Teaching Sequence

Work through this resource material in the following sequence:

25 minutes

Part A: Recording Data

20 minutes

Part B: Presenting Data

5 minutes

Reflection

Learning intentions

Students will

build confidence and develop an awareness of their bodies, gross motor skills and rhythm
build confidence in skipping equipment and processes
understand how to measure and track progress
understand how to set and work towards goals.

Success criteria

Students can

perform some simple solo and group skipping skills
use a stopwatch
record and present data.

Part A: Recording data

Step 1

Direct each student to set themselves up with a single rope that is the appropriate length.

If students aren't sure how to do this, or are unfamiliar with basic skipping skills, consider starting with this lesson: Jump Rope For Heart: Starting To Skip - HPE - Years F-2.

Step 2

Students undertake some basic jumps to warm up.

Step 3

Explain to students they are going to record their skipping ability using certain techniques, including:

The single jump - You jump only once when the rope passes beneath you.
The double jump - You add a smaller jump when the rope is overhead to maintain rhythm, and jump again when the rope passes beneath you.
The jog jump - Stepping over the turning rope with your right foot, then your left foot, as if you're running on the spot. Or you might find that only one foot is passing over the rope whilst the other is providing a mini bounce step when the rope is overhead.
One-legged jump - Hopping instead of regular, two-footed jumping.

It might be helpful to demonstrate these styles yourself if students are unfamiliar with any of them.

Step 4

Give students some time to practise these different styles so that they are comfortable and confident.

Step 5

Split students into pairs, or allow them to find a partner.

Step 6

One student starts the stopwatch. The other student counts how many jumps they can make of a single rope using the single jump technique.

For younger students, the teacher might run the stopwatch as the whole class skips at the same time.

Step 7

At the end of 30 seconds, the student who skipped records the number of jumps on the Skipping Record Sheet.

Step 8

Students switch with their partner and repeat steps 6 and 7.

Step 9

Students swap again. This time the student skipping counts the number of jumps they can do using the double jump technique.

Step 10

Continue swapping until both students have recorded data for all the different skipping techniques.

Part B: Presenting data

Step 1

Facilitate a discussion with the class about goals.

What is a goal?
Why is it useful to have goals?
What do you have to do to achieve a goal?

Step 2

Independently, students set a personal goal for improving the number of jumps they can do in 30 seconds using a style of their choice. Goals should be realistically achievable. A good goal is to improve the initial baseline by 50%. For example, if a student was able to complete 10 single hop jumps in 30 seconds, a good goal would be to complete 15 jumps in 30 seconds.

Step 3

Independently, students set up a column graph of one of the skipping styles they attempted. The X-axis should be the days of the week. The Y-axis should be the number of jumps completed. Remind students that every graph requires both axes to be labelled, as well as a heading for the graph.

Step 4

Fill in the column of data for day 1.

Step 5

Across the rest of this week and next week, set aside 10 minutes for students to warm up and practice their chosen style of skipping. At the end of the session, record the number of jumps they can complete in 30 seconds.

Step 6

After each skipping session, add this data to the graph. Students will start to see the columns grow higher the more they practise.

Reflection

Remind students that goals are about individual, personal improvement. Students should not compare themselves to others.

This attitude should extend across all subjects in the curriculum. Remind students that they are unique individuals with their own fantastic contributions to make, and their own personalised challenges to overcome. Only through effort and perseverance will students see improvement.

At the end of two weeks, reflect on how much students have improved. Celebrate their achievements, and bring their attention to the effort they put in to make it happen.

Differentiated Learning

Extension -

Instead of a column graph, challenge students to create a line graph, plotting each day's data as a dot and joining them across the course of the week.
Students who are capable solo skippers might set a goal to improve their partner skipping.

Provisions for Learning Support - Students can use the Skipping Record Sheet to scaffold their drawing of a graph.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Jump Rope For Heart - Measuring Skipping Skills

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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