education can improve the student’s social, cognitive and ...users.manchester.edu/Student/REBrown/ProfWeb/Ess... · principles, strategies, and tactics as they apply to the learning

Interdisciplinary Resource

Rachel Brown

ESS 385 Teaching Fundamental Movement Activities

Fall 2009

Including physical education instruction in an elementary curriculum is an important component in education. Physical education helps a child develop both their body and their mind. A student that is physically active and healthy is more likely to be successful in their academics and have more developed motor skills. The motor skills learned with physical education can improve the student’s social, cognitive and physical development. The students also have the opportunity to learn and understand safety and how to avoid injuries through physical education. Physical activities also promote social, cooperative, and problem solving skills that will be beneficial to students. By instilling in children an understanding of the importance of physical activity, they are more likely to continue to be active in physical activities and reduce their chance of obesity. Overall, it is important that a child receives physical education in the elementary school because it helps the child develop not only physically, but as a person as a whole.

2

Table of Contents

Page number

Standards and Objectives

K-6 Physical Education State Standards 3

Performance Objectives and standards 12

Fundamental Movements

Fundamental Locomotor Skill Analyses 13

Manipulative Movements Skill Analyses 14

Fundamental Movement Lesson Plans 16

Subject Areas

Art Lesson Plans 18

Geography/Social Studies Lesson Plans 22

Health Lesson Plans 25

History Lesson Plans 27

Language Arts Lesson Plans 29

Mathematics Lesson Plans 31

Music Lesson Plans 34

Science Lesson Plans 36

Assessment

Written Test 38

TGMD Skills Test 39

References 42

3

Standards

Kindergarten

Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

K.1 Students observe, learn, practice, and develop basic (fundamental) locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) movements. In kindergarten a foundation is established to facilitate continued motor skill acquisition which gives students the capacity for successful levels of performance as they develop.

Movement Concepts: Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical

activities.

K.2 Students learn to utilize cognitive information to understand motor skill acquisition. Knowledge of basic movement concepts (body, spatial, directional, and temporal awareness) enhance independent learning and effective participation in physical activity.

Physical Activity: Students participate regularly in physical activity.

K.3 Regular participation in physical activity enhances physical and psychological health, provides for social opportunities, and contributes to quality of life. Students have more opportunities to enjoy physical activity and discover that hard work is required to learn new skills. They engage in developmentally appropriate activities that help them develop movement competence.

Health-Enhancing Physical Fitness: Students achieve and maintain a health-enhancing level of physical fitness.

K.4 Young children engage in a variety of physical activities that serve to promote an active lifestyle. The development of students' health knowledge and movement skills begin in kindergarten. Improvement of students' physical fitness abilities will continue to develop.

Responsible Personal and Social Behavior: Students exhibit responsible personal and social behavior that respects self and others in physical activity settings.

K.5 Students develop respect for individual similarities and differences (i.e., motor performance, mental and physical abilities, physical characteristics, race, and socioeconomic status) through positive interaction among participants in physical activity. Students understand that cooperation promotes success in activity settings.

4

Value of Physical Activity: Students value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

K.6 Enjoyable and challenging physical activity will develop self-confidence and promote a positive self-image. The intrinsic benefit of participation is for students to enjoy being physically active.

1st Grade


1.1 Students observe, learn, practice, and develop fundamental movements. In first grade, this foundation continues to be established and reinforced to facilitate motor skill acquisition which gives students the capacity for successful levels of performance as they mature. Locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) skills are being combined at a fundamental level to challenge the students.


activities.

1.2 Students learn to utilize cognitive information to reinforce the fundamental motor skills they acquired in kindergarten. Knowledge and application of movement concepts (body awareness, spatial awareness, qualities of movement, relationships) and strategies enhance independent learning and effective participation in physical activity.


1.3 Students begin to understand how being physically active contributes to their health. Regular participation in physical activity enhances the physical and psychological health of the body, provides for social opportunities, and contributes to quality of life. Students learn to enjoy physical activity and discover that hard work is required to learn new skills. They engage in developmentally appropriate activities that help them improve movement competence.


1.4 Young children engage in a variety of physical activities that serve to promote an active lifestyle. In first grade, students begin to understand the effects of physical activity on the body: increased heart rate, increased rate of respiration and an increase in perspiration during exercise. They participate in activities of various intensities and can describe the changes these activities produce within their bodies. Improvement of students' physical fitness is expected.

5


1.5 Students develop respect for individual similarities and differences through positive interaction among participants in physical activity. Variations exist in motor performance, mental and physical abilities, physical characteristics, race, and socioeconomic status. Cooperation and teamwork promote personal and group success in activity settings. Students learn and apply safety practices.


1.6 Enjoyable and challenging physical activities will develop self-confidence and promote a positive self-image. In first grade, children begin to recognize their own abilities and choose activities/sports to improve their skills.

2nd Grade


2.1 Students are practicing, developing, and refining fundamental movement skills to achieve maturity. In second grade, students are able to combine locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) skills. Students practice and develop these combinations of fundamental skills.


activities.

2.2 Students learn to utilize cognitive information to achieve mature (proficient) fundamental motor skills. Knowledge and application of movement concepts (body, spatial, directional, and temporal awareness), relationships, and strategies enhance independent learning and effective

participation in physical activity.


2.3 Second grade students enjoy learning new skills and they recognize their developing competence in movement abilities. Enjoyable and challenging physical activity will develop self-confidence and promote a positive self-image. They observe positive attitudes of athletes and family members engaged in physical activity.


6

2.4 The development of students' health knowledge and movement skills continue in second grade. Students participate in physical activity for a longer time and at a higher intensity. Their physical fitness is expected to improve and be maintained. The relationship between physical

fitness and an active lifestyle is emphasized.


2.5 Students develop respect for individual similarities and differences through positive interaction among participants in physical activity. Variations exist in motor performance, mental and physical abilities, physical characteristics, race, and socioeconomic status. Cooperation and teamwork promote personal and group success in activity settings. Students continue to learn and apply safety practices in an active class.


2.6 Students continue to understand how being physically active contributes to their health and ability to learn. Regular participation in physical activity enhances the physical and psychological health of the body, social opportunities, and quality of life. Students also begin to observe the negative consequences of physical inactivity. Social interaction is enhanced with their ability to work cooperatively in a group.

3rd Grade


3.1 By third grade, most students have developed mature (proficient) fundamental locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) skills. They begin to practice these skills to adapt and refine them to be used in a variety of games.


activities.

3.2 Students explore movement concepts (body awareness, spatial awareness, qualities of movement, relationships) that allow them to adapt to changes in their environment. As they

gain more motor control, students begin to adapt their skills in order to produce efficient movement.


7

3.3 Students are actively involved in activities that produce higher levels of physical fitness. Most are naturally physically active at this age and thrive on activities that provide challenge

and opportunities for movement.


3.4 Students identify cause and effect in relationship to a healthy lifestyle. They are able to demonstrate the components of health-related physical fitness in activities that will produce a

training effect.


3.5 Students begin to experience more activity-based social situations and become more accepting of others. They can describe rules and policies although during play will need guidance and direction. Students are aware of right and wrong behaviors as well as safe and unsafe practices in physical activity environments.


3.6 Students develop an increased awareness of the importance of health-related physical fitness. They can describe activities that enhance fitness and which are enjoyable to do with friends. Students accept challenges in activities that involve new or recently attained skills.

4th Grade


4.1 Students begin fourth grade with refined movement skills and work toward demonstrating correct form in locomotor (traveling actions), non-locomotor (movement in place), and

manipulative (object handling) skills. Variations of motor skills are combined to form more complex patterns (combinations) of movement. These combinations are then applied in

specialized skills for individual, dual, and/or team sport activities.


activities.

4.2 Students strengthen their ability to apply basic concepts of movement (body awareness, spatial awareness, qualities of movement, relationships) to improve their individual

performances. They observe, analyze, and critique their own and other students' performance.

8

Students demonstrate an understanding of these movement concepts in their movement performances.


4.3 Students begin to develop an understanding of the benefits of participation in health-related physical fitness activities. They develop awareness about the kinds of activities that are part of a healthy lifestyle and begin to choose more of these activities to participate in during their leisure time outside of class.


4.4 Students begin to understand the cause and effect relationship of physical activity and health. They are able to analyze criterion-referenced assessment data and develop personal fitness goals. Students can identify many physical activities that influence health-related physical fitness.


4.5 Students continue to strengthen cooperation skills that were begun in earlier grades. They can follow rules and procedures with few reminders. Students observe differences between themselves and classmates and start to develop an appreciation for these differences.


4.6 Students in the fourth grade can list the physical activities they enjoy and understand that satisfaction is dependent upon their competence in the activity. They willingly participate in new activities and relish opportunities to learn new skills. However, at this level, students typically participate in activities that offer them the least amount of failure.

5th Grade


5.1 Students continue to achieve maturity with locomotor (traveling actions), non-locomotor (movement in place) and manipulative (object handling) skills. They begin the process of integrating (putting together) these skills into a variety of individual and small sided team sports and activities that have been adapted to their developmental level.

9


activities.

5.2 Students demonstrate an understanding of movement concepts (body awareness, spatial awareness, qualities of movement, relationships) and mature (proficient) movement forms. They self assess their skills and those of classmates and discuss methods for improving performance.


5.3 Students develop a more thorough understanding of the relationship between lifestyle and health. Through observation and analysis, students are able to critique others as they begin to

develop an awareness of the physical, mental, social, and emotional importance of physical activity. Students choose to participate in activities during leisure time that will maintain or

enhance health-related physical fitness.


5.4 As their fitness level improves, students participate in moderate to vigorous activity for longer periods of time. They are able to describe how improved fitness is achieved and identify what their age appropriate physical fitness goals should be. Students participate in self- and group-assessment activities.


5.5 Students begin to show competence for working independently and cooperatively, in pairs and small groups, as they observe, explore, and apply the principles of physical activity in both physical education class and after school. They are willing to work with classmates of varying abilities and interests and are able to apply conflict management skills when needed.


5.6 Students are able to better identify activities they enjoy, as well as those in which they have greater skill or less skill. They articulate why they like or dislike certain activities. Although students can work cooperatively, they identify those classmates with whom they prefer playing or engaging in physical activity. They participate in challenging activities with less intimidation.

6th Grade


10

6.1 Most sixth grade students have mastered the fundamental movement skills for locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) activities. Motor skills become more complex and are combined to be used in more specific game and performance situations. Students participate in modified and unstructured games and use the fundamental motor skills in these activities while developing more specialized movement skills.


activities.

6.2 The student applies and generalizes movement to apply and generalize movement concepts (body awareness, spatial awareness, qualities of movement, relationships) to build greater levels of fitness. Movement skills are now more strategic and students use learned strategies in performance of physical activities.


6.3 Grade six students explore and identify activities they enjoy, meet their interests and needs, and which are within their level of competency. This information is utilized when participating in new activities, choosing movement activities, and setting goals for participation.


6.4 Students comprehend the important relationship between activity and physical fitness. They explore various activities and rate them on their potential to increase health-related physical fitness levels (muscular strength and endurance, flexibility, body composition, and cardio respiratory endurance). Students assess their individual levels of fitness and use the results to develop personal goals. Responsible Personal and Social Behavior: Students exhibit responsible personal and social behavior that respects self and others in physical activity settings.


6.5 Sixth grade students demonstrate cooperative skills in group activities and identify examples where teamwork is critical to success. They analyze and compare the contributions of different cultures in the development of sport and recreational activities popular today. Students continue to develop an appreciation for individuals who are different and willingly display inclusive behavior in most activities.


11

6.6 Adolescents seek physical activity experiences for group membership and positive social interaction. They pursue opportunities for continued personal growth in physical skills. As their self-esteem and physical skill levels increase, students choose activities that provide excitement, challenge, and healthy competition.

12

Performance Objectives and standards

Cognitive

Movement Concepts: Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

The kindergarten student will demonstrate at least six of the eight fundamental movements in skill development practices

Affective


The fifth grade student will accept a loss with a respectful attitude and win gracefully in a game situation 100% of the time.


The student will be actively engaged in the physical education lesson with little or no prompting from the teacher 80% of the time.

Psychomotor


The fifth grade student will demonstrate skillful movement patterns in increasingly challenging environments(such as obstacle courses, stunts, and tumbling routine).


The kindergarten student will show enthusiasm and enjoyment while being physically active(choosing favorite games, willingly participating in new movement skills, and choosing to be active at recess or after school physical activities.


Using the results of a fitness pretest, the student will set personal fitness goals and after a post test, determine if the goals were achieved.

13

Fundamental Movements

Locomotor Skills

Walking - Each foot moves alternately, with one foot always touching the ground or floor.

1. Head up, eyes forward 2. Point toes straight ahead 3. nice, easy relaxed arm swing 4. walk quietly 5. hold tummy in, hest up 6. Push off from the floor with the toes.

Running – moving fast so that both feet briefly leave the ground.

1. Run on the balls of the feet when sprinting 2. Head up, eyes forward 3. Bend your knees 4. Relax your upper body and swing the arms forward and backward, not sideways. 5. Breathe naturally.

Leaping – an elongated step used to cover distance or move over low obstacles.

1. Push off and reach 2. Up and over, landing lightly

Use your arms to help you gain height

Jumping – taking off with both feet and landing on both feet.

1. Swing your arms forward as fast as possible 2. Bend your knees 3. On your toes 4. Land lightly with bent knees 5. Jump up and try to touch the ceiling

Hopping – propelling the body up and down on the same foot.

1. Hop with good forward motion 2. Stay on your toes 3. Use your arms for balance 4. Reach for the sky when you hop 5. Land lightly

14

Galloping – body faces forward and one foot leads and the other moves rapidly forward to it.

1. Keep one foot in front of the other 2. now lead with the other foot 3. make high gallops

Sliding - where the body is moving sideways in a 1 count movement; the leading foot steps to the side and the other foot follows quickly while shifting weight from the leading to the trailing foot.

1. Move sideways 2. Do not bounce 3. Slide your feet

Skipping – a series of step-hops done with alternate feet.

1. Step – hop 2. Swing your arms 3. Skip smoothly 4. On your toes

Manipulative skills

Throwing-an object is thrust into space and accelerated using arm movements and total body coordination to generate force.

1. Stand with the non-throwing side of the body facing the target. The throwing arm side of the body is away from the target.

2. Step toward the target with the leg opposite the throwing arm. 3. Rotate the hips as the throwing arm moves forward. 4. Bend the arm at the elbow. The elbow leads the forward movement of the arm. 5. Body weight remains on the rear foot during early phases of the throw. Just

before moving the arm forward, shift weight from the rear leg to the forward leg.

Catching- Uses the hands to stop and control a moving object.

1. Maintain visual contact5 with the projectile. 2. Reach for the projectile and absorb its force by bringing the hands into the body.

This “giving” makes catching easier by reducing the chance for the object to bounce out of the hands.

15

3. Place the feet in a stride position rather than a straddle position. A fast moving object can cause a loss of balance if feet are in the straddle position.

4. Align the body with the object rather than reaching to the side of the body to make the catch.

Kicking- a striking action made with the feet.

1. Students need to step forward with the non kicking leg . Have them stand behind and slightly to the side of the ball. Keep the eyes on the ball (head down) throughout the kick.

2. Practice kicking with both feet. 3. Use objects that will not hurt children. For example, regulation soccer balls,

which are heavy and hard, hurt young children’s feet. Foam balls and beach balls are excellent objects for kicking practice.

4. Encourage kickers to move their leg backward in preparing for the kick. Beginners often fail to move the leg backward, making it difficult for them to generate kicking force.

5. Arms move in opposition to the legs during the kick. 6. After children develop kick speed and velocity, focus on alternating the force of

the kick. Many children learn to dick only with velocity. Activities like soccer demand both soft “touch” kicks and kicks of maximum velocity.

Striking – hitting an object with an implement.

1. Track the ball as soon as possible, and keep tracking until it is hit. 2. Grip the bat with the hands together. For right handed hitters the left hand is on

the bottom. 3. Keep the elbows away from the body. Emphasis is on making a large swing and

extending the elbows as the ball is hit. 4. Swing the bat in a horizontal plane. Beginners tend to strake downwards in a

chopping motion.

16

Fundamental movement Lesson Plans

Name of Activity: Jump the River

Purpose of Activity: The purpose of this activity is to give children the opportunity to practice the skills of jumping and landing while emphasizing swinging the arms when jumping, and landing in a balanced position without falling.

Activity cues: Swinging the arms from back to front when jumping, landing in a balanced position without falling

Suggested Grade Level: Pre-K

Materials Needed: Something to jump over (jump rope, hoop, tape lines on the floor). Provide at least one object to jump over per child.

Description of Idea

Conduct this activity in a large indoor or outdoor space with marked boundaries so that children know where they can and cannot move. Before beginning the activity scatter the jump ropes or hoops throughout the space so they lay flat on the floor.

Explain to the children that they are taking a walk in the woods and may need to cross a stream or river. Ask children to walk throughout the space and when they come to a river (rope, hoop, or tape line on floor) they need to jump over the river without getting their feet wet. Children should work independently of their classmates during this activity.

To assist children in learning the fundamentals of jumping, teachers should initially ask children to takeoff on two feet and to swing their arms forward when they jump.

When landing, children should land on two feet spreading their feet about shoulder width apart so they have a wide base of support when they land. After landing children should proceed to and jump over the next river.

Emphasis should be placed on landing on both feet at the same time without falling over.

Give children plenty of time to move throughout the space and jump over all the rivers.

For safety reasons, suggest that children not get closer than two giant steps from each other, especially when they are swinging their arms to take off and when landing.

17

After 3 to 5 minutes of jumping children may need a brief rest period (30 to 60 seconds) before continuing the activity.

("Jump the river," 2003)

______________________________________________________________________________

Name of Activity: Letter Walk

Purpose of Activity: Students will be able to perform the locomotor skills and will be able to call out what letter (or number) they have landed on- when called on.

Prerequisites: Letter knowledge, and locomotor skills (running, hopping, jumping, gallop, skip, walk backwards, etc.)

Suggested Grade Level: K-2

Materials Needed: Laminated Letter cards (or number cards), music and large area (gym, blacktop)

Description of Idea

Lay out letter cards over a large area. Show students the area around the cards where they will be walking/running ect. Have them walk it once to show them where they need to stay. Explain that they will be moving around the letters by doing a motor skill. What are motor skills? Have them answer. Review and Demonstrate Students will do this motor skill (called out by teacher) until the music is turned off. Each student goes to an EMPTY letter card and stands there. Teacher calls randomly on children and asks what letter they are standing on, or what sound that letter makes, or COW, who is standing on the first sound in COW. Then continue game by calling out new motor skill and turning on music.

Assessment Ideas:

Observing how well they know they can perform the motor skills. Do students recall letter name?

(Antes, 2008)

______________________________________________________________________________

18

Interdisciplinary Subject Area Lessons

Art Lessons

Lesson Plan Subject: Art

Language Arts and Creative Movement

Grade Level: K-3

Objectives:

1) To encourage students to express and identify emotions.

2) To strengthen recall skills

3) To practice fundamental movement skills

Materials: "The Rainbow Fish" by Marcus Pfister

25 pieces of metallic sticky paper cut into large scales

25 Blue, green and purple tissue paper streamers

Tape player and peppy music

Motivation: Discuss different feelings and emotions. Have students act them out and situations where they may arise. (Ex. Fear may be felt in a dark room)

Procedure:

1. Have students sit in a large circle around you. Read story and have students act out any emotions they hear throughout the story.

2. Assign characters to each child (one rainbow fish, one starfish, one octopus, one little blue fish and all others will be fish). Hand out props: silver scales to rainbow fish and streamers to everyone else. Reread the story and have students act out as you read. Remind them that fish do not talk, do not bump into each other, nor do they run! They must however keep "swimming" at all times.

19

Assessment: Discuss how this story relates to their own lives? What are some of the things they could do to help others feel happy (share, make friends, include others when playing, compliment good behavior).

Follow-up lesson: Draw fish in geometric shapes with crayons on 12x18 white paper and paint with watercolor wash.

(Dube, 2009)

______________________________________________________________________________

Elements of Dance

Lesson Overview:

How many ways can a person move? Students will explore and discover the elements of dance by demonstrating various simple movements. This exercise will help the teacher assess the students’ level of experience and ability with respect to dance. Students will create simple dances in small groups and perform them for the class. Students will manipulate task cards to comprehend the elements of dance and then they will be tested on their knowledge.

Length of Lesson:

Three 45-minute periods

Instructional Objectives:

Students will:

identify what they already know about dance. discuss the elements of dance. create movement with their body. demonstrate understanding of the elements of dance. express themselves through the art of dance. identify the elements of dance.

Supplies: Various types of instrumental music with many different tempos, rhythms, sounds, etc. An open space where students will be able to move

20

Instructional Plan:

Introductory Activity

Ask the students to think about how they would answer the question: What is dance? Have the students divide a piece of paper into three columns, which will serve as a K–W–L chart. Ask them to brainstorm (by themselves) and write down in the first column everything that they know about dance. Encourage them to think about the history of dance, types of dance, dancers and choreographers, dance movements, social dance, what they have seen on television and in movies, etc.

Have the students get in pairs and share with each other what they wrote. Then have the pairs work on the second column on the K–W-L sheet, writing down what they want to learn about dance (i.e., specific dance moves, certain genres of dance, the evolution of dance, the role of dance in culture, etc.).

Have the pairs report to the class what they discovered from each other, from column one and column two. Ask them to share at least three items from each column. Ask the pairs if they would like to physically demonstrate any of the items that they know about dance (i.e., specific dance positions). Record the class' answers on a large piece of chart paper.

Have students then go back to working by themselves and complete as much of the last column as possible, recording what they have learned about dance during the class discussion.

Guided Practice

Pass out the Elements of Dance handout.

Read and discuss the different elements of dance. Ask for student volunteers to demonstrate the elements of movement, time, space, energy, and body, using various movements.

Have the students leave their papers on their desks and move into an open space in the room to warm up their bodies.

Start by addressing the elements of movement, as described on the worksheet. Have the students explore all the different movement possibilities, including locomotor movement (walking, running, skipping) and non-locomotor movement (bending, stretching).

Then, one at a time, introduce the other elements of dance: time, space, energy, and body. Allow the students to experiment with different combinations (i.e., stretching slowly at a low level; walking backwards with sharp movements, etc.).

After the students have experimented, ask for a few volunteers to share different ways of moving. The volunteers should first demonstrate a movement, then give instructions to the

http://artsedge.kennedy-center.org/content/2338/2338_elements_danceelements.pdf

21

class on how to duplicate the movement. In their demonstrations, students should use appropriate Vocabulary Handout and should refer to the elements of dance where applicable.

After the students feel comfortable moving, divide the class up into small groups of three or four students. Explain that each group is going to choreograph (create) a small dance. Hand out the Create a Dance assignment and explain the guidelines of the assignment to students. (Note: Students will not use music in this activity.)

Give students ample time to complete the assignment, then have them perform their choreographed works for the rest of the class. Discuss students' choreography with the entire class and see if students can identify the elements of dance that were demonstrated.

(Stevenson, 2008)

______________________________________________________________________________

http://artsedge.kennedy-center.org/content/2338/2338_elements_vocab.pdf

http://artsedge.kennedy-center.org/content/2338/2338_elements_createdance.pdf

22

Geography/Social Studies

Name of Activity: Geography Twister

Academic content: Social Studies

Purpose of Activity: To help reinforce states and cardinal directions.

Prerequisites: Knowledge of names and locations of the 50 United States.

Suggested Grade Level: 3-5

Materials Needed: Giant US map on playground, bag/cards with names of all 50 states

Physical activity: Locomotor (running, skipping, etc) & Non-locomotor (Bending, leaning, etc.)

Description of Idea

Each student will be given the name of a state to stand on using the giant US map outside. This will give an idea of how familiar the students are with state locations. All students should be instructed to stand facing North in the map to begin the activity. Once students are at their designated spots, cardinal directions will be given and the students must touch the state that corresponds with the direction. (i.e. “Put both hands on the state that is to the east of you or touch your left leg to the state that is to the south of you”). In between each new move, the teacher will draw a state name from the bag. If a student is standing on that state, they will come up and draw another state name and will travel to their new spot using a different locomotor movement each time. The game continues as the teacher calls more cardinal directions for children to use with non-locomotor movements to reach each state.

Variations:

If students are having trouble remembering the names of states, you can incorporate the “Fifty Nifty United States” song into the lesson by having students run to the states as they are called.

Assessment Ideas:

Have students fill out a blank map of the US map. To assess their skill acquisition, ask them questions such as:

1. Do you think it is easier to lean forward, to the side, or backwards? Why?

23

2. Is it easier to balance when your feet are together, shoulder width apart, or spread really far apart?

3. When using both hands and feet to balance on the ground, is it harder to move your arm somewhere else or is it harder to move your leg somewhere else?

(Garner, 2009)

______________________________________________________________________________

Name of Activity: Continent Adventure

Academic content: Social Studies

Purpose of Activity: The purpose of the activity is to review or learn information regarding the 7 continents on our planet. It is also a fun movement and fitness activity.

Prerequisites: Review the continents and pertinent facts about the continents for appropriate grade levels. Review moving safely in general space and a variety of different locomotor skills. Allow the students to make the cut-outs of the continents in class to use with the physical education lesson and in the classroom.


Materials Needed: Up tempo music, poly spots or hula hoops (one for each student), a world map, color coded continent cut-outs made of seven different colors of paper, 12 copies of each continent.

Physical activity: Locomotor Skills

Description of Idea

Place the continents along the basketball boundaries of the gymnasium. Inside the basketball court place more than enough polyspots for each one of the students. The students are given directions to stay inside of the court moving safely away from the slippery pieces of paper on the outside line. Also instruct them to move without bumping or pushing each other. Review the continents on the world map. Instruct the students to move the way the teacher directs when the music is playing. When the music stops find a polyspot. The teacher asks a question or states a fact about one of the seven continents.(i.e. On which continent do we live?) After the Question, students will walk to find the continent on the boundary line and point to it. They have a time limit and no more than two people can point to the same continent at one time. The teacher counts down from fifteen and students must be pointing at the continent at the end of this time. Ask the students to identify the color continent to which they are pointing.

24

Assess their responses. If there are incorrect responses, discuss the correct answer and continue with another locomotor movement to music. Sample questions:

atures?

Alter the questions in conjunction with what is taught at each grade level. Vary the music and the type of skill to include walking, running, jumping, hopping, skipping, galloping, leaping, and crawling.

Assessment Ideas:

Take out a map of the world that you made with extra cut outs. Test students randomly by pointing to different continents. Have the students tell you the name of each continent and give a fact about the continent. The same type of map can be used as a worksheet or homework to take back to the classroom to complete. Ask students to identify what is missing on the teacher's world map. (Students will be quick to point out that the map does not have a key, labels for oceans and continents, lines of latitude and longitude, mountain ranges, rivers, etc.)

(Wirth, 2000)

______________________________________________________________________________

25

Health

Name of Activity: Recycling Relay

Academic content: Health

Purpose of Activity: To improve locomotor skills and the students knowledge of recycling.

Prerequisites: Knowledge of the different locomotor skills and information on recyclable materials.


Materials Needed: 3 Trash cans or buckets, Clean trash such as paper, plastic, and aluminum, 3 color coded signs - one marked paper, one marked plastic, and one marked aluminum.


Description of Idea

Have students spread out in the general space. Place the 3 labeled trash cans (labeled paper, plastic and aluminum) at different locations around the playing area. Make each sign a different color for students who cannot read. Mix up the trash and spread it out all around the playing area and the three cans. Remind students what it means to recycle and why it is important. Show examples of each type of trash that can be recycled and explain the recycling containers to them. When the teacher says go the students are to pick up any piece of trash and place it in the correct labeled trash can by traveling using the locomotor skill that the teacher calls out. The teacher can vary the locomotor skills by using different directions (forward, backward, sideways), different levels (high, medium, and low) and different pathways for the students to travel (i.e., the teacher may instruct the students to jump at a medium level backwards as they travel in a straight pathway).

Assessment Ideas:

Check the trash cans afterward to see if the correct recycling items have been places in the correct containers.

Have the students list other items that would fit in containers that were not used in this activity.

(Carlton, 2000)

______________________________________________________________________________

26

Scooter Shopping Spree

By - Billie Stone Subject - Physical Education Grade Level - 1st-5th Equipment: 6 scooters food model pictures (I use the ones from Dairy Council that have the food label on the back but you could use anything with the picture of the food) basket or bag paper and pencils food pyramid form Goal: Students will work on various muscle groups while "shopping" for foods to place in the appropriate food pyramid groups. Activity: 1. Students are divided into 6 teams with each student having a pencil, paper, and food pyramid form. 2. Each member rides on the scooter to the "store" (the basket or bag) to select foods. They can only select one item at a time. 3. When they bring the food back to their group, each member records on their paper which food group the item belongs. Students continue to take turns shopping for 20 minutes. 4. At the end of the time, the students check their food groups with the other students in their group. NOTE--This is not a race-the focus is on knowing where the different foods go on the food pyramid. SUGGESTION: Have the students in 2nd grade and older find a certain item on the food label and calculate the among their group "bought" (such as fat grams or calories). This allows them to work on their math skills as well. The food pyramid form is just a spreadsheet with a column for each food group and room to write the foods in.

(Stone, 2009)

______________________________________________________________________________

27

History

Classroom Olympics

Grade Levels: 3 - 8

Objectives

Students will practice measuring distance. Students will appreciate the accomplishments of Olympic athletes. Students will gain knowledge in the History of the Olympic games.

Materials

Stopwatch or watch that measures seconds Meter stick Walking measurement wheel (or other device to measure multiple yards) Gold medal results from Summer Olympics Paper and pencils

Procedures

1. Select Olympic track events that you would like to measure. 2. Set up the race courses. Use the 2004 Gold Medal results below, or more recent results

if available. Have students mark a starting point and then measure the distance of the event. Label the finishing point (or the relay points) with stakes which identify the distance, the winning results, and the Gold Medal winner's name and country.

3. Have students participate in the events and compare their results to the Gold Medalists'.

4. Assign math problems comparing the student and medalists' results. Potential activities include: calculating the difference between the student and medalists' results, average the students' results, calculate the percent improvement students would need to achieve the results of the medalists.

(Teacher-vision, 2005)

______________________________________________________________________________

Name of Activity: Signers Search

Academic content: History

28

Purpose of Activity: This activity allows children to learn the names and some interesting facts about the signers of the Declaration of Independence while having fun and participating in physical activity.

Prerequisites: Knowledge of the Declaration of Independence. Knowledge of exercises/movements that they will be asked to perform.


Materials Needed: Cones or other markers to represent each signer, laminated clue cards (one per signer) containing a movement to perform and a clue that will lead to the next signer, laminated "Help Sheet" containing list of every signer with fun facts about each one, a Visa-Vis pen with each help sheet so students can mark off where they have already moved, laminated label sheet for each cone (should contain one signers name per sheet), any physical education equipment that you wish to have the children use at each signer station.

Physical activity: Variety of physical activity skills

Description of Idea

1.) Set cones scattered around play area and place one label sheet and “clue card” at each cone.

2.) Place any physical education equipment needed with the clue card to which it corresponds. Activity at each cone could include balancing in different ways, throwing and catching to a partner, dribbling with the non-dominant hand, jumping a rope in a variety of ways, etc.

3.) Separate students into groups of 3-6. Give each group a "help sheet".

4.) Explain to students that as a group they will work together to find all signers of the Declaration of Independence. They will learn a fun fact about each one, and perform various movements to get to each one, or before moving to each one.

5.) Assign each group to a starting signer. They will read the facts about this signer, perform the movement activity that is assigned at that cone, then use the clue and help sheet to find where to move to next. (Please note: Students should not repeat stations.)

Assessment Ideas:

List the signers of the Declaration of Independence and 1 interesting fact about each.

(Williams, 2001)

______________________________________________________________________________

29

Language Arts

Name of Activity: Pass & Rhyme

Academic content: Language Arts

Purpose of Activity: Language arts is integrated by having students rhyme while they practice throwing and catching skills.

Prerequisites: throwing and catching skills, as well as basic concept of rhyming.


Materials Needed: Flash cards with various vocabulary, playground/nerf balls.

Physical activity: Throwing & Catchng

Description of Idea

Students will be divided into groups of 3 with one ball for each group. Students will practice throwing and catching different ways (rolling from a sitting and standing position, bouncing from different positions and throwing and catching), while naming off words that rhyme with the word that they draw from a stack of cards. If they can’t name any more rhyming words they draw a new card and continue.

Some common rhyming words to start with:

• Ball • Cat • House • Mice

Variations:

If passing becomes too easy, have the students throw and catch the ball to one another while moving up and down the court.

Assessment Ideas:

Hand children an assessment worksheet with a few vocabulary words on it & have them write down as many corresponding rhyming words as they can for each one.

(Garner, 2009)

______________________________________________________________________________

30

Name of Activity: Bounce to Spell

Academic content: Language Arts

Purpose of Activity: Working on eye-hand coordination, cooperation and spelling skills.

Prerequisites: Basic work with dribbling, passing and catching, list of current spelling words from the classroom teacher.


Materials Needed: Variety of different size playground balls (one/two students).

Physical activity: Dribbling, Passing, and Catching a Ball

Description of Idea

Students are in their own personal space with a playground ball and a partner. Students are given a spelling word from their classroom or school wide list. They bounce the ball to their partner saying a letter as they pass the ball. The partner says another letter as they catch the ball as they ultimately try to successfully spell out the complete word.

Variations:

To challenge the students, the teacher can suggest different types of passes....i.e. pass the ball at a low level, pass the ball quickly, pass the ball under a particular body part, pass the ball facing sideways toward your partner.

Assessment Ideas:

Ask students the following questions: Where does the ball need to bounce between you and your partner for him/her to successfully catch the ball? What type of force (strong, light) is needed as you pass the ball? What was the easiest way to catch the ball?

(McClure, 2008)

______________________________________________________________________________

31

Mathematics

Name of Activity: Leaping for Measurement

Academic content: Math

Purpose of Activity: This activity is designed to: 1. Give students practice leaping using proper form. 2. To have students estimate length using customary and metric units. 3. To have students measure and record the length (to the nearest ½ inch and millimeter) of their leaps.

Prerequisites: Students should have prior instruction on measuring length using customary and metric units.


Materials Needed: each student will need a sheet to record their leaps, estimations, and actual measurements, chalk if outside, floor tape if inside in the gym, yard/meter sticks(2-sided with inches on one side and centimeters on the other work best)

Physical activity: Leaping

Description of Idea

Introduce the skill of leaping by explaining and demonstrating that a leap is performed by taking off from one foot and landing on the opposite foot. Allow students to practice and encourage them to bend their knee and hip for a cushioned landing. Once students have an understanding of the skill, pass out a one-meter stick to each student or one stick for every pair. Be sure to emphasize safety in using the meter sticks and to keep them on the ground and to themselves. Go over the difference between metric and customary units and what it means to estimate. Give students the recording sheets and discuss the format. Model marking a starting point with either chalk or tape and performing a leap. Show students how to mark their ending point as well. Explain that before students record their actual distance, they should estimate the distance and record it. Students should continue to follow these steps for five leaps.

Variations:

Students can alternate leading with the right or left foot and see if doing so will affect the distance of the leap. Students could leap five times in a row and measure longer distances using larger units-yard, decameter, etc. For a challenge, students could calculate the average distance of their leaps. Hopping and jumping could be added to the activity, or done alone, to see which skill creates the longest distance.

Assessment Ideas:

32

Teacher checklist: Note the students' leaping technique. Have students turn in their recording sheet to assess student understanding of the written task.

Discuss or have students write how their estimations changed as they performed more leaps and became familiar with their distances.

Adaptations for Students with Disabilities:

For students that have a difficult time reading or writing, designate another student to be a helper. Students will special needs could roll or toss a ball and measure the distance it travels.

(Camp, 2008)

______________________________________________________________________________

Name of Activity: Jumping Frenzy

Academic content: Math

Purpose of Activity: To improve counting skills as well as jumping skills.

Prerequisites: Prior practice of jumping rope forwards, backwards & crossing in both directions. Also, ability to complete addition up to 50.


Materials Needed: Deck of playing cards, a poster with rules (see details below), jump ropes, paper, pencils.

Physical activity: Jumping rope

Description of Idea

Students are divided into partners and each set of partners is given a small stack of playing cards and two jump ropes. Players take turn drawing cards. For each card they are to jump the number of times listed on the card and depending on the suit, they are to jump a certain way, which will be listed on a poster for all students to see.

Hearts: Forwards Clubs: Cross Forwards Diamonds: Backwards Spades: Cross Backwards

33

Each student in the group will record the total number of jumps on a piece of paper and will add up their total score as they go, until they reach 50.

Variations:

Start with the number 50 and subtract the jumps instead of adding them.

Have more advanced students use long jump ropes and/or double.

Use multiplication and division facts.

Assessment Ideas:

Ask students questions about jump roping skills, including a reflection regarding their ability to jump forwards, backwards & crossing in both directions. Also engage their minds in word problems about addition and subtraction in the context of jump roping.

Teaching Suggestions:

This lesson can easily be modified to incorporate locomotor skills by having the students move while they jump rope forwards or backwards, making it more challenging.

Adaptations for Students with Disabilities:

Students with physical disabilities can juggle scarves instead of jumping rope—Juggle 1 scarf for Hearts, 2 scarves for Diamonds, 3 scarves for Clubs, etc.

(Garner, 2009)

______________________________________________________________________________

34

Music

Title - Jumping into Music By - Dawn Moore Primary Subject - Music Secondary Subjects - Math, Health / Physical Education Grade Level - 1-4 I teach the following to students before we actually jump rope:

A quarter note gets one beat, a half note gets two, a whole note gets 4 beats, how many beats can you?

I pick one student to help me swing the rope. The class lines up and one by one take turns jumping or turning. The students MUST say the rhyme each time a person is jumping. Students try to out jump each other. My 4th grade class had 1 student that jumped 255 times without missing. By the end of the hour, students have learned the note values for quarter, half and

hole notes. We then apply those values to rests and take the total number of jumps and divide by 2 or 4 or 3 any count of a note value to see how many notes they jumped. It's a blast, and

kids love it. Once they learn this, they never ever forget it.

(Moore, 2009)

______________________________________________________________________________

Name of Activity: Shoot the Whole Notes

Academic content: Music

Purpose of Activity: Students will practice underhand throwing skills, identify values of musical notes, and add values of notes (adding fractions)

Prerequisites: Students should be familiar with the names of notes and their values in 4/4 time. ie: whole note =4 beats, half note =2 beats, dotted half note =3 beats, quarter note =1 beat.


Materials Needed: (for every three students): 8 hula hoops, 2 cards with a picture of a quarter note on each card, same for whole, half, and dotted half notes (8 cards total). Balls (4-6) or other throwing items that are light enough not to move hula hoops when thrown at them. Pencil/paper to report score.

Physical activity: Underhand throwing

Description of Idea

35

Students are placed in groups of three with eight hula hoops per group. Hoops can be arranged in various ways depending on the throwing ability of the students. This activity is played and scored similarly to the arcade game of skee ball. Possible arrangements for the hoops include from top to bottom, in a straight line with the quarter notes placed in the closest hoop (bottom) to throw to, while whole notes are placed in the hardest hoops (top) to throw to. Other hoop arrangements include left to right, diagonals, varying distances between the hoops and varying note combinations (mix up the note values). All teams should have a boundary or line that they have to stand behind and throw. Teammates take turns throwing the balls into the hoops until all of the balls have been thrown. One person from each team must collect his/her team balls while another person from the same team keeps track of each ball in each hoop and what kind of note value (score) they receive. Students then add up the values of all of the notes and this is their total for that round. Usually several rounds can be played in one class period. Students will eventually learn to shoot for the whole note in order to gain a higher score for their team.

Variations:

Hoops can be placed in a circle formation in the center of the room with whole notes in the middle of the circle, students will still need a distinct boundary from which to throw.

Use different items for throwing such as yarn balls, bean bags, tennis balls, soft balls, and have teams switch throwing items between rounds so that students have to re-adjust aim and throwing technique.

Reduce the number of hoops from 8 to 4 for more difficult aim but easier scoring.

Add hoops with the four corresponding rests, and make each one of those rests -1, -2, -3, or-4 points.

Use boxes instead of hoops for easier visual (note marked on the box) and more difficult aim.

Assessment Ideas:

Give students a music worksheet where they have a variety of notes and have to identify the value of each note in the music.

Have students clap out the rhythm of a simple tune such as "Farmer in the Dell" to determine if they understand the note values learned in the throwing activity.

(Blagg, 2000)

______________________________________________________________________________

36

Science

Discovery - Bouncing high, bouncing low

Primary Subject - Science Secondary Subjects - Health / Physical Education Grade Level - ages 5 & up This lesson plan is great for a sports related theme week. Gather a number of sports related balls in various sizes and weights (from golf balls to basketballs and soccer balls). Compare how high each of the balls bounces and have the children predict which ball will bounce higher. (Will the golf ball bounce higher than the basketball when dropped from the same height? A tennis ball and a baseball are about the same size- which will bounce higher?) Write down the children's predictions and keep track of how many they predicted correctly. For a more advanced comparison, see how much higher an individual ball will bounce when dropped from different heights. (Does it bounce twice as high when dropped from twice the height?) Older children can keep track of their own predictions and may also come up with different ideas for making predictions and comparisons.

(Reinhart, 2009)

______________________________________________________________________________

Let’s Have a Scavenger Hunt

Name of Activity: Nature Scavenger Hunt with Pedometers

Academic content: Science, Math

Purpose of Activity: To integrate the classroom study of plants/soil/rocks within a physical education classroom.

Prerequisites: Students have been studying plants/soil/rocks in their classroom. They are able to recognize various types of plants, rocks and soil, as well as the parts of plants. Students are also aware of the various locomotor skills that can be used for traveling.


Materials Needed: scavenger hunt worksheet, clipboard and pencil for each group; pedometer for each student

37


Description of Idea

1. Introduce/instruct the students on the value of pedometers. 2. Demonstrate how to use the pedometer and give the students some short practice time

to experiment. 3. Divide the students into small groups (4-5) and give each group a scavenger hunt

worksheet. Students will use their knowledge of plants/rocks/soil to find items listed on the scavenger hunt worksheet.

4. Review all of the items on the list that they are to find. 5. Students are to use a different type of locomotor skill as they travel to each site. Record

the skill that was used on the scavenger hunt worksheet. 6. Discuss the boundaries for the hunt outside, if needed. 7. When the list is complete turn in the clipboard and wait for the other groups to finish. 8. Once everyone has finished move back inside and open up the pedometers. Ask

students to write down the number of steps on the scavenger hunt worksheet. 9. Use this time to discuss:

* place value; * estimation (Estimate how many steps that they think they might take during the activity and then have them subtract the actual steps and estimated steps to find out the difference. Have they over estimated or under estimated?); * addition, subtraction, multiplication, and division; and * the ability to categorize the objects found (How are they classified?).

10. Track or record steps taken (compare/contrast steps taken between/among activities). (Older students could compute total distance covered over the course of a unit [in miles] or even the average number of steps taken per activity.)

Teaching Suggestions: Be sure to identify plants ahead of time that students should avoid

Variations: This activity could be modified for any age group by creating a more difficult list of things to find as well as increasing the area used in the search of the items. It can also be modified by telling the students that they must run between each item.

Designate a certain locomotor skill to perform after finding the first object - second object and so on.

Infuse concepts of physical fitness [training heart rate] and technology [distance covered].

Assessment Ideas: The assessment is on the scavenger hunt worksheet. Did they find all of the objects listed and did they move around to find them?

(Palmer, 2003)

______________________________________________________________________________

38

Assessment

Fundamental Movement Test

Match the descriptions of movements and activities with the name of the activity. Write the number of each activity in the blank by the correct name..

1.This is when one foot moves in front of another, alternating between left and right foot.

2. This is where an object is thrust into space and accelerated using arm movement.

3.A striking action made with the feet.

4.This is where you take off with both feet and landing on both feet.

5. A series of step-hops done with alternating feet.

6.Using your hands to stop and control a moving object.

7.This is when the body is propelled up and down on the same foot.

8. The body faces forward and one foot leads while the other moves quickly forward to it.

9.This is similar to a gallop, but the body is moving sideways.

10. Long steps used to cover distance or move over low obsticals.

____Galloping ____Hopping ____Catching ____Sliding ____Kicking

____Walking ____Throwing ____Leaping ____Jumping ____Skipping

http://images.google.com/imgres?imgurl=http://i.ehow.com/images/GlobalPhoto/Articles/4769618/walking-silhouette-clip-art-main_Full.jpg&imgrefurl=http://www.ehow.com/video_5238658_daily-exercise-tips.html&usg=__wWTXIDbugM58dM922VYdEpWTSWE=&h=445&w=326&sz=13&hl=en&start=3&um=1&tbnid=kxJ5tKfk9JO40M:&tbnh=127&tbnw=93&prev=/images?q=throw+catch+silhouette+clipart&hl=en&rls=com.microsoft:*:IE-SearchBox&rlz=1I7ADBS&um=1

http://images.google.com/imgres?imgurl=http://static-p3.fotolia.com/jpg/00/13/09/18/400_F_13091816_hNFOW2nTndSHcngFVDXajqEsuNFh3Cqb.jpg&imgrefurl=http://en.fotolia.com/id/13091816&usg=__nQM1FlMuwBi7dfqI0LSy1mzhdMw=&h=400&w=274&sz=13&hl=en&start=136&um=1&tbnid=RYYCXXby9JrEoM:&tbnh=124&tbnw=85&prev=/images?q=kick+soccer+silhouette+clipart&imgcolor=black&imgtbs=l&ndsp=20&hl=en&rls=com.microsoft:*:IE-SearchBox&rlz=1I7ADBS&sa=N&start=120&um=1

http://images.google.com/imgres?imgurl=http://www.clipartreview.com/_gallery/_TN/r_174.gif&imgrefurl=http://www.clipartreview.com/_gallery/_search_term_pages/recreation.html&usg=__iQXfq_X9QQII9GFBodimvfq9fdM=&h=150&w=75&sz=3&hl=en&start=19&um=1&tbnid=yEXMsfDEJx7SLM:&tbnh=96&tbnw=48&prev=/images?q=baseball+catching+clipart&imgcolor=black&imgtbs=l&hl=en&rls=com.microsoft:*:IE-SearchBox&rlz=1I7ADBS&um=1

39

TGMD

Name: Landon

School/Agency: W.A.T.C.H.

Sex: Male

Grade: Kindergarten

Year Month Day

Date tested 2009 11 13

Date of Birth 2004 10 19

Chronological Age 5 1 6

Examiner’s Name: Rachel Brown

Examiner’s Title: Elementary Teacher

Purpose of Testing: Evaluate Fundamental Movements

LOCOMOTOR SKILLS Skill Equipment Directions Performance Critieria

Run 50 feet of clear space, colored tape, chalk or other marking device.

Mark off 2 lines 50 feet apart. Instruct student to “run fast” from one line to the other

1. Brief period where both feet are off the ground 2. Arms in opposition to legs, elbows bent 3. Foot placement near or on line 4. Non support leg bent approximately 90 degrees.

1

1

1

1 Gallop A minimum of 30 feet

of clear space. Mark off 2 lines 30 feet apart Tell student to gallop from one line to the other 3 times. Tell student to gallop leading with one foot and then the other.

1. A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot. 2. Brief period where both feet are off the ground. 3. Arms bent and lifted to waist level. 4. Able to lead with the right and left foot.

1

1

1

1

Hop A minimum of 15 feet of clear space.

Ask student to hop 3 times, first on one foot and then on the other

1. Foot of nonsupport leg is bent and carried in back of the body. 2. Non support leg swings in pendular fashion to produce force. 3. Arms bent at elbow and swing forward on takeoff. 4. Able to hop on the right and left foot.

1

1

1

1

40

Leap A minimum of 30 feet of clear space.

Ask student to leap Tell student to take large steps leaping from one foot to the other.

1. Take off on one foot and land on the opposite foot. 2. A period where both feet are off the ground(longer than running) 3. Forward reach with arms opposite the lead foot.

1

1

1

Horizontal Jump

10 feet of clear space, tape or other marking devices

Mark off a starting line on the floor. Have student start behind the line. Tell the student to “jump far”

1. Preparatory movement includes flexion of both knees with arms extended behind body. 2. Arms extend forcefully forward and upward, reaching full extension above head. 3. Take off and land on both feet simultaneously. 4. Arms are brought downward during landing.

1

1

1

1

Skip A minimum of 30 feet of clear space, marking device

Mark off two lines 30 feet apart. Tell the student to skip from one line to the other 3 times.

1. A rhythmical repetition of the step-hop on alternate feet. 2. Foot of nonsupport leg carried near surface during hop. 3. Arms alternately moving in opposition to legs at about waist level.

0

1

1

Slide A minimum of 30 feet of clear space, colored tape or other marking device.

Mark off two lines 30 feet apart. Tell the student to slide from one line to the other 3 times facing in the same direction

1. Body turned sideways to desired direction of travel. 2. A step sideways followed by a slide of the trailing foot to a point next to the lead foot. 3. A short period where both feet are off the floor. 4. Able to slide to the right and to the left.

1

0

1

1

Locomotor Skills Subtest Score 24

OBJECT CONTROL SKILLS Skill Equipment Directions Performance Criteria

Two-Hand strike

4-6 inch light weight ball, plastic bat

Toss the ball softly to the student at about waist level. Tell the student to hit the ball hard. Only count those tosses that are between the student’s waist and shoulders.

1. Dominate hand grips bat above non-dominant hand 2. Non-dominant side of body faces the tosser. 3. Hip and spine rotation. 4. Weight is transferred by stepping with front foot.

1

1

1

1 Stationary

Bounce 8-10 inch playground ball, hard, flat surface

Tell the student to bounce the ball 3 times using one hand Make sure the ball is not underinflated Repeat 3 separate trials

1. Contact ball with one hand at about hip height. 2. Pushes ball with fingers (not a slap). 3. Ball contacts floor in front of foot on the side of the hand being used.

1

0

1 Catch 6-8 inch sponge ball,

15 feet of clear space, tape o other marking device

Mark off 2 lines 15 ft. apart. Student stands on one and the tosser on the other. Toss ball underhand to student with a slight arc and tell student to “catch with your hands”. Only count tosses between student’s shoulders and waist.

1. Preparation phase where elbows are flexed and hands are in front of body. 2. Arms extend in preparation for ball contact. 3. Ball is caught and controlled by hands only 4. Elbows bend to absorb force.

1

1

1

1

41

Kick 8-10 inch plastic or slightly deflated playground ball, 30 feet of clear space, tape or other marking device

Mark off one line 30 feet away from a wall and one that is 20 feet from the wall. Place ball on line nearest the wall and tell student to stand on the other line. Tell student to kick ball “hard” toward the wall.

1. Rapid continuous approach to the ball 2. The trunk is inclined backward during ball contact. 3. Forward using of the arm opposite kicking leg 4. Following-through by hopping on non-kicking foot.

1

1

1

1

Overhand Throw

3 tennis balls, a wall, 25 feet of clear space

Tell student to throw the ball “hard” at the wall

1. A downward arc of the throwing arm initiates the windup. 2. Rotation of hip and shoulder to a point where the non-dominant side faces an imaginary target. 3. Weight is transferred by stepping with the foot opposite the throwing hand. 4. Following-through beyond ball releases diagonally across body toward side opposite throwing arm.

1

1

1

1

Object Control Skills Subtest Score 18

42

References

(2003, December 15). Jump the river. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=2121

Antes, S.(2008, January 3). Letter walk. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=7556

Blagg, C.(2000, may 23). Shoot the whole notes. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1132

Camp, C.(2008, June 29). Leaping for measurement. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8532

Carlton, R.(2000, may 23). Recycling relay. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1135

Dube, C. (2009, November 20). Shoot the whole notes. Retrieved from http://www.lessonplanspage.com/ArtLanguageArtsCreativeMovementK3.htm

Garner, L.(2009, may 23). Geography twister. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9296

Garner, L.(2009, may 23). Jumping frenzy. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9297

Garner, L.(2009, May 23). Pass and rhyme. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9298

McClure, C.(2008, September 2). Bounce to spell. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1084

Moore, D. (2009, November 20). Jumping into music. Retrieved from http://www.lessonplanspage.com/MusicMathPENoteValueJumpRopeIdea14.htm

Palmer, J. (2003, June 25). Nature scavenger hunt with pedometers. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4511

Reinhart, J. (2009, November 20). Discovery-bounce high, bounce low. Retrieved from http://www.lessonplanspage.com/SciencePEPhysicsOfBouncingSportsBallsK12.htm

Stevenson, S.E. (2008, November 12). Elements of dance. Retrieved from http://artsedge.kennedy-center.org/content/2338/

Stone, B. (2009, November 20). Scooter shopping spree. Retrieved from http://www.lessonplanspage.com/PEHealthFoodPyramid-ScooterShoppingSpree15.htm

Teacher-vision, . (2005, August 11). Classroom Olympics. Retrieved from http://artsedge.kennedy-center.org/content/2338/

Williams, K.(2001, December 29). Signers search. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=2377

43

Wirth, W.(2000, may 23). Continent adventure. Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1118

Documents

education can improve the student’s social, cognitive and ...users.manchester.edu/Student/REBrown/ProfWeb/Ess... · principles, strategies, and tactics as they apply to the learning