ABSTRACT
Jump rope provides a quite different story because the girls were the ones with the expertise in this activity. In orchestrating participation in jump rope during the April session, the girls used directives and respond ed to boys' requests to play in ways that demonstrated their control of the activity. Repetitively, the girls told the boys what the ground rules were when asked i f they could play. Originally, Kevin, among the best jumpers of the boys, was scheduled to be the fourth jumper in the game. However, when he stated that he did not want to have to jump into the rope while it is turning and that he did not want to have to execute the complicated movements involved in Texaco Mexico (turning around, touching the ground, doing kicks and splits, and slapping the palm of a turner while "paying taxes"), three of the girls in the fourperson girls' group told him that he could not play unless he did so.
