance and control

Key Outcomes

Students will perform basic rope skipping with improved coordination
Students will demonstrate resilience when facing skill challenges
Students will execute controlled jumping movements on the balls of their feet

Equipment & Resources Required

Ropes

10-15

Pre-check all ropes for correct length and safe handles

Alternative: Hula hoops for modified skipping practice

Speed Ladders

2-3 (optional)

Place around hall perimeter for jumping practice

Alternative: Chalk lines or tape marks on floor

Cones

8-10

Mark safe practice areas and activity zones

Alternative: Natural hall boundaries

Key Vocabulary

Skipping

Jumping over a rope while turning it continuously

Rhythm

A steady beat or pattern in movement timing

Coordination

Using different body parts together smoothly

Perseverance

Continuing to try even when something is difficult

Handle

The part of the skipping rope you hold in your hands

Skill Progression Pathway

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

Prior Learning

Basic two-foot jumping with control
Understanding of safe movement in shared space
Simple rhythm and timing concepts

Current Skills

Individual rope turning technique
Coordinated jumping and rope timing
Various skipping patterns and challenges

Next Steps

Partner skipping activities
Long rope skipping with group coordination
Advanced skipping tricks and combinations

Milestone Indicators

Smooth rope turning without tangling

Consistent landing on balls of feet

Maintaining rhythm for multiple jumps

Key Teaching Points

Establish growth mindset and perseverance before introducing challenging skills
Focus on wrist turning motion rather than whole arm movement for rope control
Emphasise 'turn first, then jump' sequence to develop proper coordination
Use 'balls of feet' landing for springy, controlled movement
Maintain wide hand spacing at waist height for optimal rope turning
Celebrate effort and persistence over perfect technique achievement
Provide multiple skill modifications to support all ability levels

Common Misconceptions

Students expect immediate success with complex coordination skills - emphasise that struggle is normal and necessary
Belief that jumping higher will improve skipping - teach small, controlled jumps are more effective
Thinking that faster rope turning means better skipping - demonstrate smooth, rhythmic turning
Assumption that advanced students should only do difficult variations - encourage supporting and helping others
Misconception that making mistakes means failure - reinforce that mistakes are part of learning process

SEN Adaptations

ADHD

Break skills into smaller steps, provide frequent positive feedback, allow movement breaks between practice sessions

dyspraxia

Use larger, lighter equipment, reduce coordination complexity, provide additional practice time and support

autism spectrum

Provide clear routine structure, allow sensory breaks if needed, use visual schedule for lesson progression

visual impairment

Use brightly coloured ropes, provide verbal cues for rope position, buddy system for spatial awareness

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, maintain eye contact for communication

physical disability

Modify to seated or supported skipping, use resistance bands instead of ropes, focus on arm coordination

Cross-Curricular Links

Maths

Counting consecutive skips, timing and rhythm patterns, measuring rope lengths and spacing distances

Science

Forces in jumping and landing, rhythm and timing coordination, cause and effect in rope movement

Music

Rhythm and beat in movement patterns, coordinating actions to timing, creating movement sequences

PSHE

Perseverance and resilience, supporting others through challenges, managing emotions during difficult tasks

Teacher Guidance

Positioning

Move actively around hall during practice phases to observe individual technique and provide targeted support

Observation Focus

Watch for coordination development, persistence levels, safety awareness, and peer interaction quality

Intervention Points

Step in to provide technique support, manage frustration levels, ensure safety protocols, facilitate turn-taking in group activities

Demonstration Notes

Use slow-motion demonstrations for complex skills, exaggerate key technique points, model positive attitude towards mistakes and persistence

Verbal Cues

•'Turn first, then jump!'
•'Land like a cat - soft and springy!'
•'Wide hands, like holding a steering wheel!'
•'Keep trying - your brain is learning!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles and with appropriate ceiling height for rope turning

Surface Check

Dry, non-slip surface free from debris that could cause falls during jumping

Equipment Safety

Safety Checks

•Check all rope handles are secure and not cracked
•Verify rope lengths are appropriate for students (handles reach below armpits when standing on centre)
•Ensure no frayed or damaged ropes in use

Risk Management

Key Risks

•Rope entanglement causing falls
•Collisions between students due to rope turning
•Trips over ropes on floor
•Fatigue-related coordination loss

Risk Mitigation

•Establish minimum 2-3 metre spacing between students
•Clear instruction on rope placement when not in use
•Progressive skill building from static to dynamic activities
•Regular breaks and rotation to prevent fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during individual practice
•Monitor fatigue levels and coordination quality throughout
•Active supervision during group activities with rope height enforcement

Emergency Procedures

Stop activity immediately if student becomes entangled, assess for injury, provide appropriate first aid or support as needed