Rock, Paper, Scissors Locomotion!

Rock, Paper, Scissors 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: Music (song of student s choice) OR Suggested choice: The Locomotion by Kylie Minogue Visual instructions of levels (i.e. walking, jumping, galloping, running) (optional) Set Up: Demonstrate and have students perform all of the following locomotor skills: 1. Speed Walking 2. Jumping 3. Galloping 4. Running Instructions: Review rules of Rock, Paper, Scissors with students Rock smashes scissors Scissors cut paper Paper covers rock Have student practice once with a partner Consider asking: Who has been to a zoo or a farm before? What did you see there? Were any of these animals running or walking when you saw them? What animal do we know of that travels really slow? What about an animal that moves at a medium speed? And what animals move really fast? 1

Instructions: (Continued) Review the series of locomotor skills outlined in the Set Up. Compare to animals to enhance the imaginative quality of the activity. For instance: Speed walk like a turtle Jump like a kangaroo Gallop like a horse Run like a cheetah All students are it and can only tag other students using the same locomotor movement. All students begin at the slowest pace (i.e. speed walking) like a turtle. When a student finds someone to tag, they will play rock, paper, scissors. The winner will advance to travel at the next speed level (i.e. jumping) The non-winner remains at the same speed of travel (i.e. speed walking) Neither student changes their locomotor movement in the event of a tie. If the student is running and win, they continue to run. Students then move on to find another student who is at the same speed/mode of travel to play rock, paper, scissors against. Modifications: Create smaller boundaries for students to move within Reduce the number of levels of movement in the activity to only two (e.g. jumping and running) Extensions: Have the non-winner go down a level (e.g., if the non-winner was galloping like a horse, he/she will move down to jumping like a kangaroo). Increase boundaries of activity to decrease the likelihood of meeting up with a peer Change Rock, Paper, Scissors to be whole body movements: Rock crouch down with knees and arms tucked in Paper extend arms and legs, similar to a star jump Scissors legs extend in opposite directions (one forward and one backwards) 2

ASSESSMENT: 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 and on impact 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 locomotion skills for students (i.e. walk, run, jump, gallop). The focus of this assessment is to observe 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. 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 flaws in all four specific locomotor skills (i.e. walking, running, jumping and galloping) 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 of the specific locomotor skills (i.e. walking, running, jumping and galloping) 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, running, jumping and galloping) 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, running, jumping and galloping) * lacking rhythm or regularity (Merriam-Webster, 2016) 4

Find Your Match! 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: Pinnies (one for each student); 3 different colours Bean Bags, Gator Balls, Tennis Balls (for 75% of the class) Basketballs (for 50% of the class) Soccer balls (for 75% of the class) Music (optional) Note: Choose the type of equipment according to the skill level of students (larger balls are easier to catch). Instructions: Divide the group into three groups based on available pinnies (e.g., blue, red and green). Have students keep track of how many complete passes they make to determine each groups score. Round 1: Catching Ask a few members of each colour group to pick up a bean bag, gator ball or tennis ball. Start the activity by signalling or playing music. Instruct students to move around the space using a certain locomotion (i.e. running, speed walking, galloping, skipping, jumping). When a student carrying a piece of equipment sees a student without equipment (wearing the same color as him/her), he/she will underhand throw to this student. Once the pass is successful, he/she will continue locomoting through the space looking to receive an underhand throw from another student wearing the same colour pinnie. Change the type of locomotion throughout the activity. 5

Instructions: (Continued) Round 2: Trapping Have all students holding equipment from Round 1 exchange for a soccer ball. Have students trade pinnies to encourage interaction with peers. Start the activity by signalling or playing music. Instruct students to move around the space using a certain locomotion (i.e. running, speed walking, galloping, skipping, jumping). Students with soccer balls will carry them in their hands. When a student carrying a piece of equipment sees a student without equipment (wearing the same color as him/her), he/she will underhand roll the ball to the feet of the other student*. Once the student has successfully trapped the ball with his/her feet, he/she will pick up the ball and continue locomoting through the space looking to underhand roll to another student wearing the same colour pinnie. * Show students an appropriate distance to complete the skill in this round (i.e. metres) Round 3: Hand Dribbling Have students find a partner wearing a different coloured pinnie. Have one partner from the group get a basketball and return equipment used in Round 2. Instruct students to move around the space with their partners. One partner will hand dribble the basketball while moving around the space. Each student pair should look to make eye contact with another pair. Each student in possession of the basketball will underhand throw to the student in the other pair who is not holding a basketball. Note: Observation of catching will also occur in this round. Notes: These rounds can be completed at different times as separate activities or in one session. Remind students to be aware of their surroundings. Keep eyes open for equipment that may be rolling away from peers if a pass is incomplete in Rounds 1, 2 & 3. 6

Modifications: Round 1: Only provide bean bags for catching. Round 2: Instruct students to ensure they are underhand rolling to a peer who is no more than an arm s length away. Round 3: Instead of dribbling while travelling, have students carry the basketball and dribble three times stationary before passing to another student. Extensions: Provide all students with a piece of equipment and have them exchange using the identified motor skill. Round 1: Ask students for input of ways to locomote. Alter the underhand throw to an overhand throw. Round 2: Include the skill of dribbling with feet. Have students in possession of the soccer ball dribble with their feet as they move. Round 3: Remove partners and have students trade basketballs with a bounce pass 7

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. 8

Trading Places 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). EQUIPMENT: Hula hoops (for half the class) Bean bags (for half the class) Tennis ball or gator ball (for half the class) Utility ball or Soccer Ball (for half the class) Floor tape 4 Pylons to mark movement area 9

Set Up: Create a movement area (i.e. square or rectangle) using the four pylons. Ensure the space is at least 6 metres wide. Divide the class into pairs. Have one member of each pair begin on opposite sides of the movement area in line with the pylons. Provide each pair with a hula hoop and place it approximately 3 metres from the pylon, outside of the movement area. Place a bean bag just behind the student. Use the floor tape to mark a target on the floor at the opposing end approximately 1 metre from the movement area*. Place a tennis ball or gator ball just behind the student. * If outside on grass, use a pylon instead of floor tape for the target. X X X X 1 2 3 4 1 Pylon Student Pairs Hula Hoop 1 2 3 4 Bean Bag X Target Tennis / Gator Ball 10

Instructions: Part 1 Students begin at their starting pylons facing their partners. Have student trade places with their partner by running to the opposing side where their partner was initially. Once each student reaches the other side, he or she will complete the task: Overhand throw the bean bag towards the hula hoop target Underhand roll the tennis ball or gator ball at the green tape target Students replace the ball or bean bag after they have rolled or thrown it and then continue to trade places each time they have completed the task. Part 2 Note, it is not necessary for students to be successful. However, students must wait until their partner has completed the task before trading places. Once students feel comfortable with Part 1, replace the tennis/gater ball with a utility/soccer ball. Instead of the underhand roll, have students kick the ball towards the target (X). Modifications: Decrease distance between starting pylons and targets. Alter the way students move to trade places (e.g., speed walk). Extensions: Have students change partners by moving to the right. Record the number of times students successfully hit the targets as a group (i.e. hula hoop and green tape) to create a game-like atmosphere Increase distance between starting pylons and targets Reduce the size and/or change shape of the target Place obstacles in the way of the target 11

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. 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. 12