Skipping is one of those activities that is inclusive of everyone: young, old, athletic and those who are not so. It seems to bring joy to all involved and is of minimal financial cost to schools.
Sadly, during my years of running ‘Positive Playtime’ Training courses in schools, a frequent cry from teachers and lunchtime supervisors has been that children don’t know how to play with a skipping rope or the traditional skipping rhymes and games from the past. With many children playing less outside due to the appeal of computer games, coupled with fears of stranger danger and busy roads, what was once a familiar sight in most neighbourhoods and schools across the country seems to have diminished.
In fact I frequently see ropes in schools wrapped around children’s waists and used to play ponies — not what they created for. I believe there is a role for us in reigniting children’s love of skipping and in teaching the traditional games and rhymes which can then be passed down to the next generation, not to be forgotten.
Traditional Skipping Rhymes
There are hundreds of rhymes with new ones or new variations being added all the time, but the really old traditional ones still continue to be used. Some rhymes are obviously products of an older tradition, recited with little understanding but with enthusiastic actions.
‘I am a Girl Guide dressed in blue, These are the actions I must do: Salute to the King and bow to the Queen, And turn my back on the washing-machine.’
Still surprisingly popular considering that the last king of England died in 1952! The rhyme is recited to the rhythm of the skipping and actions performed for each line — salute, bow and turn round completely.
I also encourage teachers to teach skipping skills and games once a term in their PE lessons. Initially I suggest they teach children how to skip solo as this gets them warmed up, learning some basic skills. The good thing about skipping is that it can be taught simultaneously to people with a range of abilities and allows different abilities to shine because of its noncompetitive nature.
Once children have learnt basic skills they can then learn more complex moves that require greater agility and skill. Children also love long rope games and many of these can be taught in groups in the playground.
In some schools, they invite a trainer like myself or a professional skipper to run skipping workshops. He/she trains a few students during the afternoon, teaching them skills and tricks, and then the whole school is invited to see a performance. After school, many students take up the opportunity to join in further skipping. Schools find these days are such a success that skipping fever hits their playgrounds for months afterwards.
Benefits
There are many benefits to children skipping, most notably the physical activity it offers. Child obesity levels are rising with current statistics showing that, of children attending reception class (aged 4-5 years) during 2011 — 12, 9.5% were obese. It is therefore imperative that schools encourage exercise. Skipping is the ideal activity to suit all capabilities, and help f ight the obesity rates.
The British Heart Foundation’s ‘Jump Rope For Heart’ campaign is aimed at highlighting health and have had over 25,000 schools and youth groups sign up. Hazel Mackie, an event organiser, says: ‘As well as being a great deal of fun, I believe that skipping improves fitness and acts as an antidote to playground problems such as bullying.’
The British Skipping Association also points out that it is an activity not only suited for recreation, but also for a cardiovascular workout. This combination of an aerobic workout and coordination-building footwork has made skipping a popular form of exercise for many athletes.
Peter L. Lindsay and Denise Palmer’s research further highlights that in many respects, traditional games are more beneficial to children’s health than formal syllabus games. In addition to the physical benefits of skipping, the participation in skipping as a group or individually alongside others aids inclusion for all children, encourages a purposeful playtime and helps combat bullying.
Other findings suggest that a physically active lifestyle is associated with improved selfesteem and self-concept (Gruber 1986).
The Curriculum
With there now being a requirement for schools to provide for the Spiritual, Moral, Social and Cultural development of pupils, creating happier playtimes has become increasingly more important. Schools have seen huge benefits in adopting a range of structured and unstructured playground games, such as skipping.
So sing, have fun and get that heart pumping — here’s to a happy summer of skipping!