Exercise
How to Teach Skipping: Step-Hop Cues and PE Activities
By Dave Joisil (Mr. J) · Certified Health and Physical Education teacher
Updated
Teach skipping with a step-hop breakdown, alternating-side practice, a rhythm pathway, inclusive options, and a copyable teacher observation strip.
Skipping combines a step and a hop on one foot, then a step and a hop on the other: step-hop, step-hop. To teach it, separate those actions before asking children to travel continuously. The key difference from galloping is that the leading side alternates rather than staying the same.
Use this lesson for children learning the pattern in PE or at home, not as an age-based pass/fail test. Choose a clear, nonslip area with a visible stopping point. Keep pathways one-way, send children with space between them, and return by walking outside the practice lane. Stop for pain, dizziness, or discomfort and follow individual activity plans.
Start with a single step-hop
Demonstrate slowly from the side: step onto the right foot, make a small hop on that same foot, and put both feet down to reset. Repeat on the left. Say “step, tiny hop” rather than “go faster.” A child can first tap the free foot instead of leaving the ground while learning the sequence.
Next, link one right step-hop to one left step-hop. Let the arms swing comfortably; teaching a large arm action at the same time can add unnecessary complexity. Make the hop small enough to land under control, with the supporting knee bending comfortably.
Rhythm pathway activity
Put four pairs of flat marks along a short lane. Each pair represents one step-hop, not a target distance. Walk the route first. Then say “right-right, left-left” while demonstrating how the step and hop use the same supporting foot. Remove the marks if children start stretching or jumping to reach them.
After a brief attempt, pause and ask which part was confusing. Practice that part in place, then try the lane again. Children who already link the pattern can keep a steady rhythm along a gentle curve; speed and large leaps are not the next requirement.
Copy-and-print: Step-hop observation strip
Copy these lines to a sheet. Watch a short attempt and record one useful cue, not a score or ranking.
- Name or classroom code: ______ Date: ______ Chosen route/support: ______
- Step and hop on the same supporting foot: observed / practicing / not observed today.
- Changes to the other foot for the next step-hop: observed / practicing / not observed today.
- Stops with room at the end: observed / practicing / needs a clearer marker.
- Next cue to try: ______ Child's preferred cue or feedback: ______
If skipping turns into galloping
Pause and model the change of foot. Ask the child to complete only two step-hops with a reset afterward. If a child repeatedly uses one side, offer separate practice on the other without pulling their limbs or insisting on symmetry within one lesson.
Participation without a traveling hop
Offer alternating weight shifts, a seated step-tap rhythm, or a comfortable movement agreed in the student's plan. These let children explore alternation but are not identical to a skipping performance. Record the actual activity rather than marking an adaptation as a failed skip.
Video, next lesson, and source
The Learn How to Skip tutorial is the matching video. Compare it with galloping, or use hopping stations when the same-foot action needs separate practice.
The step-hop distinction and teaching cues draw on PDST fundamental movement skill cue posters. The pathway and observation strip are original suggested teaching tools, not a standardized assessment or a promise of mastery.