Jump Rope Skills
(Intermediate 3-5)

Jump Rope Skills
(Intermediate 3-5)

Created by: Jenna Knapp & Aaron Hart
Special Contributions: Deedi Boland
Design: Jennifer Truong

For thousands of years, children have been jumping rope as a form of movement-based fun. This module reinforces basic rope jumping skills and then progresses from that point to include a variety of tricks, challenges, long rope jumping, and cooperative routines.

Jump rope participation provides valuable physical activity experiences for students that provide a relevant context for a variety of fitness-related lessons.

Take a video walk-through on YouTube!

Module Documents

Activity Plans

Assessments

Teacher Evaluation

  • Teacher Self-Evaluation and Reflection Guide:

Planning Tools

Jump Rope Skill Equipment List / Inventory Tool
Use this Excel Spreadsheet to record your equipment inventory and generate a Jump Rope list to submit to US Games for a price quote. Tell them you’re a member of the OPEN Tribe and receive a special offer.

Jump Rope Inventory Tool: [EXCEL]

You’re supporting OPEN every time you purchase equipment from US Games. A portion of each sale helps us provide OPEN free for all physical educators.

National Standards and Outcomes Focus for Jump Rope Skills

Standard 1. Demonstrates competency in a variety of motor skills and movement patterns.

  • Outcome [E4.3&5]. Jumps and lands in the vertical plane using a mature pattern (3); Combines jumping and landing patterns with locomotors and manipulative skills in dance, gymnastics and small-sided practice tasks/games environments (5).
  • Outcome [E27.3-5]. Performs intermediate jump-rope skills (e.g., a variety of tricks, running in/out of long rope) for both long and short ropes (3); Creates a jump-rope routine with either a short or long rope (4); Creates a jump rope routine with a partner, using either a short or long rope (5).

Standard 2. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • Outcome [E3.3-5c]. Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher (3); Applies the movement concepts of speed, endurance and pacing for running (4a). Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice task/game environments, dance and gymnastics (5c).

Standard 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • Outcome [E3.3-5]. Describes the concept of fitness and provides examples of physical activity to enhance fitness (3); Identifies the components of health-related fitness (4); Differentiates between skill-related and health-related fitness (5).

Standard 4. Exhibits responsible personal and social behavior that respects self and others.

  • Outcome [E4.3-5]. Works cooperatively with others (3a); Praises others for their success in movement performance (3b); Praises the movement performance of others both more and less-skilled (4a); Accepts “players” of all skill levels into the physical activity (4b); Accepts, recognizes and actively involves others with both higher and lower skill abilities into physical activities and group projects (5).

About the Author:

Aaron's passion for physical education is cause for some to question his sanity. At home he loves working on his tiny farm in Upstate New York, eating homegrown veggie soup, and spending time with his family.