Teaching Sequence

Work through this resource material in the following sequence:

20 minutes – Part A: Warm Up
20 minutes – Part B: Partner Skipping Techniques
5 minutes – Reflection

Part A: Warm Up

The Perfect Square

Step 1.

Split students into pairs, or have them select their own partner.

Step 2.

Give each pair a short rope. Each pair places the rope on the floor in a pile.

Step 3.

Explain the following:

Only the students with blindfolds on are allowed to touch the rope on the ground.
Their goal is to shape the rope into a perfect square.
Their partners without blindfolds should guide blindfolded students by giving them verbal (spoken) instructions.

Step 4.

Invite one student from each pair to take three steps back from the rope and put on a blindfold.

Step 5.

The teacher sets a timer for three minutes and shouts "Go!".

Step 6.

The non-blindfolded students should guide their blindfolded partner back to the rope on the ground. From there, they will need to give instructions on how to manipulate the rope so that it resembles the outline of a square.

Step 7.

When the timer goes off, have each pair review their square.

Step 8.

Have students switch roles and repeat the exercise.

The Hula Hoop Pass

Step 1.

Split students into groups of four.

Step 2.

Give each group a hula hoop.

Step 3.

One student puts the hula hoop over their shoulder.

Step 4.

Each member of the group grabs each other’s wrists to form an unbroken circle.

Step 5.

The goal is to get the hula hoop all the way around the circle back to the shoulder it started on without breaking the chain of hands. Students will be required to communicate to support one another in manipulating their bodies in order to move the hula hoop.

Part B: Partner Skipping Techniques

This section builds on the beginner skipping skills established in Jump Rope For Heart: Starting To Skip - HPE - Years F-2. If your students are less familiar or confident with skipping skills, consider starting with that lesson.

Step 1.

Students each select a short rope of appropriate length for their height and do some warm-up jumps.

TWO IN ONE

Step 1.

Split students into partners. Partners only need a single short rope between them. They should choose the rope suited to the tallest partner.

Step 2.

Partners stand facing one another, close enough so they can touch one another's shoulders, but not so close their knees touch each other's when they bend them slightly.

Step 3.

One partner turns the rope. Both partners have to jump as the rope passes beneath them. The partner turning the rope will have to be conscious of 'catching' their partner in the arc of the rope, although it shouldn't be too different to a normal skipping routine.

Step 4.

When students are feeling confident, the partner not turning the rope can attempt to rotate on the spot whilst remaining in front of their partner and within the turning rope.

TRAVELLING

Step 1.

Split students into groups of four. Groups only need a single short rope between them. Make sure it’s long enough for the tallest group member.

Step 2.

Three students stand in a line, about 1.5m apart. The 'traveller' positions themselves close behind and to the right of the first partner.

Step 3.

The traveller is the only student with a rope. The aim is for the other students to jump in the traveller’s rope when it is passing over them.

The traveller moves left behind the line, including each partner in the rope for a number of jumps before moving on. Students in the line will have to adjust to jump together at the same pace as the traveller.

Success will depend on the communication and trust between students. The traveller will have to be consistent with their movements and give each partner an indication when they’re moving to include them in the rope. The partners will need to look straight ahead and keep their hands folded on their chest. The traveller’s arms extend forward and their hands extend past the sides to clear the partner.

ONE OUT, ONE IN

Step 1.

Split students into partners. Partners only need a single short rope between them. Make sure it’s long enough for the tallest partner.

Step 2.

Partners stand side on to one another.

Step 3.

The inside partner holds the rope as they normally would, per normal with it trailing behind them. They then pass one handle (the closest) to the outside partner.

Step 4.

Together the partners turn the rope together around the inside partner while the inside partner performs a basic jump.

Step 5.

Students take turns to be the outside turner and the inside jumper.

LINK JUMPING

Step 1.

Split students into partners. Each partner needs a short rope held behind them.

Step 2.

Partners stand shoulder to shoulder.

Step 3.

Partners exchange the inside handles closest to one another so that they are now holding one of their partner’s rope’s handles and one of their own.

Step 4.

Partners perform a basic jump in unison. Jumpers must begin together and jump at the same speed. Partners count each other in; “One, two, ready, go, jump, jump, jump.”

Step 5.

At the end of the lesson, gather the class together. How many students can you get jumping all together in a straight line? Start with a confident pair, and slowly add students onto either end.

Remember, communication is key. A leader with a strong voice should count the group in.

Reflection

Invite students to share what they found most challenging about the various activities in this lesson. Explain that effective communication demands as much from the director to give clear and specific instructions as it does from the person receiving the directions to follow them exactly as they’re intended.

Explore with students how they might improve upon some of the difficulties they encountered in the next session. Suggestions might include:

breaking down instructions into smaller, more easily managed tasks
showing greater patience by practising calm breathing
improving two-way communication by asking for help or clarification when the instructions are confusing or unclear.

Differentiated Learning

Extension - Consider splitting students into groups of three and having one student explain the partner skipping technique to the other two - without physically demonstrating. This will be a real test of their patience, perseverance and verbal communication skills!

Provisions for Learning Support - See the Jump Rope for Heart-hosted lesson on Inclusive Skipping for support on inclusive practices in HPE and around the classroom (you'll need to register to view it).

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 - Partner Skipping

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