Scissor Kick Mastery

Overview

This 60-minute lesson is designed for Years 0-3 students at Norsewood and Districts School, focusing on the development of the high jump scissor kick technique. It is the fifth lesson in a 10-lesson unit titled "Athletics Skills Development." The lesson emphasizes safe skill acquisition, technique practice with varying heights, and inclusive teaching aligned with the New Zealand Curriculum Refresh (Level 1 Physical Education).

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Curriculum Links

Learning Area: Health and Physical Education (Level 1)

• Movement Concepts and Motor Skills: Explore and develop fundamental movement skills and concepts in a variety of movement situations to maintain and enhance physical activity (NZC, Level 1, Health & PE)
• Strand: Movement Skills and Concepts
  • Use a variety of basic movement skills in different movement situations (e.g. running, jumping).
  • Develop confidence and competence in fundamental motor skills.

Key Competencies

• Managing Self: Students show self-motivation and perseverance when learning new motor skills.
• Relating to Others: Demonstrate respect and teamwork during group activities, underpinning school values.
• Participating and Contributing: Participation in physical activities with a positive attitude reflecting the school’s “GREAT” values.

School Values Integration – GREAT

• Give it a Go: Encouraging students to try new movements and challenges.
• Respect: Respect others’ space and efforts in physical activities.
• Excellence: Focus on correct technique to achieve personal bests.
• Attitude: Positive attitude toward practice and peer support.
• Teamwork: Cooperate and encourage peers during activities.

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Learning Objectives

By the end of the lesson, students will be able to:

• Demonstrate the basic scissor kick technique safely when jumping over a bar.
• Jump over a bar set at different low heights with increasing confidence.
• Recognize and practise safe landing and take-off positions.
• Show respect and encouragement towards peers during practice.
• Adapt the technique with provided support where needed (inclusive adaptations).

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Resources

• High jump bar or light foam bar, adjustable heights
• Soft landing mats
• Cones/markers for run-up area
• Visual aids showing the scissor kick technique (images/demonstrations)
• Stopwatch or timer
• Assistance tools (e.g., foam blocks, rail with support for balance) for inclusion
• Name tags or coloured bands for group sorting

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Lesson Structure (60 minutes)

1. Warm-Up & Introduction (10 minutes)

• Greeting and Values Focus (2 mins): Quick reminder of GREAT values, especially “Give it a Go” and “Respect.”
• Movement Warm-Up (5 mins): Simple jogging, skipping, and stretching to prepare muscles for jumping. Use fun call-and-response (e.g., “Ready, set, jump!”) to engage students.
• Introduce Lesson Focus (3 mins): Teacher shows a brief demonstration of the scissor kick technique emphasizing running approach, scissor-like leg movement over the bar, and controlled landing. Use clear, simple language and visual images.

2. Skill Explanation & Modelling (10 minutes)

• Break the scissor kick into manageable steps:
  1. Run-up approach (3-5 steps).
  2. Lead leg lift and jump off the opposite foot.
  3. Scissor legs over the bar (one up, one down).
  4. Controlled landing on the mats with knees slightly bent.
• Use verbal cues and physical demonstration. Invite confident students to demonstrate.
• Use a volunteer from the class or a peer buddy to show technique.

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3. Guided Practice (20 minutes)

Divide the class into small groups rotating through stations for individual practice with teacher and assistant support:

• Station 1: Scissor Kick Step Practice (running and leg movement only without bar):

  • Use cones to mark 3-5 step run-up.
  • Practice leg motion off one foot, focusing on the movement, not height.

• Station 2: Low Bar Jumping Practice:

  • Bar set very low to build confidence (about ankle height).
  • Students practice scissor kick technique jumping over the bar onto mats.
  • Teacher provides individual feedback and corrections.

• Station 3: Partner Encouragement & Assessment:

  • Buddy system to observe and provide praise using GREAT values (Give it a Go, Respect).
  • Emphasize teamwork and positive attitude.

Inclusive Adaptations:

• Provide foam blocks or wider bars for students needing less challenge.
• Allow students to hold a rail or staff for balance during jump approach.
• Use visual step cards for students requiring extra guidance.
• Provide additional adult or peer support to physically guide or assist where needed.

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4. Independent Practice & Fun Challenge (15 minutes)

• Reset bar at varying heights suitable to individual ability (incremental increase as confidence grows).
• Challenge circuit: Students attempt the scissor kick over bars of increasing heights.
• Encourage students to cheer peers, using positive language reflecting school values.
• Use stopwatch/timer to give a sense of teamwork and excitement but ensure a non-competitive atmosphere focused on personal improvement.

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5. Cool-Down and Reflection (5 minutes)

• Gradual slow walking and stretching focusing on legs.
• Circle gather for a “Learning Adventure” reflection.
• Teacher asks questions:
  • What did you enjoy about the scissor kick?
  • How did you show GREAT values today?
  • How can we keep safe when doing high jump?
• Praise effort and teamwork.
• Set expectation for next lesson and encourage continued practice.

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Assessment & Feedback

• Formative Assessment: Teacher observes students’ jump techniques during practice, noting their control, coordination, and safety awareness.
• Peer Feedback: Using a simple “two stars and a wish” (what’s good, what can improve), peers share encouragement.
• Self-Reflection: Guided through simple questions during closing to promote self-awareness of their learning.
• Use observations to inform next lesson and differentiation needs.

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Notes for Teacher

• Maintain a positive and safe environment with clear boundaries and expectations.
• Scaffold instructions and break down skills into bite-sized chunks for young learners.
• Be flexible to accommodate diverse needs and provide prompt encouragement.
• Use language modelling consistent with the curriculum to support language development (e.g., “Lead leg”, “Take-off foot”, “Steady landing”).
• Integrate the “GREAT” values consistently through praise and behaviour management.

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This lesson plan honours the New Zealand Curriculum principles of inclusiveness, learner-centredness, and holistic development and links explicitly to learning outcomes in physical education for early years learners, embedding positive school culture through the “GREAT” values and providing multiple learning modes for success on this "GREAT Learning Adventure" .