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UNIT: Fitness

SKILL: The Skip


EQUIPMENT: Cones, Activity Cards

GLCEs: M.MS.02.02, M.MC.02.01.-05, B.PS.03.01, B.PS.03.02


ACTION: Students will learn and perform the basic skills of
the skip
correctly
CONDITION: Students will perform the skip slowly and
speed up as they
perfect the skill
CRITERION: Students will continue to practice the steps of a
proper skip
until they are able to consistently do it in proper form 2 out
of the 3 times attempted, during testing
ITIP FORMAT:
1. Anticipatory Set
When can we use the skip? --- For physical fitness and during
games and activities
Is there a difference between a skip and a gallop? --- Yes. The
skip consists of stepping and hopping on each foot, alternating
the leading foot, while the gallop is a jumping forward motion lead
usually by the dominant foot
2. Objectives
Students will learn the form of a proper skip
Students will demonstrate the proper form of a skip and be able
to practice through various games and activities
Students will understand the steps and concepts of the skip by
the end of the lesson

3. Explain: Model 4-8 key steps


a.
b.
c.
d.
e.
f.
g.

Cues
Place your dominant foot forward
-- Step
and plant it on the foot, lift your
other foot off the floor
Hop on dominant foot
-- Hop
Step forward onto nondominant foot,
-- Step 2
lift dominant foot off the floor
Hop on nondominant foot
-- Hop 2
Step dominant foot forward and
-- Step
plant it on the foot, lift other foot off the floor
Hop on dominant foot
-- Hop
Repeat and speed up the process as skill
-- Speed It Up
develops

4. Questions to check
What are the 4 key parts to a skip? ---- Step, Hop, Step 2, Hop 2
Why do we slow down this movement? ---- So we can learn it
When can you speed the movement up? ---- Once weve
mastered the slow motion
5. Mass Practice/Demo
Skip from one end of the gym to the other
Practice slow motion, medium speed, fast speed, and backwards
if students feel comfortable
Students should be lined up in rows of 3 or 4 (depending on class
size), there should be 4-5 rows of students
Theyll take turns going down and back across the gym to
demonstrate skill
(Transition -)
Students come together and wait for further instruction while
seated on the floor
6. Independent Practice or Activity
Lava and Mud

Students must take a journey through lava and mud to complete


each task on a map
The map is laid out on the gym floor with cones and there are
stations throughout the gym in which students must stop and
complete a fitness task
The fitness tasks are of teachers choice and can be abdominal
workouts such as crunches or mountain climbers, etc., or any
other exercises such as jumping jacks, ski jumps, etc. Number of
exercises and repetitions can vary by age group
Tasks are labeled at each spot by activity cards which describe
and have pictures of the fitness activity
As students travel through the map half of their journey they are
traveling through lava, so movements must be quick, but form
must be correct
The other half of their journey is through mud so movements are
slow, here, students break down a movement to their key steps
and perform them in slow motion
First person to safely travel the map and complete each task, wins
the game
Students should focus on form of activities, not the speed in
which they complete them
A teacher can require a student to start a task over, if he/she feels
the student is not performing it correctly
If a student still does not follow the rules of the game, they must
start their journey over again
Students begin their journey at various points on the map, so they
are not all clustered together and their journey is complete when
they make it back to their original task and sit down
7. Closure Steps to the skip
Why is proper form important? --- So we can stay safe and learn
a new skill