Basic Movement Skills

Page history last edited by Helena Baert 1 yr ago

Helena can facilitate sessions related to:

- Teaching Basic Movement Skills

- Assessing Basic Movement Skills

- Active health Games (integrating health concepts in K-6 PE)

- Fast forward to Fitness (Fitness games in PE)

Please email me for more info!

Basic Movement Skills Assessment Session

1. Introduction

Facilitated by: Manitoba Movement Skills Committee

This session will show a progressive approach to teaching and assessing basic movement skills. We will focus on simple performance indicators as part of the whole skill. Only 1 part is explained at a time and as you continue, new parts will be added while practicing the learned parts.

For example: a, a + b, a + b + c, a + b + c + d = Basic Movement Skill

There are 14 basic movement skills which K-4 students should acquire and master by grade 4.

Transport: Running, jumping, hopping, galloping, skipping

Balance: Dynamic, Static

Manipulation: Catching, throwing (underhand and overhand), rolling, kicking, striking, bouncing

2. Session Outline

K/1: Catching

1. Trick or Treat?

Focus: - Eyes on object

- Catch with hands

2. Catch your name

a. With bean bags:

Focus: - Eyes on object

- Catch with hands

- Position body

b. With balls:

Focus: - Eyes on object

- Catch with hands

- Position body

- Absorb and relax

- 1 foot forward

*** Ready position = position body + absorb and relax + 1 foot forward ***

3. Hoop Ball

Assessment (peer coaching, in pairs, check performance indicators)

Note: Only note down what students can’t do!

Gr. 2/3: Hopping

1. Squish (dog)

Focus: - take off and land on one foot

- Knee bends 90º behind body

2. Hoop Scotch

Focus: - take off and land on one foot

- Knee bends 90º behind body

- Swing arms

- Balance

3. African Hop Dance

Focus: - take off and land on one foot

- Knee bends 90º behind body

- Swing arms

- Balance

- Rhythm

4. Hippity Hoppity Hoops

Assessment (peer coaching, in pairs, can be used as a station)

When peer coaching, only focus on 1 performance indicator!

Gr. 4: Rolling

1. Space tag

Focus: - Eyes on target

- 1 arm swing

2. Hockey stop

Focus: - Eyes on target

- 1 arm swing

- Step forward

- Bend knees

- Follow through

Note: Do not teach all the performance indicators at once, this game allows for multiple trials where you can focus in on different skills.

3. Monster Ball

Assessment (group game, group rotates places as teacher assesses skills, use posted- notes)

3. Closure:

- Resources available (posters, movement with meaning, assessment document)

- Time for questions and answers

Teaching Considerations

Sequential Lesson:

Sequential means that your lesson is ordered in a way where one activity flows into another. When working in K-4, this means that one Performance Indicator (PI) will create a set up for the next one or that the second performance indicator builds on the previous one.

Instructional Scaffolding = building on what has been previously learned.

This means that you MUST first rehearse what is previously learned and later build on that.

Example: Using 1 game, teaching 2 performance indicators: PI (a) and PI (b).

Explain a game, play the game

Stop the game, ask purposeful question, teach PI (a)

Play the game, observe

Stop the game, ask purposeful question related to PI (a) and next to PI (b), teach PI (b)

Play the game, observe PI (a) + PI (b), give positive reinforcement.

Stop the game, ask purposeful questions on PI (a) and PI (b), play the game again, check for understanding, observe and assess whether or not the students are using the PI’s, write down any concerns on sticky notes.

Review: a -> a +b -> a +b +c -> …

Warm-up:

An effective warm-up will provide an activity for the students to move in a way that is highly activating in nature. This means, it should raise the students’ heart rate level! Even when teaching a skill such as static balance, incorporate running in a game to provide a high intensity level game.

A warm-up is usually a game which is easily understood by the students, it does not need much explanation and is easily set up. For example: tag games.

A warm-up usually lasts about 5 minutes.

You may address a PI in the warm-up (1 maximum) and it should be one that is fairly easy to understand. For example: rolling: eyes looking at target. You should only stop the warm-up once to discuss this PI and have them play the game directing their focus on that PI.

Acquiring Activity:

Make sure you first explain the game, only focus on playing the game at first!

Then stop the game and acknowledge the PI as discussed in the warm-up.

Next, play the game again, rehearsing the last PI.

When you stop the game again, discuss a new PI.

In this game, depending on the age of the students, you can teach 1 to 3 new PI’s each in sequence while every time repeating the last step.

This game should be focused on teaching the skill.

Create a game in such a way where you may easily modify the level of difficulty of the game.

When discussing PI’s with students, use appropriate language that children can understand. You may also indicate that language on your lesson plan (e.g., "sniff the ground with your knee....". Also, find ways to relate to the students by using metaphors.

Closing Activity:

Focus only on practicing the learned PI’s, do not teach something new.

Practice, practice, practice!

Create a game that is easy for the students to play on their own while making it easy for you to observe and assess their skills.

Start by explaining the game and repeat the key PI’s as they have learned them (ask the students what these are).

Create a game where you can see the students perform the skill in an isolated and appropriate manner.

Relay races are not appropriate to assess the skill level of the students (see the article on Relay Races).

Even if you use a game where students are scattered (for example tag), organize the game in such a way that you get to observe each student individually. For example: when tagged, go to the sideline and hop from one cone to the next 2 x.