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

S1.E23.5: Creates a jump rope sequence with a partner or small group using either a short (e.g., variety of tricks) or long jump rope (e.g., running in and out of a long rope).

Student Actions

Teacher Actions

The student will:

• Create a jump rope routine with a partner using either a short or long jump rope.

•  Long Rope: Turning

• Jumper face one turner

• Countdown and signal

• Big Circle Overhead

• Stay in sync

• Forward Swing: Short Rope

• Stand in front of the rope.

• Handles at belly button.

• Handles go out and around.

• Jump.

• Backward Swing: Short Rope Jump:

•  Look forward.

•  Feet together.

•  Small jumps.

•  Knees bend and land on the balls of the feet.

• Discuss the importance of critical cues and skill development.

• Ask and answer questions for clarification.

• Follow class protocols in safety measures set by the teacher.

The teacher will:

• Introduce and explain how to create a jump rope routine with a partner with either a short or long jump rope.

• Teachers will teach many skills for the students to learn. Once they master the skills, they may want to use it in a routine.

• Long Rope: Turning

• Jumper faces one of the turners in the middle, and beside the rope.

• Turners say “1, 2, 3, go”

• On “go,” turners make a big circle. over the head of the jumper.

• Turners must turn rope in unison.

• Forward Swing: Short Rope

• Stand in front of the rope.

• Handles at belly button.

• Handles go out and around. Big circle.

• Jump (quiet and small)

•  Backward Swing: Short Rope Jump:

• Look forward, not at the floor.

• Keep your feet together.

• Small, relaxed jumps, not huge or high jumps.

• Land with bent knees and on balls of the feet. Quiet jumps..

• Allow students time to practice the skills and routine.

• Provide Feedback when needed.

Key Understandings

Teacher Insights

1. General space: The space within a room or bounded area that a person can move through using any means of locomotion.

2. Jump: Jumping from and landing on two feet.

3. Personal space: The physical space surrounding an individual.

• At the end of the unit, students will create a routine with a partner with either a long or short jump rope.

• The following skills will be taught with short jump rope. Once skills are mastered, students will perform a routine. 

• Scissors, Straddle Cross, Wounded Duck, Criss Cross, Heel to Heel, Toe to Toe Hop, Heel Toe - Hop, Forward or Backward Single/Double Bounce, Forward or Backward Single/Double Side Swing.

• The following skills will be taught with long jump rope. Once skills are mastered, students will perform a routine.

• Run through front door or back door, Run in the rope and jump, double dutch.    

UDL 

Assessment 

• Pair students with a supportive peer who can provide encouragement, assistance, and feedback during routine practice. Challenge them to create routines with at least 3 to 4 tricks. 

• Offer alternatives such as weighted ropes or ropes with handles of different textures for students who require additional sensory input or grip support.

• Place visuals with instructions on the walls to help illustrate proper technique and form.

• Offer options for modifying jumps and footwork patterns based on the student's coordination, balance, and endurance levels.

• Grades 3-5: S1.E23 OPEN: Jump Rope Self Assessment

• Grades 3-5: S1.E23 OPEN: Jump Rope Holistic Performance Rubric

Instructional Resources

• OPEN Group Jump Routines

• OPEN Jump Rope Station Day

• OPEN Jump Rope Station Day Cue Cards

• OPEN Long Rope Basics

• OPEN Long Rope Progression Card

• PE Kansas Short & Long Rope Skills with Partner