@Developing-Fundamental-Movement-Skill ALL

LOCOMOTOR SKILL 51
DODGING

Developing Dodging

Shadow Partner

Movement skills/concepts

Chasing, dodging, change of direction and speed, moving in general space and
relationships (with others).

Set-up

Bases e.g. softball bases or coloured discs.

Large, defined grass or hard area with a
number of bases/discs scattered on
the ground.

Children in pairs, one the leader and the
other the shadow, are spread out in
the area.

Activity

The shadow follows the leader and imitates
all their movements, keeping as close to the leader as possible. The leader challenges
their shadow by trying to get away from them. Change roles and repeat.

Start off in the same way again but, on a given signal (e.g. whistle), the leader tries
to get to one of the bases/discs before their shadow tags them. Change roles and
repeat, but this time with fewer bases/discs spread out across the area.

Can you see …?

• quick moves
• plant and go
• faking
• shadow watching the leader’s hips

You could ask …

Leaders: What can you do to make it hard for your shadow to keep up with you?

Chasers: What can you do to keep up with your leader?

Variations

Vary locomotor skill: Start with walking, then move on to skipping, galloping,
jogging, hopping and running.

Vary set-up: Increase or decrease the area size or the number of bases.

Tandem tag: Partners link arms and play the game with another pair. One pair is the
leader and the other pair is the shadow.

FUNDAMENTAL SKILLSS

52

Octopus

Movement skills/concepts

Dodging to avoid stationary taggers, changing direction and speed.

Set-up

Bases (e.g. softball bases or circular discs).
Defined grass or hard area with a starting line and bases/discs scattered an arm’s
length apart on the ground.
Two teams of approximately five–ten each: the taggers must keep both feet on
the base.

Is everyone
involved?

Activity

The objective is for the dodgers to cross the area without being touched by any of
the taggers. The taggers must keep both feet on the base. Reverse roles.

Can you see …?

• knees bent, staying low
• plant and go
• looking ahead
• faking
• quick moves

You could ask …

Dodgers: How can you avoid being tagged?
Taggers: What can you do to tag the dodgers?

Variations

Vary locomotor skill: Walk, skip, gallop or leap.
Hospital tag: When a dodger is touched, they pretend they are stung and lose the
ability to use that body part. For example, if touched on the leg, the dodger tries to
cross the area by hopping.
Tagger challenge: Instead of tagging anywhere on the body, the taggers have to tag
the left knee of the dodgers with their right hand.

LOCOMOTOR SKILL 53
DODGING

Freeze and Count Tag

Movement skills/concepts

Dodging and faking to avoid a chaser, space awareness, changing direction
and speed.

Set-up

Bands/bibs.
Defined grass or hard area, approximately 10 metres square.
Groups of six: two chasers with a band/bib each, and four runners.

Activity

Chasers have 1 minute to catch all the runners. If tagged, a runner has to freeze and
count to 10 out loud before starting to run again. The object is for the chasers to
have all the runners frozen at the same time.

Can you see …?

• runners: plant and go
• chasers: watching hips

You could ask …

Chasers: How can you work together to catch all the runners?
Runners: What do you need to do to avoid being caught?

Variations

Vary locomotor skill: For example, play by walking, leaping or crawling.
Fitness tag: When tagged, instead of freezing, runners do a chosen exercise,
(e.g. five push-ups or sit-ups).

FUNDAMENTAL SKILLSS

54

Tamariki Tag

Movement skills/concepts

Dodging to avoid a moving chaser, moving in general space, changing direction
and speed.

Set-up

Bands/bibs.
Children are spread out in a defined grass or hard area. Two to three children are
taggers (each with a band/bib), the other children are the fleers.

Are all
children
involved in
the activity?

Activity

The taggers run after the fleers. If tagged, a fleer stands still and waits for someone
to free them by giving a ‘high five’. Nobody may tag a fleer who is giving someone a
‘high five’.

Can you see …?

• quick moves
• plant and go
• watching hips

You could ask …

Taggers: How can you work together to catch the fleers?
Fleers: What can you do to avoid being tagged?

Variations

Vary the method of freezing and unfreezing: For example, fleers are frozen and
unfrozen by being tagged on an identified body part (e.g. right shoulder).

LOCOMOTOR SKILL 55
DODGING

Ball Tag

Movement skills/concepts

Chasing to tag others with a ball, dodging and evading a tagger.

Set-up

Small balls or beanbags.
Marked squares, 10 x 10 metres, on a grass or hard surface area.
Groups of four occupy a square: one player is the tagger and has the ball; the others
are dodgers.

Activity

The tagger runs to tag the dodgers with the ball. Once a dodger is tagged, that
player becomes the tagger with the ball.

Can you see …?

• head up, looking around
• quick changes of direction
• balance

You could ask …

Tagger: What strategies will you use to tag a dodger?
Dodgers: How can you avoid being tagged?

Variations

Vary direction: On a call, players change direction with sideways or backwards steps.

FUNDAMENTAL SKILLSS

56

Consolidating Dodging
Fox and Geese

Movement skills/concepts

Dodging, swerving, evading and relationships (with others).

Set-up

Hard or grass area.
Groups of four–five: one is the fox and the others are the geese standing in a line,
with each player holding onto the waist of the player in front.

Are all
children
enjoying
themselves?

Activity

The fox tries to tag the last goose in the line. The geese move around to avoid the fox
and keep their last goose safe. A goose takes the place of the fox if they:

• break the line by letting go
• are tagged as the last goose in the line

Can you see …?

• working as a team

You could ask …

Geese: How can you work together to protect the goose at the back?
Fox: How will you get around to tag the goose at the back?

Variations

Modify for a large group: Two or three children are foxes and the remainder of the
class are in linked lines of four or five geese each. Foxes may move around the area,
trying to tag the last goose in any line.

LOCOMOTOR SKILL 57
DODGING

Partner Dodge

Movement skills/concepts

Dodging and chasing, space awareness, changing direction and speed and
relationships (with others).

Set-up

Defined grass or hard surface area with a starting line.

Two teams, one of taggers and the other of dodgers: each tagger is paired up with
a dodger of similar ability on the opposite team. Taggers are spread out inside the
defined area; dodgers line up on one side of the area.

Activity

On a signal, the dodgers try to get across the defined area without being tagged by
their partner. Dodgers can be tagged only by their partner. When dodgers are tagged
or if they get to the other side, they return to the starting line by going around the
outside of the boundaries, and then they continue to travel across the area, evading
their partner, until they hear the stop signal. Change places with partners and repeat.

Can you see …?

• head up
• quick moves
• plant and go
• faking

You could ask …

Dodgers: How can you use other dodgers to avoid being tagged?
Taggers: What strategies can you use to catch your partner?

Variations

Decrease the area: Halve the size of the area. Does this make it easier for the tagger
or for the dodger?
Add scoring rules: For example, taggers earn one point per tag.

FUNDAMENTAL SKILLSS

58

It’s a Goal!

Movement skills/concepts

Dodging a defender, moving in general space, changing direction
and speed.

Set-up

Balls or another throwing implement, bin, markers.
On a defined grass or hard court area, three lines (base, centre and end) are marked
out, approximately 5 metres apart. A bin is placed on the end line.
Children in pairs, one ball runner and one defender, with one ball/implement per pair.

Let the
children play

<illustration- reflecting Set-up arrangement>
base line
centre end line

Activity

The ball runner’s task is to score by placing the ball in the bin without being tagged
by their defender. The ball runner starts on the baseline and the defender on the
centre line. Children change roles and repeat.

Can you see …?

• Ball runner: quick moves, faking
• Defender: watching hips

You could ask …

Ball runners: How can you use other players in the area to avoid being tagged?
Defenders: Which part of the ball runner should you focus on to anticipate the
direction they will move in?

Variations

Vary equipment and skill: For example, dribble a soccer ball to score a goal by
crossing the end line.
Vary line distance: Increase/decrease the distance between lines to make it easier/
harder for runner/defender.
Vary area layout: Place a ‘no tag’ area around each bin.

LOCOMOTOR SKILL 59
DODGING

Pirate’s Treasure

Movement skills/concepts

Dodging, defending, attacking and space awareness.

Set-up

Hoops and beanbags.
A defined playing area, approximately 10 metres square, has a hoop in the centre
with a beanbag (treasure) inside it.
Groups of five: one pirate and four sailors.

Activity

The pirate’s task is to protect their treasure from the sailors. The sailors have 2
minutes to steal the treasure (beanbag) and take it outside the square without being
touched by the pirate. If a sailor is touched while carrying the treasure, that sailor
must return to the outside of the square and try again. The pirate cannot go inside
the hoop. Change roles and repeat.

Can you see …?

• Pirate: watching hips
• Sailors: quick moves, faking, plant and go

You could ask …

Sailors: How can you work together to steal the treasure?
Pirate: There is only one of you and four sailors. What strategies can you use to keep
an eye on the sailors?

Variations

Vary number of pirates: Include another pirate to defend the treasure.
Include another treasure site: In a group of 8, two pirates defend their treasure in two
different hoops.

FUNDAMENTAL SKILLSS

60

Take the Pin

Movement skills/concepts

Chasing and fleeing, and quick change of direction.

Set-up

Children in pairs, with two bases/discs and one bowling pin per pair.
Set-up the pin between the two bases, approximately 3 metres from each one.
One of the pair stands on each base.

Are all the
children
succeeding?

<illustration reflecting Set-up above>

Activity

Each player tries to snatch the bowling pin and return to the base without getting
tagged. The player who snatches the pin first is the ‘snatcher’ and the other becomes
the ‘tagger’. If the snatcher is tagged before reaching their base then the pin is
returned to the centre. Start on signal.

Can you see …?

• quick moves
• plant and go

You could ask …

What can you do to get a quick start?
Snatcher: What are some ways you can evade your chaser?

Variations

Vary the distance: Increase or decrease the distance between the pin and the bases.

LOCOMOTOR SKILL 61
DODGING

Snatch the Flag

Movement skills/concepts

Dodging, chasing, evading and space awareness.

Set-up

Flags/bands/scarves.
Groups of six: players each have a flag/band/scarf attached to their waist and are
spread out in a defined grass or hard surface area.

Activity

The task is for children to take as many flags/bands/scarves as they can from other
players while protecting their own. When a flag/band/scarf is snatched, it is attached
to the body. A point is received for every flag taken before time is called.

Can you see …?

• faking
• plant and go
• quick moves
• watching hips

You could ask …

How can you protect your own flag?
What strategies can you use to take flags off other players?

Variations

Vary object: Use clothes pegs and attach to clothing.
Vary number and area: Increase the number of children playing and increase the size
of the area.

FUNDAMENTAL SKILLSS

62

Circle Dodge Ball

Movement skills/concepts

Dodging, swerving, evading and throwing at a moving target.

Set-up

Large, soft balls.
Groups of six–seven: a dodger stands in the centre of a marked circle, the others are
throwers standing around the outside of the circle in a grass or hard surface area.

<illustration of player in centre of marked circle, with other players around outside,
throwing the ball at the person in centre>

Activity

The dodger tries to keep away from the ball. The throwers try to hit the dodger
below the knees. They can pass anywhere to catch the dodger off guard. Each
person has a turn as the dodger.

Can you see …?

• Throwers: passing fast to keep the dodger swerving and turning
• Dodger: using quick feet with quick reactions

You could ask …

Dodger: How can you avoid being hit by the ball?
Throwers: What type of throw will you use to hit the dodger below the knees?

Variations

Increase number of dodgers: Include two or three dodgers in the middle of the circle.
Vary area of circle: Increase or decrease the circle size.

LOCOMOTOR SKILL 63
JUMPING

Jumping

Description

Jumping is the transfer of weight from one or both feet to both feet. A jump can be
divided into three parts: take-off, flight and landing. Landing safely is an important
skill to focus on when learning to jump, leap or hop. For more details, please see the
‘landing’ activities in the ‘stability’ section of this resource.

Jumping for distance (or horizontal jumping) is important in sports (e.g. athletics,
long and triple jump) and in other games and activities (e.g. elastics).

<Photo child jumping for distance>

Jumping for height (or vertical jumping) is used in many sports (e.g. high jump,
basketball rebound, rugby line-out, vaulting in gymnastics) and in many playground
games and activities (e.g. using a skipping rope).

Applying movement principles

Application of force: To gain optimum height or distance, the movement needs to
be smooth and synchronised. Therefore, to achieve the desired height or distance
children need to apply the legs, body and arms sequentially (sum of forces). In other
words, you jump for distance or height by pushing off with your toes, feet, knees and
hips, and forcefully swinging your arms upwards and forwards (distance).

FUNDAMENTAL SKILLSS

64

Learning cues

Jumping for distance

• bend knees – crouch position
• swing arms back, then quickly forwards
• explode forwards from crouch position
• push off from toes – toes are the last body part to leave the ground
• land with heels first and knees bent to absorb the shock

Jumping for height

• bend knees – crouch position
• ‘explode’ upwards
• swing your arms upwards quickly
• stretch, reach, and focus on target
• land with knees bent to absorb the shock

Learning phases

Discovering phase

Children discover for themselves many different ways and qualities of jumping.
Characteristics of jumping during this learning phase are listed below.
Jumping for distance

• limited arm action
• arms are ‘wild’ in flight in an attempt to maintain balance
• leg flexion in crouch position is inconsistent
• difficulty in using legs and feet at take-off
• they fall backwards consistently in landing

Jumping for height
• preparatory crouch is inconsistent
• body, leg and feet extension at take-off is poor
• head lift is minimal
• arms are poorly coordinated with leg and trunk action
• little height is achieved

LOCOMOTOR SKILL 65
JUMPING

Developing phase

Children develop their jumping skills by practising jumping for height and distance,
jumping to a rhythm and jumping over ropes and obstacles. Jumping characteristics
for this learning phase are listed below.

Jumping for distance
• arm action initiates jumping action
• leg flexion in crouch position is more consistent
• arms move to side during flight to maintain balance
• extension of legs and feet at take-off is more consistent

Jumping for height
• knees bend slightly with exaggerated forward lean
• children take off with two feet
• the body does not extend fully during flight
• arms aid flight, but not forcefully
• there is some forward movement on landing

Consolidating phase

Children consistently display the skills of jumping, and apply these in varying
contexts and with others. Characteristics of jumping in the consolidating phase
are described below.

Jumping for distance
• arms swing back behind the body in preparation
• preparatory crouch position is deeper and more consistent
• arms swing forward with force during take-off, reaching up high
• ankles, knees and feet extend fully at take-off
• body leans forward at landing

Jumping for height
• knees are bent at least 90 degrees in preparatory crouch
• feet and legs are extended in full and fast
• upward arm lift is coordinated with leg action
• head is lifted and focused on target
• body is fully extended
• landing is controlled and close to take-off point

FUNDAMENTAL SKILLSS

66

Overview

Learning Activity Movement skills/concept Suggested Suggested Page
phase name group size space

Discovering Can You Jumping for distance, in 1 Hard or 67
Jump Far? varying directions and levels, grass area
in creative ways and with
others.

Can You Jumping for height, 1 Hard or 68
Jump Up? in different levels and grass area
directions, and in personal
and general space.

Jumping Jumping and space and 5-6 Hard or 69
grass area
Jenny (Jimmy) body awareness.

Developing Jumping Sustained jumping 10-20 Hard or 70
Square (springing). grass area

Standing Jumping for distance, 1 Hard or 71
Horizontal landing and body
Jump awareness. grass area

Reaching Jumping for height, leaping, 1 Hard or 72
High scissor jump, jumping over grass area
low obstacles, landing and
space awareness.

High Tide Jumping at various heights, 8+ Hard or 73
and relationships (with grass area
objects and others).

Jumping Jumping to rhythm, running 1 Hard or 74
grass areas
Combinations and landing in general

space.

Feel the Continuous jumping, 1 Hard or 75
Spring (springing/rebounding), grass area
landing and relationships
(with others).

Crossing the Jumping, leaping, running 1 Hard or 76
grass area
Stream and space awareness.

Circular Rope Jumping over a moving 2 Hard or 77
rope, at different levels, and grass area
working with others.

Consolidating Jump Rope Jumping rhythmically, 1 Level hard 78
springing and relationships or grass
(with others). area

Jumping a Jumping a long rope, 3 Level hard 80
Long Rope turning a long rope, or grass
jumping with rhythm and area
relationships (with others).

Jumping to Jumping for height, 2 Level hard 82
Throw and throwing and catching or grass
Catch at different heights and area
angles, and relationships
(with others).

Partner jumps Jumping off obstacles, 2 Level hard 83
landing, relationships (with or grass
others), space and body area
awareness.

Jump Jane Jumping to a rhythm, 8+ Hard or 84
Smith skipping and relationships grass
with rope and partner. surface

LOCOMOTOR SKILL 67
JUMPING

Discovering Jumping

Can You Jump Far?

Movement skills/concepts

Jumping for distance, in varying directions and levels, creative ways and with others.

Set-up

Children are spread out in a defined grass or hard surface area.

Activity
Who can jump …? (or Can you jump …?)

• as quietly/loudly as possible
• forwards/backwards
• from a small crouch
• very fast/slow
• in a straight line
• like a giant/frog
• as if you are on ice
• making a circle
• with a partner
• with legs and arms stiff
• keeping your arms out from your side
• with your legs apart
• and land with your feet apart

Can you see …?

• enjoyment
• head up

You could ask …

Which ways of jumping felt easy to you? Why do you think this was?
Which ways of jumping did you find difficult? Why?
What do you need to do to land safely?

Variations

Add stationary objects: Can you jump … over a box, across a rope, through a hoop?
Combine actions: Can you jump quietly while making an ‘O’ shape?
Jump your own height: Measure your height on the ground using a marker. Try
jumping in different ways to reach your height.

FUNDAMENTAL SKILLSS

68

Try something Can You Jump Up?
different
Movement skills/concepts

Jumping for height, in different levels and directions, and in personal and
general space.

Set-up

Children spread out in a defined grass or hard surface area.

Activity
Can you jump up …?

• as high/low as you can
• from a crouched position
• and land lightly/heavily and on

same/different spot
• without using your arms
• as quickly as you can
• and keep your head down
• and remain stiff
• being as relaxed as you can
• and land slightly forward
• like a rocket
• and land in your own space
• like a growing flower

Can you see …?

• creativity
• enjoyment
• landing safely

You could ask …

Which jumps made you feel like you were jumping high?
Which jumps made it difficult for you to jump high? Why was this?

Variations

Introduce a target: For example, children jump up to a sticker on the wall, or to touch
a hanging ball, streamers or balloons.
Combine actions: Jump up and … shoot a basket, hop over a rope, turn in the air.

LOCOMOTOR SKILL 69
JUMPING

Jumping Jenny (Jimmy)

Movement skills/concepts

Jumping and space and body awareness.

Set-up

Hard or grass area.
Groups of approximately five–six form a circle with one child in the middle.

Try something
new

Activity

The child in the middle starts jumping any way they like, saying, ‘This is the way Jenny
(Jimmy) jumps.’
The other children copy both the words and the jump. While the children are
jumping, the first jumper nominates the next child to go in the centre. This second
jumper says the same words but jumps in a different way.
Make the action continuous.

Can you see …?

• a variety of jumps, creativity
• springing from ankles and toes
• landing softly

You could ask …

Which jumps did you enjoy?
Which jump made you feel that you jumped high?
Which jump was the one where you jumped far?

Variations

Have a theme: For example, be a jumping kangaroo, other animal, or a sportsperson.

FUNDAMENTAL SKILLSS

70

Developing Jumping
Jumping Square

Movement skills/concepts

Sustained jumping (springing).

Set-up

Square or squares on a suitable surface: two opposite sides are numbered 1, and the
other sides are numbered 2.
In groups of approximately 10–20, children stand evenly spaced on the four sides of
the square. One child in the group is the caller.

Activity

A child calls ‘1’ or ‘2’. All children on whichever side is called jump across to the
opposite side without touching anyone. When the child calls ‘3’, all four sides jump to
the opposite side without touching anyone.

Can you see …?

• balance
• looking ahead
• continuous jumping

You could ask …

How can you keep jumping without getting tired?
How can you jump so that you keep away from others?

Variations

Vary equipment: Make a dice showing 1, 2 and 3, repeating each number on
opposite sides. Throw the dice and call the numbers.

LOCOMOTOR SKILL 71
JUMPING

Standing Horizontal Jump

Movement skills/concepts

Jumping for distance, landing and body awareness.

Set-up

Ropes placed around the edge of play area, gym mats, discs/bases (one per child),
masking tape or stickers.
Children work individually, with one rope each.

Activity

Standing at one end of the rope, which is laid out straight in front of them, the child
has their feet on either side of the rope.

Now, can you …?
• jump as far as you can, taking off with two feet and landing on two feet
• jump the full length of your rope
• jump further

Standing at the end of a mat, children jump as far as they can towards the end of the
mat. Count the score by the number of panels they jump over.
Children stand on a sticker and jump, two feet to two feet, and mark the distance
with another sticker. Jump again and try to jump a little further on each attempt.

Can you see …?

• crouching – bending knees, to prepare for take-off
• swinging arms back and forwards to initiate jump
• extension of legs and feet at take-off
• maintaining balance on landing

You could ask …

How can you jump far?
How do you maintain balance when you land?

Variations

Extend ‘jumping over’ skills: Jump over low obstacles, (e.g. ropes, beanbags,
bases, hoops).
Extend ‘jumping on’ skills: Jump onto low obstacles, (e.g. bench, low box/vault top
or solid box).

FUNDAMENTAL SKILLSS

72

Reaching High

Movement skills/concepts

Jumping for height, leaping, scissor jump, jumping over low obstacles, landing and
space awareness.

Set-up

Balloons suspended at various heights (either on a stretched elastic or sticks/poles),
low obstacles like a hurdle or stick suspended on two cones.
Children are spread out in a grass or hard surface area.

Activity
Can you …

• jump high in the air and land in your own space – jump two feet to two feet
• walk around the area and then, on the signal, jump high in the air by taking off

on one foot and landing on the opposite foot – what kind of jump is this?
• walk around the area, which has balloons suspended around it, and, using a

two-feet take-off and two-feet landing, jump to touch the balloons, like a rugby
player in a line-out or a basketball player in a jump-off
• move towards a balloon with some running steps and take off with one foot,
reaching high to touch the balloon with one hand and landing on one foot
• use a scissor action (taking off on one foot, landing on the other) to jump over a
low obstacle, like a low hurdle, then over gradually increasing heights

Can you see …?

• crouching to prepare for take-off
• swinging arms back and upwards
• ‘exploding’ upwards
• bent knees in landing
• scissor jump – leg closest to obstacle swings up and forward first

You could ask …

Which type of jump gives you more height? Why?
How do you land safely?

Variations

Use benches: Jump on and off benches (e.g. low box tops and benches). Leap up to
the bench with a one-foot or two-feet take-off, and land with two feet both on the
bench and on the ground.
Add ball: Jump and catch a high ball.

LOCOMOTOR SKILL 73
JUMPING

High Tide

Movement skills/concepts

Jumping at various heights, and relationships (with objects and others).

Set-up

Ropes.
Grass or hard area.
Children work in pairs: several pairs hold ropes in a circle; the other pairs move
around the circle jumping ropes.

Having fun
with others

Activity
On the call:

• ‘The sea is flowing’, ropes are moved gently from side to side
• ‘The sea is low’, ropes are low
• ‘The sea is high’, ropes are higher
• ‘The sea is rough’, ropes are held to stop the next pair, who then takes over

holding the rope

Can you see …?

• balanced approach
• height in jumping
• soft landings – knees bent

You could ask …

What will you change about the way you jump over low and then higher ropes?
How will you land safely?

Variations

Create a shape as you jump: Jump in a tucked or wide position.

FUNDAMENTAL SKILLSS

74

Jumping Combinations

Movement skills/concepts

Jumping to rhythm, running and landing in general space.

Set-up

Children spread throughout a defined grass or hard surface area.

step hop jump

Activity

Children walk in a defined area and when they hear a whistle signal, they are to ‘Step,
hop and jump’. Before beginning the routine, ask children to repeat these instructions
to a partner.
Now we’re underway, let’s …

• clap the phrase to get the idea of the rhythm
• ‘Step, hop and jump’ together at the same time on the whistle signal, and

practise saying the words, ‘Step, hop and jump’
• jog around the area, then, on the whistle signal, ‘Step, hop and jump’
• concentrate on the jump part of ‘Step, hop and jump’, trying to get more

distance in your jump. Repeat with the hop. Repeat with the step.

Can you see …?

• step, hopping on the same foot, the jumping on both feet
• arms swinging back and forwards
• bending knees in preparation and in landing

You could ask …

How do you gain more distance in your jump?
Why is it important to have a rhythm in this type of jumping?

Variations

Vary skills and combine them differently: Have two travelling skills and finish with a
jump, (e.g. run, run and jump).
Add sound: Jump to music or a beat.
Add shapes: Jump to a floor pattern, (e.g. geometric shapes, letters, numbers, names).

LOCOMOTOR SKILL 75
JUMPING

Feel the Spring Children learn
by discovering
Movement skills/concepts for themselves

Continuous jumping (springing/rebounding) landing and relationships (with others).

Set-up

Children are scattered throughout a defined grass or hard surface area.

Activity

Can you …?
• jump three times in a row on two feet,
pausing between each jump
• jump three times in a row without pausing
between jumps, springing quickly after each
jump (rebound/spring)
• jump twice in a row – first springing
(rebound) and then pausing
• jump high, turn in air, land and freeze
• repeat and, when you land, collapse to floor,
curl and freeze
• repeat this action and freeze for only an instant, then quickly resume moving
• jump in unison with a partner – on a signal, find another partner
• jump in unison with a partner and chant a sequence, ‘Jump, jump, pause, jump,
jump and pause’

Can you see …?

• head up
• swinging arms upward – to gain height
• bending knees – sinking in paused landings
• springing from ankles and feet with only slight knee flexion
• body extending in jump
• smooth transitions between movements

You could ask …

When would you use the different types of jump and landing?
How does the paused landing differ from the rebound springing action?

Variations

Add shapes: Jump using a variety of shapes (e.g. skinny, wide, symmetrical and
asymmetrical shapes).

Vary sequence: Create different sequences of jumps (shapes, one foot to two feet),
landings (paused and rebound) and other locomotor skills.

FUNDAMENTAL SKILLSS

76

Crossing the Stream

Movement skills/concepts

Jumping, leaping, running and space awareness.

Set-up

Ropes, base/disc.
Ropes are positioned in two lines to represent a stream/river. Include both narrow and
wider parts of the stream so the children can succeed. In a wide part of the stream,
position the base/disc as a boulder or stepping stone.
Children work individually.

Activity

Children stand on one side of the stream (behind the rope/line) and try to jump over
the stream to land dry on the other side. If they fall in, they must return home (back
to where they started) and pretend to change shoes and socks.
Children can use the boulder to cross the stream without getting wet.

Can you see …?

• arms swinging upward and forward
• pushing off with toes of the take-off foot or feet
• landing softly – bent knees

You could ask …

How did you get across the wider parts of the stream?
Which way of jumping gave you the most distance?

Variations

Add creative themes: For example, imagine you are a stunt person and you are
balanced on scaffolding suspended 10 metres from the ground by a big crane. (mats
scattered on ground). You need to move from one end of the scaffolding to the other
end by jumping on the supports to get the flag in the quickest time possible.

LOCOMOTOR SKILL 77
JUMPING

Circular Rope

Movement skills/concepts

Jumping over a moving rope, at different levels and relationships (with others).

Set-up

Ropes, each with a beanbag tied on one end.
Children in pairs, with one rope per pair.

Are the
children
challenged?

Activity

One partner swings the rope in a circle, about 2–4 cm off the ground at a speed that
allows their partner to jump over the rope when it comes to them. Switch roles.
Children can vary their jumps by:

• jumping forwards, sideways or backwards
• jumping creating different shapes in the air, (e.g. star, tuck jump).
• jump performing different tricks in the air, (e.g. clap hands, tap ankles).

Can you see …?

• quick springs
• landing softy – bent knees

You could ask …

What were some of the ways you jumped over the turning rope?
What do you need to do to be safe when jumping?

Variations

Vary equipment and group size: Have longer ropes with groups of 4–6 jumping.
Vary skill level: Change height of the rope

FUNDAMENTAL SKILLSS

78

Consolidating Jumping
Jump Rope

Photo of a child turning a rope

Movement skills/concepts

Jumping rhythmically, springing and relationships (with others).

Set-up

Ropes.
Children, with one rope each, spread out in a level or grass hard surface area.

Activity
Can you …?

• hold a rope in half and circle it overhead
like a helicopter – using left and
right hands

• turn rope over your head and jump it –
try to land on the same spot that you
took off on

• jump your rope moving forwards
• turn the rope backwards and try jumping it
• jump with different types of jumps – two

feet to two feet, one foot to the other foot,
two feet to one foot, etc.
• running steps with knees up, heels up or hopping on alternate feet
• jump the rope facing a partner, beside a partner, one following the other
• jump the rope with a partner – using one rope together, complete the activities
as above, turning the rope forward and backwards

LOCOMOTOR SKILL 79
JUMPING

Can you see …?

• heads up
• small springy jumps
• quiet landings
• horseshoe shape with rope
• ropes correct length – stand on the rope and hold arms straight out and at

waist level, adjust rope and grip at this length

You could ask …

What type of landings are you using here?
What are some of the different ways you can jump the rope?
What do you think is the secret to jumping the rope so you can keep going?
How will you and your partner work together when jumping the rope?

Variations

Vary jumps: For example, jump criss-cross and skier.
Create jump routines: For example, jump on two feet, heel–toe tap and criss-cross.
Add music: Jump to music for timing and interest.

FUNDAMENTAL SKILLSS

80

Jumping a Long Rope

Movement skills/concepts

Jumping over a long rope, turning a long rope, jumping with rhythm and
relationships (with others).

Set-up

Hard or grass area, long ropes.
Groups of three, with one rope per group: two children hold one end of the rope
each and one child jumps.

Have fun

Activity

Two children holding a long rope turn it with large, smooth turns.

While the rope is turning, ask the jumper can you ...?

• jump up and down in the same spot
• jump (two feet), run, hop, call in a friend, step, turn and run out
• run in, perform one skip and run out as the rope is turned, then repeat

increasing the number of skips

Entering rope – front door: The rope is turned towards the jumper and, when it
touches the ground, the jumper starts to run in, then jumps once and runs out.

Entering rope – back door: The rope is turning away from the jumper, who waits
until it is at its highest point before running in, then jumps on alternating feet and
runs out.

Jumping to a rhyme: For example ‘Alphabet, Alphabet’:

Alphabet, Alphabet, I know my A, B, C
Alphabet, Alphabet, Listen to me! A, B, C ... Z

Switch roles so that everyone has a turn.

Can you see …?

• front door – letting rope hit the floor and then entering
• back door – letting rope reach the highest point and then entering
• keeping on toes
• rhythmical rope turning

LOCOMOTOR SKILL 81
JUMPING

You could ask …

What types of landing are you using when jumping the long rope?
Which was the easiest way to enter the long rope?

Variations

Chase the fox: With a larger group, the leader runs in and performs an action and the
rest follow (e.g. touching the ground, bending, turning).
Red hot pepper: Each child jumps 10 ‘pepper’ (fast turns).
Calling in: A child jumps in with a beanbag, then drops it and picks it up again
without missing a beat.

FUNDAMENTAL SKILLSS

82

Jumping to Throw and Catch

Movement skills/concepts

Jumping for height, throwing and catching at different heights and angles, and
relationships (with others).

Set-up

Low benches, chairs, beanbags, tennis balls, foam balls and footballs.
Children in pairs.

Activity

One partner tosses the ball for their partner to catch while jumping from a low
bench. Repeat three times and then switch roles. See how many times children can
jump and catch without making a mistake. Children score a point each time they
catch the ball before they land.
One partner throws the ball so their partner has to jump high to catch it. They vary
the throw so their partner has to go to their left or right to catch the ball. Repeat
three times and then switch roles.
Try different ways of jumping – one-foot or two-feet take-off.

Can you see …?

• head up – for balance
• swinging arms upward
• bending knees – sinking in landing

You could ask …

What was the easiest way to reach high for the catch?
How did you time your jump to catch the ball?

Variations

Vary skills: Include travelling (running, jumping and catching in the air) to catch
the ball.
Vary balls and throws: For example, catch a netball lob pass, rugby line-out pass.
Play games: For example, Newcombe Ball (see ‘manipulation games’) incorporates
throwing, jumping and catching.

LOCOMOTOR SKILL 83
JUMPING

Partner Jumps Working
together
Movement skills/concepts

Jumping off obstacles, landing, relationships (with others) and space and
body awareness.

Set-up

Benches/vaulting boxes, landing mats.

Hard or grass area.

Children in pairs facing each other: each
partner begins on top of a low obstacle,
with one designated the leader of the pair.

Activity

The leader demonstrates a type of jump.
Partners then face each other and jump at
the same time:

• First mirroring the leader exactly
– which means copying their partner’s movement as if looking in the mirror. For
example, if the leader uses their right leg, partner uses their left leg. Switch the
leader after three turns.

• Then matching the leader exactly — which means children do the same thing
with the same body part at the same time. For example, if the leader uses their
right leg, partner uses their right leg. Switch the leader after three turns.

Examples of jumps that can be demonstrated are: star jump, tuck or ‘C’ shape, pike or
‘L’ shape, straddle or ‘V’ shape.

Repeat mirroring and matching actions while travelling on the ground. For example,
face each other approximately 4 metres away, walk towards each other with leader
initiating a jump.

Can you see …?

• keeping head up – for balance
• swinging arms
• soft landings, bent knees

You could ask …

Which jump by your partner was the easiest/hardest to copy? Why?

What can you do to ‘stick’ your landing?

Variations

Jump in sequence: Put a number of jumps together into a sequence.

Create a jumping dance: Select a theme, (e.g. movie stunt sequence), and put
together a series of jumps to express that idea.

FUNDAMENTAL SKILLSS

84

Jump Jane Smith

Movement skills/concepts

Jumping to a rhythm, skipping and relationships and partner.

Set-up

Any hard surface or grass space, music (song) optional.
Children form a double circle, with each child facing a partner in the opposite circle.

Activity

Put on music or have a caller call the words to the song.
Caller: ‘Jump, jump and jump Jane Smith.’
Take two high slow jumps, followed by three quick jumps.
Caller: ‘Take a little twirl and away we go.’
Join both hands with your partner’s and skip around on the spot.
Caller: ‘Slide, slide and stamp just so.’
All take two sidesteps to the right to meet a new partner.
Stamp three times.
Caller: ‘Then we take another partner and we jump Jane Smith.’
Join both hands with your new partner’s, skip around on the spot, ending in your
own place.
Jump three times.

Can you see …?

• jumping in time to the rhythm
• small, controlled movements

You could ask …

What can you do to jump in time?
Jumping with a partner can be tricky. How can you help each other jump in time?

Variations

Working with one partner: If changing partners is too difficult, each pair keeps both
hands joined, slides two steps clockwise, then the outside circle moves on one – or
change the last verse to ‘Then we stop with our partner and we jump Jane Smith.’

LOCOMOTOR SKILL 85
HOPPING

Hopping

Description

Hopping is a springing action that involves taking off from one foot and landing
on that same foot. It involves dynamic balance, with the non-hopping side adding
counterbalance and force to assist with the continuous forwards and upwards
movement. Hopping is a component of many other fundamental skills, (e.g. in
skipping and kicking for distance, in sports like athletics (component of triple jump)
and in dance activities).

Applying movement principles

Balance: They body is balanced when the centre of gravity is over the base of support.
The base of support is the hopping foot and, to achieve balance, the body leans
towards the hopping foot while the non-hopping side provides the counterbalance
and the arms assist.
Force: To achieve height or distance in the hop, a summation of force is required. This
is achieved by extending the ankles, legs and arms forwards and upwards together.

Learning cues

• swing both arms back, then vigorously forward and upward
• push off from toes in take-off
• land on toes, then ball of foot, bending knee to absorb shock

FUNDAMENTAL SKILLSS

86

Learning phases

Discovering phase

In this phase children enjoy being creative with hopping and discovering the different
qualities of hopping. Characteristics at the discovering phase of learning are:

• body is upright
• very little height or distance is achieved in the hop
• children lose balance easily – they can do only one or two hops.

Developing phase

Children develop hopping techniques through practising the skill of hopping in games
and activities. Characteristics of hopping in this phase are:

• children lean slightly forwards
• arms move forwards and backwards vigorously
• knees flex in landing
• balance is poorly controlled.

Consolidating phase

Applying the skill of hopping to a variety of contexts is the focus of this phase.
Characteristics of hopping in this phase are:

• non-hopping leg is used to support the take-off and momentum of the hop
• body leans forwards over the hopping foot
• arms are coordinated with take-off, moving forwards and upwards
• hopping action is continuous and rhythmical.

LOCOMOTOR SKILL 87
HOPPING

Overview

Learning Activity Movement skills/concept Suggested Suggested Page
phase name group size space

Discovering Enjoying Hopping through different 1 Hard or 88
Hopping pathways, levels and
qualities (e.g. fast, soft), and grass
relationships (with equipment
and partner). surface

Developing Hopping Hopping for height, hopping 2-4 Hard or 90
Far and for distance, static and
High dynamic balance. grass area

Long Hopping for distance, static 2-4 Hard or 91
Hopping and dynamic balance, and
Relay landing safely. grass area

Consolidating Hopping Sustained hopping, hopping 10 Hard or 92
Tag for speed and to evade an grass area
opponent, balance (static
and dynamic).

Hopscotch Hopping, balance and 2-3 Hard or 93
throwing for accuracy.
grass area

FUNDAMENTAL SKILLSS

88

Discovering Hopping
Enjoying Hopping

Movement skills/concepts

Hopping through different pathways, levels and qualities (e.g. fast, soft), and
relationships (with equipment and partner).

Set-up

Ropes, hoops, discs, cones.
Children spread out in defined grass or hard surface area with equipment to hop over.

Children learn
by exploring

Activity

Children explore ways to hop.
Can you hop …?

• on the spot, forwards/backwards/sideways
• and turn in the air
• and turn in the air making a quarter turn/half turn/full turn
• as quietly/noisily/quickly/slowly as you can
• as softly/hard as you can three times on your right/left foot
• alternating hard and soft landings
• over the rope, into the hoop, onto the disc, around the cones
• as high as you can, with little low hops, at a medium height
• as far as you can for distance
• without using your arms, using only one arm, using your opposite hopping foot
• alternating feet every eight/four/two beats
• with partners at the same time/moving forward holding hands/facing

each other

Can you see …?

• enjoyment
• landing safely, with the knee bent on hopping foot
• using arms to balance

LOCOMOTOR SKILL 89
HOPPING

You could ask …

Which is the easiest: hopping on the spot or for distance? Why is this?

Why do some of you hop better on one leg than the other? Which is your
preferred leg?

What did it feel like not using your arms? How do you use your arms for hopping
on the spot compared to hopping for distance?

Variations

Hopping tug of war: In pairs, children hold one of partner’s hands and hold their
non-hopping leg with their other hand, they then try to pull each other off balance
(no rough play).

Follow the leader: In small groups, one person leads the group, one behind the other,
on a hopping journey over, on and through obstacles.

FUNDAMENTAL SKILLSS

90

Developing Hopping

Hopping Far and High

Movement skills/concepts

Hopping for height, hopping for
distance, static and dynamic balance.

Set-up

Cones, low platform (bench, box
top), chalk, balloon, string and ropes.
Children spread out in small groups
in a defined hard or grass area.

Activity

Children practise activities.

Can you …?
• stand on one foot, hop three times in a row and hold your landing
• hop as high as you can and hold your landing
• alternate high and low hops
• hop over lines or ropes on the ground (spread ropes out so they are in lines with
a step in between, like a ladder)
• hop over low cones spread out in a line, hop over four obstacles in a row
• take two steps and hop as high as you can – step, step and hop. If you hop off
your right foot, which foot will you step on to first

Progress approach from walking to running to six strides, taking off from a line.

Can you …?
• hop as far as you can – put a cone where you land and try to improve on this
• hop over different parts of the ‘widening stream’ (two ropes laid out, narrow at
one end and wider at the other)
• hop to head a suspended target (balloon held by another person)
• hop over a tall cone
• hop onto a low bench
• hop with different combinations of run-up (e.g. two stride, four stride run up),
then hop over a series of objects (e.g. hop over rope, over cone, over rope,
onto bench)

Can you see …?

• taking off while swinging the arms forwards and upwards
• landing with knees bent

You could ask …

What is the importance of your arms in hopping?
What is the difference between the way you hop for distance and the way you hop
for height?

LOCOMOTOR SKILL 91
HOPPING

Long Hopping Relay

Movement skills/concepts

Hopping for distance, static and dynamic balance, and landing safely.

Set-up

Cones.
Teams, each with the same number of children, are lined up behind a starting line in
a grass or hard area, with one cone per team.

Are the
children
challenged?

Activity

The first person in each team stands on the starting line and hops as far as they can.
A cone is placed where they first contact the ground with their hopping foot. The
second person then takes off from the cone and hops as far as they can, and the
cone is moved to where the second person landed. The relay continues until everyone
in the team has had a go.
The winning team is the team that has hopped the furthest.

Can you see …?

• taking off while swinging arms forwards and upwards
• using the non-hopping leg to give momentum to hop
• landing safely with a bent leg

You could ask …

How will you achieve the maximum possible distance in your hop?
How will you land safely?

Variations

Hopping for speed: The first team finished with the coolest pose wins.

FUNDAMENTAL SKILLSS

92

Consolidating Hopping
Hopping Tag

Movement skills/concepts

Sustained hopping, hopping for speed and to evade an opponent, balance (static and
dynamic).

Set-up

Bands to identify the taggers, discs/spots.
Grass or hard area.
Groups of approximately 10, including two to three taggers (each wearing a band)
per group.

Activity

This simple tag game incorporates hopping only.
Taggers hop to tag other participants who are also hopping within the designated
area. When a person is tagged, the tagger gives their band to that person, who then
becomes the tagger, while the previous tagger joins the rest of the group. You cannot
be tagged if you are standing in a stork balance on one of the discs in the area.

Can you see …?

• hopping only
• heads up to see where they are going
• using arms for balance
• changing hopping legs (using one only will get very tiring)

You could ask …

Taggers: How can you work together to tag the hoppers?
Hoppers: What strategies can you use to evade the taggers?

Variations

Vary locomotor skill: Leap, jump or skip.

LOCOMOTOR SKILL 93
HOPPING

Hopscotch

Movement skills/concepts

Hopping balance, and throwing for accuracy.

Set-up

Chalk to mark out hopscotch patterns, beanbag or stone.
Groups of 2–3 spread out in a smooth, hard surface area.

Activity

Groups take turns at the different hopscotch activities.

1. Simple hopscotch 89 Let the
7 children play
Players hop in sequence and place both feet
in the empty spaces. 6
5

4
3

2
1

2. Traditional hopscotch

In turn, each player throws the beanbag onto
square 1, hops over square 1 to 2 and hops up
through the sequence before jumping with two
feet on ‘Home’. Then they hop back down the
sequence, pick up the beanbag and hop out.
Repeat by throwing the beanbag in square 2,
hopping over that square, and so on.

FUNDAMENTAL SKILLSS

94

3. Ladder hopscotch 10
9
In turn, each player throws the 8
beanbag into square 1, hops over this 7
square, picks up their beanbag and 6
hops into square 1 and out. They then 5
throw the beanbag into square 2, hop 4
into square 1, hop over square 2 and 3
into square 3, pick up the beanbag, 2
then hop into square 2, into square 1 1
and finally out. They continue in this
way up and down the ladder.

Draw the ladder with narrow rungs so
the children have to jump sideways.

4. Snail hopscotch

In turn, each player hops in each section
of the snail until they reach the centre
circle; they then reverse the sequence
to hop out of the snail. When a
player completes the snail, they claim
a section of the snail by placing a
beanbag in it. No one is allowed in this
section except the owner, who can use
this section to rest.

After the group has played for a set time, the
player who owns the most sections is
the winner.

Can you see …?

• changing hopping legs when tired
• using arms for balance
• landing safely, with knee bent on hopping foot

You could ask …

Which hopscotch pattern did you find the easiest? Why was this?

Did you change the way you hopped for the snail pattern? If you did, what did
you change?

LOCOMOTOR SKILL 95
SKIPPING

Skipping

Description

Skipping is a combination of a long step and a hop (step–hop), first on one foot
and then on the other, and has an uneven rhythm. Skipping is a fundamental skill
in a variety of games and dance activities (e.g. when moving to music or a beat in
folk dancing).

<Photo children skipping>

Applying movement principles

Balance: Skipping involves shifting weight from one foot to the other with a narrow
base of support. Therefore arms should extend to help maintain balance.

Force: Force should be applied upwards for the hop action to allow the opposite leg
to swing forward freely.

Learning cues

• step forward and hop on the same foot
• repeat with the other foot
• lift knee sharply upward

FUNDAMENTAL SKILLSS

96

Learning phases

Discovering phase

Learning in this phase focuses on discovering different ways of skipping, having fun
and being creative when skipping. Characteristics of skipping in this phase are:

• a step–hop action is evident, though it tends to a double hop or double step
• arms are not coordinated
• skipping appears uncoordinated.

Developing phase

Skipping to a rhythm, sustained skipping and skipping to evade an opponent are
skipping skills developed in this phase. Characteristics of skipping in this phase are:

• step–hop is more coordinated
• arms move rhythmically to assist in overall coordination
• landing is flat-footed.

Consolidating phase

Applying skipping patterns to different rhythms in various contexts is the focus of
learning in this phase. Characteristics of the mature skipping pattern are:

• step–hop pattern is smooth and coordinated
• arms are used in the hopping action and are coordinated throughout

the action
• children land on their toes.

Overview

Learning Activity Movement skills/concept Suggested Suggested Page
phase name group size space

Discovering Let’s Try Exploring skipping through 1 Hard or 97
Skipping different pathways and levels, grass area
skipping to a rhythm and
relationships (with others).

Developing Frost and Skipping (step–hop) while 8+ Hard or 98

Thaw chasing and evading. grass area

Poison Skipping for speed and change 1 Hard or 99
Circle of direction, skipping to a grass area
rhythm and space awareness
(body parts).

Chain Tag Skipping and relationships (with 10+ Hard or 100

others). grass area

Consolidating Ring-a- Skipping to a beat and skipping 8-10 Hard or 101
Ring o’ in a circle.
Rosy grass area

LOCOMOTOR SKILL 97
SKIPPING

Discovering Skipping Have fun

Let’s Try Skipping

Movement skills/concepts

Exploring skipping through different pathways and levels, skipping to a rhythm, and
relationships (with others).

Set-up

Ropes, hoops, cones and balls.
Children are spread out in a grass or hard
surface area.

Activity

Children practise different skipping actions.
Ask them to show you how they can skip.
Provide the following suggestions for them
to explore skipping further.

Can you skip …?
• like a giant, a fairy, a clown, a toy soldier
• making yourself very small and gradually getting taller
• being as tall as you can
• forwards/sideways/backwards
• happily/angrily/sadly, tightly/loosely
• quickly/slowly, at varying speeds
• in a straight line, in a curved pathway, in a circle, in a figure of 8
• as fast or as slowly as you can, downhill or uphill
• without using your arms – now swing your arms outwards, inwards
and diagonally
• to the beat of the drum or to music
• without touching any lines on the floor, or cracks on the concrete
• and see how many skips it takes for you to get from ‘here’ to ‘there’
• with a partner – going backwards while your partner goes forwards, holding
hands so you both skip around on the spot

What are some other ways you can skip?

Can you see …?

• fun
• creativity
• children coming up with their own ideas

You could ask …

What did you enjoy the most about skipping?
How did you and your partner skip together?

Variations

Follow the leader: One child is the leader who the others follow on a skipping journey
around the area.

FUNDAMENTAL SKILLSS

98

Developing Skipping
Frost and Thaw

Movement skills/concepts

Skipping and space awareness (direction and personal space).

Set-up

Bibs or bands of two different colours.
Children are spread out in a defined grass or hard surface area. Among them are one
or more Frost players and the same number of ‘Thaw’ players, with the two roles
identified by the colour of their bib/band.

Activity

Frost tries to tag the other players. Tagged players must freeze on the spot. Thaw
can tag these players to free them so that they can rejoin the game. All movement
is skipping.

Can you see …?

• light, long skipping
• arms swinging freely

You could ask …

You need to be able to skip fast and change direction quickly in this game. How will
you change your skipping action?
How will you evade the taggers?

Variations

Modify rules: Frozen players hold a static balance (e.g. scale) or a front support.
Allow anyone to thaw frozen players.

LOCOMOTOR SKILL 99
SKIPPING

Poison Circle

Movement skills/concepts

Skipping for speed and change of direction, skipping to a rhythm and space
awareness (body parts).

Set-up

Rhythm instrument.
Children are spread out within a marked circle in a hard or grass area.

Are all the
children
involved?

Activity

Children skip within the boundaries of the circle and pretend everyone else in the
circle is poison. If touched by another person, a child becomes poison and must skip
with one hand behind their back. If touched a second time, the child puts the other
hand behind their back.
Begin by skipping slowly, then get progressively faster.

Can you see …?

• coordinated skipping
• arms swinging freely
• rhythm

You could ask …

How hard was it to skip without using your arms?
Why do you think the arms are important when skipping?
How could you avoid being poisoned?

Variations

Modify area: Increase/decrease the circle size to make it easier or more difficult.
Add music: Skip to music.

FUNDAMENTAL SKILLSS

100

Chain Tag

Movement skills/concepts

Skipping and relationships (with others).

Set-up

Defined hard or grass area.
Groups of 100 or more children.

Working
together

Activity 1: Multiple taggers

Two to three pairs with their inside hands joined are the taggers. Everyone skips
around while the taggers chase (skip after) the free players. If tagged, the free player
replaces the member of the pair who tagged. Continue for several minutes.

Activity 2: One pair of taggers

One pair, while keeping their inside hands joined, tries to tag free players with their
free hands. Only skipping is allowed. When a free player is tagged they join the pair,
which becomes a threesome or a ‘chain of three’.
The three continue to chase and, when a fourth person is tagged, they break into
two chains of two and both chains continue to chase and tag. The game is completed
when everyone is in a chain.

Can you see …?

• working and skipping in unison
• control and safety

You could ask …

Free players: What strategies did you use to keep away from the chain?
Taggers: How did you work together in your chain to tag the free players?

Variations

Vary locomotor skill: Try walking, hopping or running.