Body Parts in Locomotion! Movement Skills: Locomotor Objective: To assess the students ability to move, stop, and change direction in a controlled manner. Definitions: Locomotion: moving the body from one location to another (Mandigo, Francis, & Lodewyk, 2007, p. 14). EQUIPMENT: Pylons (at least five or six more than number of students in class) Music (song of student s choice) OR Suggested choice: The Locomotion by Kylie Minogue Set Up: Scatter pylons in the movement area (make sure there is enough space between pylons for students to travel between) Instructions: Have each student stand beside a pylon. Instruct students on the type of locomotion they will use to travel around the pylons. Choose a body part in which the students will touch the pylons with (e.g. elbow, toe, knee, hand, thumb etc.) and share it with the class. Consider asking: Who has been to a farm or zoo before? What do you see when you visit these places? Do animals travel the same way we do? How do we typically travel? What if we want to move quickly? Can anyone tell me how a horse moves? What about how a frog? What about a bird? What about a fish? Ask students to travel like some of these animals that have been discussed. When the music starts, students will engage in the chosen locomotion and try to touch as many pylons as they can using a designated body part. 1
Instructions: (Continued) When the music stops, students will freeze. Announce the next way to travel and the next body part that will be used to tap the pylons. Half way through the activity, ask the students to each pick up a pylon and place it in a new spot. This will modify the movement area to include different pathways. Remind students to keep their heads up and watch out for their peers when moving around the space. Encourage the students to surpass the number of pylons touched each round. Modifications: Keep the body parts used to only hands and feet. Do not ask students to keep count of the number of pylons they touch. Remove the task of students touching the pylons and simply focus on travelling around the space. Extensions: Add additional activity requirements. For example: Students must only touch yellow pylons Place numbers on the pylons and have students touch them in sequence Place letters on the pylons and have students spell their names, or in sequence of the alphabet Increase the size of the movement area 2
ASSESSMENT: The focus of this assessment is to see that students can walk, run, jump and gallop. Consider each student s ability to maintain steady movement and move around objects smoothly looking holistically at locomotor movement patterns. TIPS FOR SPEED WALK AND RUNNING Move arms opposite to legs with bent elbows Both feet are off the ground for a brief period when running; they may not both be off the ground when speed walking Feet land heel-toe (not flat-footed or on toes) TIPS FOR JUMPING Lower hips to sitting position (hip, knees and ankles flex in a crouch) Shoulders lean forward Bend knees with toes staying in front of knees Swing arms back Explode with legs forward and upward Full body extension Lower legs extend prior to landing Balanced landing with feet apart, knees bent and arms out Force taken on balls of feet, ankles, knees TIPS FOR GALLOPING A step on lead leg and a leap-step on the trailing leg Bend your knees Move arms opposite to leg Transfer weight from heel to toe Movements are rhythmic Note: Model each of the locomotor skills for students (i.e., walk, run, jump, gallop). 3
TEACHER RUBRIC Grades EMERGING DEVELOPING ACQUIRED ACCOMPLISHED Locomotor Moves body arrhythmically* with stiffness and no sign of legs moving opposite to arms. Moves body stiffly with limited signs of legs moving opposite to arms. Body movement is mostly fluid and legs move opposite to arms. Body movement is highly fluid and legs move opposite to arms consistently. Stumbles and/or trips while changing speed, direction, type, or pattern of movement. Unable to move around other students in a controlled manner. Has difficulty adjusting to changes in speed or pattern of movement. Noticeable flaw in all four specific locomotor skills (i.e. walking, jumping, galloping and running). Either stumbles OR trips while changing speed, direction, type, or pattern of movement. Finds it somewhat difficult to move around other students in a controlled manner. Has some difficulty adjusting to changes in speed or pattern of movement (evidence of extra steps through the transition). Noticeable flaws in 2-3 of the specific locomotor skills (i.e. walking, jumping, galloping and running). Changes speed, direction, type, or pattern of movement with minimal stumbling or tripping. Moves around other students with a fair amount of control. Adjusts to changes in speed or pattern of movement in a somewhat fluid motion. Noticeable flaws in 1-2 of the specific locomotor skills (i.e. walking, jumping, galloping and running). Transitions smoothly from one speed or movement pattern to another with minimal time in between. Moves around other students in a controlled manner with ease. No noticeable flaws in all four specific locomotor skills (i.e. walking, jumping, galloping and running). Note: All activities in the Kindergarten-Grade 1 set include locomotor skills providing multiple opportunities for observation. * lacking rhythm or regularity (Merriam-Webster, 2016) 4
On the Signal! Movement Skills: Object Control Objective: To assess the students ability to maintain control of an object when receiving a pass by catching, trapping and/or dribbling. Definitions: Object control: moving to receive an object (i.e. ball, puck, disc) (Mandigo et al., 2007, p. 15). Catching: the actions of bringing an airborne object under control by using the hands and arms (p. 15; Payne & Isaacs, 2002, p. 340). Trapping: the ability to stop the ball without using hands or arms (Gallahue & Ozmun, 1998, p. 244; Mandigo et al., 2007, p. 15). Dribbling: bouncing the ball with one hand or maintaining control of the ball with feet (Mandigo et al., 2007, p. 15). EQUIPMENT: Floor markers (poly spots), green painters tape, or pylons Bean Bags (for 1/3 of the class) Soccer balls (for 1/3 of the class) Music (optional) Basketballs (for 1/3 of the class) Set Up: Place floor markers, pylons or taped X s on the floor to create specific spaces for students to find when hearing the signal. Ensure 1/3 of these spaces are near walls in the movement area for students to practice trapping. Instructions: Have students choose a piece of equipment (bean bag, basketball or soccer ball). Explain to students that the following equipment is associated with specific skills: Bean Bags = Catching (throw upwards into the air and catch it) Soccer ball = Trapping (kick the ball against the wall and receive it) Basketball = Hand Dribble (hand dribble the ball stationary) 5
Instructions: (Continued) Establish a signal with the group. Examples: rhythm clap, whistle, pausing of the music. When the teacher signals, students should find one of the marked spaces on the floor and practice their specific skill thre times. Play music or signal to start the activity. Have students move around the space using a locomotion instructed by the teacher (i.e. running, speed walking, galloping, skipping, jumping). All students will carry their equipment using their hands while moving around the space. Periodically, the teacher will signal to instruct students to practice their respective skills. After a few rounds, the teacher will ask students to exchange their equipment with a peer who is using a different piece of equipment. Ensure each student practices the three different skills. Modifications: Focus on one skill, rather than three, where all students are given the same equipment. Extensions: Have the students travel and practice the skills in pairs. Ask students to move while dribbling. Eliminate the pylons, floor markers or green tape as identified spaces for the students. 6
ASSESSMENT: TIPS FOR CATCHING TIPS FOR TRAPPING TIPS FOR HAND DRIBBLING Keep your eyes on the ball Move your feet to get into position in line with the approaching ball (positioning behind the ball) Bend your elbows while waiting to receive the catch Bring the ball towards your body using soft hands cushioning it. Catch the ball with your hands before bringing in with a hug/ squeeze to maintain control Move towards the ball to trap it Stop the ball using the inside of your foot Cushion the ball by slowly moving the foot Keep ankle firm and foot soft until the object is under control Look forward Keep opposite foot to dribbling hand forward Cup the ball Push with fingertips when the ball reaches waist height Students are attempting to catch, trap and hand dribble without the following errors occurring: Fumbling or losing control of the object Neglecting to cushion the object upon receiving it TEACHER RUBRIC Grades EMERGING DEVELOPING ACQUIRED ACCOMPLISHED Object Control Student has difficulty receiving a pass and consistently fumbles and loses control of the object in his/her arms. Student neglects to stop and cushion the object with the inside of his/her foot. Student finds it somewhat difficult to receive a pass and sometimes fumbles or loses control of the object in his/her arms. Student has difficulty cushioning the object after stopping it with his/her foot. Student is able to receive a pass and occasionally fumbles or loses control of the object in his/her arms. Student is able to stop and cushion the object with his/her foot most of the time. Student is able to receive a pass, rarely fumbles and is able to continuously maintain control of the object in his/her arms. Student is able to stop and cushion the object with his/her foot easily and consistently. 7
Sun Dance Movement Skills: Object Manipulation Objective: To assess the students ability to throw, roll, or kick an object towards a designated area, object, or person. Definitions: Object Manipulation: sending away or travelling with an object (i.e. ball, puck, disc) (Mandigo et al., 2007, p. 15). Underhand roll: using an underarm action to project an object (p. 15). Overhand throw: using an over-arm action to project an object (p. 15). Place kick: a form of striking where the foot is used to give impetus to a ball (p. 15; Payne & Issacs, 2002, p. 352). EQUIPMENT: Pinnies; (one for each student) 5 different colours* Bean Bags (for 1/3 of the class) Gator Balls (for 1/3 of the class) Tennis Balls (for 1/3 of the class) Yellow Hula Hoop (or large piece of yellow paper with bean bags making a border) * Without access to pinnies in 5 different colours, provide students with coloured stickers. Set Up: Distribute pinnies to students creating 5 different coloured groups. Distribute equipment to class (each student receives a bean bag, gator ball or tennis ball regardless of the colour of his or her pinnie). Have students form a circle and place the sun (yellow hula hoop or pieces of yellow paper and bean bags) in the middle. 8
Instructions: Explain to students that the following equipment is associated with specific skills: Bean Bags = overhand throw Gator Balls = place kick Tennis Balls = underhand roll Having students mimic the teacher s actions, the following movements can be performed stationary or while moving around the circle: Marching Skipping Galloping Jogging While performing these actions, the teacher can play music or sing the Rainbow Song (to the tune of Twinkle, Twinkle, Little Star - adapted from teachingmama.org) with the students: Red and orange, green and blue Shiny yellow, purple too. All the colour that we know, live up in the rainbow Red and orange, green and blue Shiny yellow, purple too. * When the teacher wants to choose a colour, end the song with, But I choose (pick colour of a pinnie group) The students wearing the pinnie that the teacher chooses will aim towards the sun, using the equipment they have and complete the associated skill. On the teacher s command, students will retrieve their equipment once the skill is complete. After a few rounds, the teacher will ask students to pass their equipment one person to the left so each student can practice the three different skills. Modifications: Focus on one skill (rather than three skills) at a time (i.e. students wearing the blue pinnie will overhand throw). Include multiple targets in the circle, rather than just one in the middle. Alter the shape and size of the target. Extensions: Increase the size of the circle thereby increasing the distance from the target. Divide the students into three small groups. Have each group form their own circle. The teacher will call the instructions from the front rather than being within the circle (giving students more autonomy in the activity). 9
ASSESSMENT: TIPS FOR UNDERHAND ROLL TIPS FOR OVERHAND THROW TIPS FOR PLACE KICKING Move the hand with the ball behind your body Bend the knees and take one step forward Opposite arm and foot working together Keep your eyes on the target Release the ball gently on to the floor and follow through with your throwing hand Bring throwing arm back behind head with elbow bent Step forward with foot opposite to throwing arm Transfer weight from back to front foot Release object in front of your head Keep your eyes on the target Follow through with throwing hand Step with kicking foot then plant supporting foot Swing kicking leg freely to strike object Extend knee quickly as the foot makes contact with ball Top of your toes and instep should make contact with the ball Follow through with kicking leg by moving it forwards across your body Students are attempting to complete an underhand roll, overhand throw and place kick without the following errors occurring: Stumbling or falling in preparation Using speed and efficiency when preparing to propel the object Achieving accuracy in aim (avoiding having the object fall short or beyond the target) TEACHER RUBRIC Use the rubric below to assess how the student prepares to propel the object for the three different movements. Grades EMERGING DEVELOPING ACQUIRED ACCOMPLISHED Object Manipulation Stumbles and falls in preparation to propel an object. Hesitates and moves slowly when preparing to propel an object. Object falls well short of or travels well beyond the targeted area. Stumbles OR falls in preparation to propel an object. Uses moderate speed when preparing to propel an object. Object falls somewhat short of or travels somewhat beyond the targeted area (walking, jumping, galloping and running). Moves smoothly while preparing to propel an object. Uses some speed when preparing to propel an object. Object lands in the targeted area most of the time. Moves in a smooth, continuous motion while preparing to propel an object. Approaches with speed when preparing to propel an object. Object always lands in the targeted area. 10