Lesson 4 - Coordination Through Skipping
Fitness Assessment & Goals
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we coordinate different parts of our body to skip with rhythm and control?
Learning Objectives
- To develop coordination through various skipping techniques
- To understand how different body parts work together during movement
- To demonstrate perseverance when learning new skills
Key Outcomes
- Students will turn a double dutch rope with rhythm and control
- Students will enter a long rope with confidence and timing
- Students will skip individually with various movement patterns
Equipment & Resources Required
Check all ropes for fraying or knots before use
Alternative: Climbing ropes, thick washing line rope
Use to mark safe skipping spaces and group areas
Alternative: Bibs, hoops as markers
Key Vocabulary
The ability to use different parts of the body together smoothly and efficiently
A skipping game using two ropes turned in opposite directions
A regular pattern of beats or sounds in movement
Following one after another without a break
Continuing to try even when something is difficult
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques
- Understanding of rhythm and timing
- Ability to follow simple movement patterns
Current Skills
- Individual rope skipping techniques
- Long rope entry and exit timing
- Double dutch rope turning coordination
Next Steps
- Complex skipping routines and sequences
- Partner and group skipping choreography
- Teaching skipping skills to younger students
Milestone Indicators
Key Teaching Points
- Coordination means using different body parts together smoothly and efficiently
- Turn the rope first, then jump - timing is crucial for success
- Keep hands at waist height and turn from wrists, not whole arms
- Land softly on balls of feet with bent knees to absorb impact
- Perseverance is key - everyone improves with practice and patience
- Communication and cooperation are essential for group rope activities
- Maintain upright posture throughout all skipping activities
Common Misconceptions
- Thinking coordination is natural talent rather than learnable skill - emphasise everyone can improve with practice
- Believing faster rope turning makes skipping easier - slower, consistent rhythm is better for learning
- Assuming you must be perfect immediately - highlight that mistakes are part of learning process
- Thinking individual skills don't matter for group activities - stress individual technique supports group success
SEN Adaptations
ADHD
- Break activities into shorter segments, provide fidget alternatives during discussions, use movement breaks between static periods
dyspraxia
- Start with larger, lighter ropes, allow extra practice time, provide hand-over-hand support for rope turning if needed
autism spectrum
- Provide clear routine structure, offer quiet space if overstimulated, use visual schedules for activity progression
visual impairment
- Use brightly coloured or textured ropes, provide verbal cues for timing, pair with sighted buddy for group activities
hearing impairment
- Use visual signals for start/stop, demonstrate all techniques clearly, provide written instruction cards
physical disability
- Adapt rope length for wheelchair users, allow seated rope turning, focus on upper body coordination activities
Cross-Curricular Links
Maths
Counting consecutive skips, timing and rhythm patterns, measuring rope lengths
Science
Understanding forces in jumping and landing, heart rate changes during exercise, coordination in the nervous system
Music
Rhythm and timing patterns, creating sequences with beats, listening skills for group coordination
PSHE
Perseverance when facing challenges, teamwork and cooperation, encouraging others and building confidence
Teacher Guidance
Positioning
Central position during demonstrations, circulate during practice, position to see all groups during long rope work
Observation Focus
Watch for proper landing technique, rope control, and cooperation between students during group activities
Intervention Points
Step in if students showing frustration, help with rope length adjustments, support groups struggling with timing
Demonstration Notes
Use slow motion for complex skills, exaggerate key points like wrist turning and knee bending, show common mistakes to avoid
Verbal Cues
- •'Turn first, then jump!'
- •'Soft landings on your toes!'
- •'Hands at waist height!'
- •'Watch the rope rhythm!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space or playground area, minimum 15m x 20m for class of 30
Surface Check
Non-slip surface essential, check for wet areas or debris before lesson
Equipment Safety
Safety Checks
- •Inspect all ropes for fraying, knots, or damage before use
- •Ensure rope handles are secure and not cracked
- •Check rope lengths are appropriate for each student
Risk Management
Key Risks
- •Tripping over ropes during individual or group activities
- •Rope whipping if not controlled properly
- •Collisions between students in close proximity
Risk Mitigation
- •Establish clear personal spaces for individual skipping
- •Teach proper rope control and handling techniques
- •Maintain adequate spacing between groups during long rope activities
- •Provide clear stopping signals and emergency procedures
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during long rope activities
- •Circulate during individual work to monitor technique and safety
- •Pay special attention to double dutch groups due to complexity
Emergency Procedures
Clear 'STOP' signal for immediate cessation, first aid procedures for trips or rope strikes, designated safe assembly area