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Lesson 4 - Coordination Through Skipping

Fitness Assessment & Goals

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Year 6

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Health Related Fitness

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45 min

Big Question

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

Ropes

30 (1 per student)

Check all ropes for fraying or knots before use

Alternative: Climbing ropes, thick washing line rope

Dish Cones

Use to mark safe skipping spaces and group areas

Alternative: Bibs, hoops as markers

Key Vocabulary

Coordination

The ability to use different parts of the body together smoothly and efficiently

Double Dutch

A skipping game using two ropes turned in opposite directions

Rhythm

A regular pattern of beats or sounds in movement

Consecutive

Following one after another without a break

Perseverance

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

Consistent rope turning rhythm maintained

Successful rope entry without hesitation

Multiple consecutive skips achieved

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