At the park, other children are jumping off the bottom step or hopping over a line on the ground without a second thought, while your child either steps down one foot at a time or jumps with feet landing far apart and wobbly. They may avoid games that involve jumping altogether, hanging back at the edge of group activities instead of joining in.
Why Jumping With Both Feet Can Be Hard to Master
A clean two-footed jump needs several things to work together at once: enough strength in both legs to push off evenly, good balance to land without toppling, and enough body awareness to coordinate both sides of the body at the same time. Children who are still building core strength or whose balance reactions are slower to develop often default to a safer one-foot-at-a-time pattern, since it feels more secure even though it looks and functions differently from a true jump.
Signs This Milestone Needs Support
- Steps down from a low step or ledge instead of jumping, well past the age when peers are jumping confidently.
- Lands with feet far apart or immediately needs to grab something to stay steady.
- Avoids trampolines, hopscotch or jumping games that other children seek out.
- Appears generally cautious or hesitant around any activity involving leaving the ground.
- Tires quickly during jumping games compared to running or walking.
What You Can Try at Home
- Practise jumping off a very low, stable surface, such as a single thick book, onto a soft landing like a folded blanket, before progressing height.
- Mark two feet-shaped stickers close together on the floor as a visual target for where both feet should land.
- Play simple jumping games, like jumping over a skipping rope laid flat on the ground, which feels less intimidating than height.
- Build general leg strength with squats, animal walks or climbing stairs two feet at a time where safe.
What Tends to Make It Worse
Pushing a hesitant child straight to a higher jump, such as off a full flight of stairs or a tall ledge, before the basic pattern is confident tends to reinforce fear rather than build skill, and can lead to avoiding jumping altogether afterward. Comparing your child openly to siblings or classmates who jump easily rarely motivates them and often makes them more self-conscious about an activity they already find difficult. Very slippery socks or footwear on a hard floor can also make landings feel unstable even when the underlying skill is improving.
When It Is Worth an Occupational Therapy Assessment
Children reach jumping milestones at somewhat different ages, and brief caution around a new skill is normal. It is worth an assessment if your child is noticeably behind same-age peers, avoids jumping-based play consistently, or shows wider balance and coordination difficulties alongside it. An occupational therapist can check strength, balance and motor planning together and build a plan to close the gap. Our gross motor coordination therapy page explains how this kind of movement work is typically structured for children.
Frequently Asked Questions
Is avoiding jumping just a matter of confidence?
Confidence plays a role, but it is frequently a response to a real gap in strength or balance rather than pure nervousness. Building the underlying skill usually improves confidence too, more reliably than reassurance alone.
Could poor balance in general be connected to this?
Yes, jumping with both feet relies heavily on balance and core strength, so a child with wider balance difficulties often shows this specific gap as well. Mentioning any other balance concerns helps during an assessment.
Is a trampoline a good way to practise at home?
A domestic trampoline can help once basic jumping is established, but for a child who currently avoids jumping altogether, starting with low, controlled jumps onto a soft surface is usually a gentler first step.
How long does it usually take to see improvement?
Many children show noticeable progress within a few weeks of short, regular practice, though the exact pace depends on the starting point and how consistently the practice happens.
