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What grade level abilities are physical education activities separated in?
K-2
3-5
6-9
What factors should lessons and activities be based on?
developmental levels of students and individual differences
Proprioception
body awareness: the sense of being aware of movement in different parts of your body; how the body senses the parts of itself (hands, feet, legs and arms)
Body awareness involves an autonomous sense of the body in relation to:
personal space
shifting weight
changing body movements
Patterns and themes of body awareness help children to:
maintain a sense of personal boundaries
develop patterns of movement through space
understand the concept of shape
sustain a sense of balance
Exercises that help encourage children to become aware of their physical body are:
shape
balance
quality
space
exploration
Shape
instruction in concepts of how the body can form different shapes
ex: "allow your body to form different shapes, wide or tall”
“stand like a pole”
Balance
instruction in concepts of balance in the body
ex: “balance on one foot”
“balance on your hands while stretching your body”
“form a tripod with your body”
Quality
instruction in the concepts of speed, force, contrast and relaxation
ex: “how fast or how slow can you move?”
“tense one part of your body then relax another part of your body”
Space
instruction in concepts of sharing space with others
ex: “run in a zigzag fashion without bumping into others”
“point to a spot and see if you can run straight towards it, touch it and run back without touching someone else”
“do warm-up exercises one arms length apart”
Exploration
instruction in the concepts of moving over, under, around, and through and leading with certain body parts
ex: “make a bridge with a a partner and then have a third person go under the bridge”
“lead with your head when walking”
In upper elementary and middle grades (3-9)..
the fundamental movement skills developed earlier are applied as activity specific motor skills in a wide variety of settings
Locomotor Skills
basic movements performed in different directions at different speeds
they are dynamic movements that propel body upward, forward or backward
foundation of gross motor coordination, involving large and small muscle movements
By 2nd grade, students are expected to
make smooth transitions between sequential locomotor skills
In upper grades, students are expected to
demonstrate more complex skills combining locomotor and manipulation skills
ex: dribbling a basketball
Examples of locomotor skills
walking, running, jumping, skipping, leaping, galloping and sliding
Jumping
creates activity specific muscle strength and agility
requires body to leap and land with both feet
arms can be used to create an upward momentum and then to create a downward motion that helps balance the landing
knees bend at the landing to act as shock absorbers
the order of impact is usually the balls of the feet followed by the heels
ask children to “jump and touch the ceiling”
What can jumping incorporated into primary-grade activities help children to do?
create patterns (jumping like a kangaroo, a frog and a rabbit)
What can jumping incorporated into upper-level grades activities help children to do?
can be used in combination with sports and athletic activities (warm-up activities, gymnastics, basketball, etc)
Skipping
a series of step hops completed with alternate feet
primary school children love to skip
to help them learn to skip, have them take a step and small hop on the same foot and then ask them to shift to the other foot
set a goal of smoothness and rhythm, rather than speed and distance
Galloping
a forward directional movement
as the lead foot steps forward, the back foot steps up to meet the lead foot
galloping movements can be taught by having the class hold hands and slide in a circle to a rhythmic beat
shift this movement into having the children face the direction of the movement while continuing to slide
alternate between large and small gallops
Sliding
sliding is accomplished by movement on one side of the body
it is a one-count movement
as the leading foot steps to the side, the other foot quickly follows
sliding is done of the balls of the feet while shifting weight from leading foot to trailing foot
should be performed in a smooth and controlled manner without bouncing
teachers should have children change direction so body sides of the body can practice
Nonlocomotor Skils
often referred to as passive movements performed while standing in place
movements are executed by twisting, turning in place, bending, swaying while moving toward or away from body center, raising or lowering parts of the body, or stretching in place
Nonlocomotor Skills lead to:
effective body management such as body control, flexibility and balance
Where is the range of movement in nonlocomotor skills? Where are they often used?
around the body’s joints and surrounding muscles
often used in warm-up exercises
Stretching
perhaps the most valuable of NL movements
carries body parts away from the body’s center core and moves joints and muscles through a range of movements
all PE activities should begin with a stretching warm-up exercise
some discomfort is normal, but stretching is necessary for maintaining and increasing flexibility
ask children to stretch as far as comfortable possible while keeping their movement smooth
Twisting
the rotation of a body part around its own long axis, such as turning the head on its neck or wrapping the arms around the body
twisting instruction should include asking children to twist as fully comfortably possible and then to twist in the opposite direction while holding the supporting body parts steady
How is twisting different from turning?
twisting involves movement around a body part and the focal point of turning is on the space in which the body is moving
Pushing
controlled, forceful action performed against an object
it moves the body away from the object while applying force
pushing should exert force with steady, even and controlled effort
the student accomplishes this action by broadening and supporting the base of the body while placing the body in a forward stride position
the line of force is directed towards a specific target
teachers should instruct students to maintain a reasonable alignment in their back as the body builds up force for the push
Object Manipulation Skills
complex motor patterns that are basic to specialized sports and are performed with some kind of object (ie a ball or bat)
What does object manipulation require?
hand-eye or foot-eye coordination
thus requires developmentally appropriate gross and fine motor skills
If children don’t learn manipulation skills…
they sometimes have difficulty developing mature patterns of movement (ie throwing or catching)
When preparing activities that use object manipulation, it’s important to identify the
appropriate age-related physical development of the child
Object manipulation skills include
throwing, catching, kicking and striking
Throwing
requires an object to be propelled into space
movement force comes from flexing the hip and moving the shoulder forward while extending the elbow
with the coordinated body movement, the object accelerates into space with greater speed and velocity
What do primary school children need to proceed through before throwing?
preliminary stages of tossing (ie beanbags) before entering the stages of throwing a ball with accuracy
When do most children develop a throwing skill pattern?
grades 3-5
How can teachers help a child to understand how different objects can travel at different velocities?
allow children to throw a variety of objects that have different weight and sizes
Catching
using the hands to stop and control a moving object
during early stages of learning it is harder to learn how to catch than to learn how to throw because tracking the object requires mature hand-eye coordination
What should early instruction begin with in throwing?
beach balls, balloons and fleece balls because the children often fear being hit by the object
Reduce the size of the ball to catch to
develop perceptual abilities
How to teach rebound angles?
practice in catching balls that bounce up from the floor
Kicking
a striking action performed by the feet
punt kicking
place kicking
soccer kicking
Punt Kicking
ball being dropped from hands and kicked before it touches the ground
Place kicking
placing the ball on the ground and kicking it from a stationary position
Soccer kicking
a form of kicking that requires an extension of the hip to increase the range of motion
Instruction in kicking should include
reducing the size of the projectile object as the skills develop
Striking
takes place when an object it hit with an implement such as a bat, a racket or the hand
involves movement of the body to create the force necessary for the maximum speed of the object
What should instruction in striking include
practice on stationary objects in primary grades before children can progress to moving objects
ex: “T-ball” in which the ball is placed on a “T” stand and is struck
