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


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).