Table of Contents for Skill and Task Component Sheets

Transcription

1 Table of Contents for Skill and Task Component Sheets PAGE CONCEPT/SKILL 1 Non-locomotor Skills 2 Body Part Identification 3 Self-Space 4 General Space 5 Levels 6 Directions 7 Pathways 8 Time/Speed 9 Force/Trajectory/Accuracy 10 Flow 11 Relationships to Objects 12 Relationships to Other People 13 Rolling 14 Rolling 15 Balancing (Static) 16 Balancing (Dynamic) 17 Transfer of Weight 18 Jumping and Landing for Height 19 Jumping and Landing for Height 20 Stopping and Starting with Control 21 Chasing, Fleeing, Dodging (Dynamic Movement) 22 Chasing, Fleeing, Dodging (Dynamic Movement) 23 Catch 24 Catch 25 Underhand Throw/Rolling a ball 26 Underhand Throw/Rolling a ball 27 Overhand Throw 28 Kick/Punt 29 Dribble with Feet 30 Dribble with Hands 31 Underhand Strike/Volleying 32 Batting 33 Batting 34 Forearm Pass 35 Forehand Strike 36 Walk 37 Run 38 Jumping for Distance 39 Jumping for Distance 40 Hop 41 Gallop 42 Slide

2 43 Skip 44 Leap 45 Rhythmic Patterns and Movement 46 Using Feedback to Improve Performance of Self and Others 47 Games Strategies

3 1 Non-Locomotor Skills Grade Level Body Actions/Shapes Skills/Tasks K, 1 Actions Bend Stretch Curl Twist Swing Shapes Round (curved) Narrow Wide Twisted Symmetrical/ Nonsymmetrical Horizontal/vertical How many body parts can you bend, stretch, etc.? Mimic actions of inanimate objects (twist like a screw, stretch like a rubber band). Freeze in static shapes/statues (freeze in a curled/stretched shape) Slowly change from one shape to another shape (start in a stretched shape and change in six beats to a curled shape) Travel and freeze in different body shapes Travel on different body parts showing stretched or curled shapes (stretched-log roll, curledforward and backward rolls) Perform non-locomotor movement poems ( Sometimes I m a Giant ) Perform non-locomotor skills at different tempos (fast, slow) or to different sounds (shake tambourine, beat of a drum) Jump from floor/mat/box/bench and make a shape in the air Make symmetrical and non-symmetrical shapes Use non-locomotor movements to mimic a machine and its actions, alone or in a group (washing machine, toaster, popcorn popper) Perform sequences of non-locomotor movements individually, with a partner, or in a small group

4 2 Body Part Identification Grade Level Body Parts Skills/Tasks K The student will identify: Head Chin Forehead Balls of feet Ankle Heel Toes Knees Shin Thigh Leg Arm Elbow Wrist Hand Fingers Stomach/abdomen Back Shoulder Hips Chest Seat/buttocks Neck Trunk Side Identify body parts by touching the specified part with eyes open, then closed. Move the specified body part with eyes open, then closed. Touch one body part to another (head to knee, elbow to ear, etc.), to a partner (nose to nose), or to an object (head to carpet, toe to wall) Identify body parts through movement games and songs (Hokey Pokey, Bean Bag Song) Move body parts to different levels (put one hand at a high level, put elbow at a low level) Balance on different body parts (hold shape with 2, 3, 4, 5 body parts Travel on different body parts Lead with a specific body part when going under/over obstacles Transfer weight from one body part to another Travel, then balance on a specific body parts on signal Balance objects on different body parts. Strike a balloon with a different body part

5 3 Self-Space Grade Level Concepts Skills/Tasks K, 1 4 th and 5 th grade will use these concepts in game situations Space which immediately surrounds the individual body when still or while traveling. Manipulate an object which in the space which immediately surrounds the individual body when moving or while traveling Work with a partner/small group within a confined area Use carpet squares or hoops to help identify own space. Perform non-locomotor/locomotor movements in own space Move in relation to equipment Control piece of equipment in self-space Control piece of equipment with a partner in selfspace Make shape with partner without touching partner Share a piece of equipment without touching another person.

6 4 General Space Grade Level Concepts Skills/Tasks K, 1 4 th and 5 th grade will use these concepts in game situations Travel while avoiding collisions. Travel while utilizing the entire area available for movement Travel throughout the space taking care not to touch anyone, starting and stopping on signal Travel visiting all parts of general space (corners, center) Change directions/pathways/speeds/levels, and types of locomotor movements while traveling. Move to dodge people or obstacles Toss object in front of you and run to catch Dribble with hands/feet/implement

7 5 Levels Grade Level Concepts Skills/Tasks K, 1 4 th and 5 th grade will use these concepts in game situations Low Medium High Move body parts to various levels (ie, put hands in high level, feet in high level) See how much of your body you can get into a high/low level Change the level of your shape Travel and freeze at different levels Travel with body parts at different levels Rise and sink to different levels Travel while rising and sinking Move over/under/through obstacles to show change of level Create a sequence to show change of level Catch at different levels Throw to different levels Send and receive a ball at different levels using a wall or a partner Strike to different levels Change the level of the body or implement while striking

8 6 Directions Grade Level Concepts Skills/Tasks K, 1 4 th and 5 th grade will use these concepts in game situations Forward Backward Sideways Up Down Change directions while traveling Change directions on signal (drumbeat, verbal cue) Travel on different body parts as you change directions Have different body parts lead as you change directions Move forward/sideways/backward over a stationary rope Jump and change directions in the air Roll in different directions Change directions while jumping and rolling Change directions while traveling on a piece of equipment Toss a bean bag/ball in different directions and catch it Toss/catch a ball while moving sideways/forward Dribble the ball while moving forward/backward/sideways Strike in different directions

9 7 Pathways Grade Level Concepts Skills/Tasks K, 1 4 th and 5 th grade will use these concepts in game situations Straight Curved Zigzag Move straight/curved/zigzag pathways in the air using a hand/arm/foot/leg Follow taped pathway on floor Follow flash cards of pathways Travel through general space using specified pathway Travel forward/backward/sideways using different pathways Copy partner s pathway Create pathways around obstacles Create patterns using two pathways Change pathways with or without changing speed of travel Create patterns showing a change of speed/directions using different pathways Dribble the ball with hands/feet/hockey stick in different pathways

10 8 Time/ Speed (fast/slow, accelerating/decelerating, sudden/sustained) Grade Level Concepts Skills/Tasks K, 1 4 th and 5 th grade will use these concepts in game situations Show difference between fast and slow Change speeds Change speeds smoothly and without hesitation Show difference between sudden and sustained movement Perform non-locomotor movements in self space matching the beat of the drum, tambourine, rhythm stick, etc Change body shapes slowly/quickly Perform locomotor movement to changing beats of the drum Play follow the leader with a partner who changes speeds while traveling in general space Perform non-locomotor movements and locomotor movements as directed by different tempos (ie, on fast beat perform non-locomotor movement in self space and on the slow beat perform locomotor movement in general space Perform sports movement (run for a touchdown, throw javelin) in slow motion/fast motion Mirror/contrast the non-locomotor movements of a partner who changes speeds Perform a sequence of non-locomotor movements showing changing of speed

11 9 Force (strong/light)/ Trajectory/ Accuracy K, 1 4 th and 5 th grade will use these concepts in game situations Tense muscles to show strong force Relax but hold muscles firm to show tight force Demonstrate strong and light forces while manipulating an object Use appropriate amount of force while manipulating an object Change from on force quality to the other (without hesitation) Verbal Cues Tighten muscles Relax muscles Principles when projecting objects 1.Increasing the range of body segment movement imparting force 2.Increasing the speed of the muscular contraction 3.using sequential movement of muscles 4.increasing accuracy as performance becomes proficient Tense and relax muscles on cue Change from a strong shape (statue) to a light shape (floating leaf) on signal Change muscle tension in body on cue Travel through general space while making body strong/light Extend specified body parts while traveling, making them strong/light Change from strong to light movements while traveling to loud/soft music Demonstrate a contrast in force (divide class into 2 groups. Group A makes strong statues while Group B moves around like a floating leaf Mimic strong/light movement (pushing a heavy object, feather blowing in the wind, carrying heavy object, carrying a fragile object) Demonstrate contrast in force using word ideas (creep/pounce, glide/stomp, raindrops/thunderstorm) Vary distance by varying the force of a thrown or struck object

12 10 Flow (bound, free) K 4 th and 5 th grade will use these concepts in game situations Tense body during bound flow moving with control and restraint Relax body during free flow showing fluidity and smoothness Change from one flow quality to the other Verbal Cues Tighten up Relax, flow freely Demonstrate free/bound flow using non-locomotor movements. Swing arms (free flow) then stop the swing Move through general space with bound/free flowing movements (bound-pull a heavy wagon, freefloating like a balloon) Demonstrate free/bound flow by using locomotor movements (jumping side to side over a stationary rope) Move through general space with bound/free flowing movements while accelerating/decelerating Respond to chants or songs (hop, hop, freeze, Ella Jenkins song Walk, Walk, Walk, Stop, Movin Pause song) Perform a series of bound movements (make a balance and freeze) Perform a combination of free and bound movements (move through general space then hold a balance on a signal) Create a free flow sequence (jump, pop, twist, jump, explode) Perform a sequence on apparatus demonstrating bound/free flow

13 11 Relationships to Objects Grade Level Concepts Skills/Tasks 2, 3 4 th and 5 th grade will use these concepts in game situations Over/under On/off Near/far In front of/behind/beside Along/through Inside/outside/between Above/below Surrounding Meeting/parting Alongside Place body and/or body parts in relations to objects (ie, stand near your equipment, place feet as far away as possible from your equipment. Use streamers to go under, over, etc. Move in relation to single piece of equipment (over hurdles, on beam) Travel through an obstacle course Perform specific locomotor skills while traveling in relation to a piece of equipment (jump in/out of hoop) Change directions while traveling in relation to objects Lead with a different body part while traveling in relation to objects (lead with head through the hoop) Travel in relation to moving objects (jumping in a moving rope. Moving through a rolling hoop) Balance in relation to apparatus Perform a sequence a. in relation to apparatus b. showing a change in relationship to the apparatus

14 12 Relationships to Other People Grade Level Concepts Skills/Tasks 2, 3 4 th and 5 th grade will use these concepts in game situations In front of/behind/beside Mirroring/matching Contrasting Following/leading/copying Meeting/parting Between Groups Partners Solo Alone in a mass Place body and/or body parts in relation to other people Travel in relation to a partner (ie following, leading) Create a matching shape with a partner Perform specific locomotor skills while traveling in relation to a partner Lead with different body parts while traveling in relation to other people Follow the Leader partners or small groups Perform matching, mirroring, or contrasting relationships with partner (ie, matching partner s rocking motion, using a hurdle, one partner goes over, other goes under (contrast), balancing in relation to a partner with contrasting levels

15 13 Rolling K, 1, 2, 3, 4, 5 Rolling in a sideward direction with body extended Stretch Head between arms Rolling in a sideward direction with body curled Curl body/ Cover tummy with knees Tuck chin Rolling in a forward direction with palms flat, head/chin tucked, body curled, two leg push off, body remained curled throughout roll Strong arms Chin to chest/tuck head Round/curled body Push with legs Hide your tummy Finish on your feet Directions Rock on back. Rock side to side. Rock on front. Rock feet to back. Rock on back from feet to hands with hands pushing back to feet. Roll in a sideward direction in an extended shape. Roll in a sideward direction in a curled shape. Roll in a forward direction in a curled shape. Roll in a backward direction in a curled shape. Shapes Roll in a forward direction in an angular shape upper body curled, lower body extended (ie, combining a curled and extended shape; pike/straddle). Roll in a backward direction in an angular shaped upper body curled, lower body extended (ie, combining a curled and extended shape, pike/straddle). Speeds Roll at different speeds. Roll changing speeds.

16 14 Rolling con t Rolling in a backward direction over one shoulder : Body curled Lay head to one side of body Arms out to side of body to provide balance Body curled Head to side/ear to shoulder Arms out to side of body Rolling in a backward direction: Head/chin tuck Body curled 2 legs push hands placed beside Head, with palm against the mat and thumbs toward head Hands push against mat Body remains curled throughout roll Rolling sequences Combine two or more rolls: 2 rolls in the same direction 2 rolls with a change of direction 2 rolls with the same speed 2 rolls with a change of speed 2 rolls with the same shape 2 rolls with different shapes Combine two concepts in a sequence: 2 rolls with a change of direction and shape 2 rolls with a change of shape and speed 2 rolls with a change of direction and speed Combine rolling with other skills such as jumping and landing, weight transfers, balancing, etc. Head/chin tucked Push Thumbs to ears Hands push hard Knees close to tummy

17 15 Balancing (Static) K, 1, 2, 3, 4, 5 Stillness Body balanced over base of support (center of gravity) Muscle tension Hold position still Weight over base of support Firm/tight muscles Balance on a large base of support (3 or more body parts) Balance on a smaller base of support (3 or less body parts) Balance on 3 or less body parts and extend the body part(s) that is free (the one not supporting the body) Balance in an inverted position Create a symmetrical or asymmetrical balance Change the body parts on which one is balancing Balance at different levels Link one balance with another balance Link a balance with other skills Balance in relation to object or equipment Balance in relation to another person or group (match, mirror, contrast, complement)

18 16 Balancing (Dynamic) K, 1, 2 Re-establish balance over shifting center of gravity Muscle tension Tighten muscles Perform locomotor skills Travel on different body parts (shifting weight from one body part to another) Travel along a line, bench, or beam Transfer weight from hands to feet and back to hands (cartwheel, roundoff, etc) Travel in relation to equipment Travel in and out of balances with a smooth transition (flow)

19 17 Transfer of Weight K, 1, 2, 3, 4, 5 Locomotion (going from one place to another Weight is shifted from one body part to other body parts Feet to hands to feet: Arms support weight temporarily Eyes focused ahead of hands with head up Land softly of balls of feet Twist trunk to bring feet down in a different place Feet land close to hands Hips higher than head Feet higher than hips Strong arms Eyes ahead, head up Land softly Tighten tummy Twist Feet land close to hands Hips up Feet higher than hips Different means of weight transference: Rocking/rolling Flight Sliding on body Step-like actions Rocking/Rolling see rolling Sliding: Slide along on stomach, back, etc Change directions while sliding Lead with different body parts while sliding Step-like actions: Foot to foot Travel on different body parts Travel letting different body parts touch the floor/equipment Transfer weight over, under, around equipment Feet to hands to feet (cartwheels, roundoffs, handstands, handsprings, walkovers) Add stretching, curling, twisting into actions while transferring weight Flight: Leap See Jumping/landing Transfer weight from feet to hand to feet with a moment of flight Transfer weight in relation to equipment (springboards, bench, etc)

20 18 Jumping and Landing K, 1, 2, 3 Jumping for height Takeoff phase: 2 feet takeoff shoulder with apart Hips, knees flexed Weight on balls of feet Arms extended behind body Truck inclined slightly forward Hips, knees, ankles extend at takeoff Flight phase: Arms swing forward to full extension over head Trunk hips, knees, ankles fully extended Jump and land softly on the feet Jump in relation to hoops, ropes, etc Jump for height Jump and extend in the air Jump off equipment Jump and change direction (1/4, ½, ¾, full turns) Jump and change directions in the air Jump, land, and roll Jump over suspended ropes, low hurdles Landing phase: Land on balls of feet shoulder width apart Ankles, knees, hips flexed Trunk inclined slightly forward Arms swing downward Feet shoulder width apart Bend knees Balls of feet

21 19 Jumping and Landing con t Grade Level Skills/Tasks Cues con t: Arms back Lean forward Extend/stretch whole body out Swing arms upward Push hard and reach land on balls of feet Bend knees Lean Forward Bring arms down

22 20 Stopping and Starting with Control Grade Level Components/ Cues Skills/Tasks K Decelerating to a complete stop. Cue: Freeze and hold still Stopping on the feet Cue: Stop on your feet Stopping before making contact with other or objects Travel in a safe space Move away from others Look for open spaces Use all general space Travel/move in personal space and stop on the signal Travel in general space and stop on the signal Travel at the appropriate speed Travel and stop on the feet Travel and stop without bumping into others Decelerate at an appropriate rate (2-3 sec) Accelerate and decelerate at appropriate times to respond to the space and environment Accelerating to an appropriate speed Cue: Travel at a safe speed

23 21 Chasing, Fleeing, Dodging/ Dynamic Movement 1, 2, 3 4 th and 5 th grade in game situations Chasing Track person/object Travel along the most direct pathway. Move in relation to target (overtake, intercept, position/reposition) Change speed quickly Change direction quickly Change pathway quickly Watch person/object Move quickly in the direction of the person or object Quick change Fleeing Change direction quickly Change speed quickly Change pathway quickly Cue: Quick changes Run as fast as you can from one designated location to another Dodge stationary objects, moving objects, thrown objects Work on tagging skills Change speed, direction, pathway Quickly perform a dodging actions, such as moving laterally or jumping, pivoting, ducking, twisting Stay close to dodging/fleeing partner Chase, flee, dodge while manipulating equipment Dodging Track person/object Move away from opposite person/object Position body to avoid

24 22 Chasing, Fleeing, Dodging con t contact (twisting, pivoting rolling, stretching, ducking, jumping, collapsing) Change direction quickly Change speed quickly Change pathway quickly Start/Stop quickly Stay within boundaries when necessary Watch person/object Stay lightly on balls of feet Move away from person/object Quick changes Run as fast as you can from one designated location to another Dodge stationary objects, moving objects, thrown objects Work on tagging skills (partner or group) Change speed, direction, pathway Quickly perform a dodging action such as moving laterally or jumping, pivoting, ducking, twisting Stay close to dodging/fleeing partner Chase, flee, dodge while manipulating equipment

25 23 Catch K, 1, 2, 3, 4, 5 Preparatory Position Hands in front of body Elbows flexed Arms extend in preparation for object Hands ready Reach, stretch Catch a rolling ball Toss object to self Catch partner tossed object Catch bounced ball (partner, self, wall) Catch Eyes focused on object Contact object with hands only Elbows bend to absorb force Eyes on object Hands only Pull in

26 24 Catch con t Grade Level Skills/Tasks More complex components of catching: Catching at different levels Catching at different places in relation to the body Move to catch Catching while traveling Catching while changing directions Catch object at different levels (partner, self, wall) Catch at different places around the body Catch with an implement Move to catch an object Eluding a defender, catch an object Combine 2 concepts while catching (ie, running and catching at a high level) Combine catch and throw (ie, catch and throw quickly)

27 25 Underhand Throw K, 1, 2 4 th and 5 th game situations Face direction of throw Pendular swing of arm from shoulder (backswing and foreswing) Step with opposite foot Change angle of release to determine trajectory of object Extend arm in direction of throw beyond point of release Face forward Tick Tock Step with the opposite foot Release toward target Follow through-extend arm Throw and hit wall: Throw at different levels Increase distance from wall Throw and hit large target Step off carpet square with opposite foot as you throw Throw underhand at stationary targets: Vary height of target Vary size of target Vary distance from target Throw and catch with a partner: Throw to different levels Throw through a suspended target Change range of motion of throwing arm to vary the amount of force. Bigger tick tock Smaller tick tock Throw through a moving target

28 26 Underhand Throw con t Change the distance of step (on opposite foot) to vary the amount of force Bigger step Smaller step

29 27 Overhand Throw K, 1, 2, 3, 4, 5 Non-dominant side toward target Arm swings down and extends back to initiate throw Elbow flexes with upper arm parallel to ground Transfer weight to opposite foot Trunk rotation Humerus lag ( shoulder leads elbow; elbow leads forearm) Throw to wall Throw to stationary targets at various levels. Throw to moving target Throw to/from different distances by varying force Throw in front of receiver Throw on the move to a stationary/moving partner. Throw while in the air Throw a lead pass to elude a defender Angle of release determines trajectory of object Arm extends diagonally across body after release side to target arm down and back elbow up step with opposite foot twist elbow leads release towards target reach across

30 28 Kick (straight on and soccer style) K, 1, 2, 3, 4, 5 Eyes focused on ball Non-kicking foot positioned adjacent to or slightly behind ball Inside of foot or instep contacts ball Knee of kicking leg is bent in preparation to kick Contact made behind ball Arm opposite kicking leg swings forward upon contact of ball Kick a stationary ball Run to kick a stationary ball Kick an oncoming ball Kick to specified target: Vary distance/force Vary sizes of targets Kick to a moving partner Combine dribbling and kicking to a stationary target Combine dribbling and kicking in relation to a moving target Upon contact with ball leg extends in direction of target Eyes on ball Step forward Foot next to ball Toes out Toes down Bend knee Behind the ball Opposite arm forward Extend leg

31 29 Dribble with Feet K, 1, 2, 3, 4, 5 Ball stays close to feet Trap ball quickly Contact ball with inside of feet Alternate feet Focus ahead rather than down Contact ball with inside and outside of foot small taps quick stop inside of foot use both feet look up eyes ahead use inside and outside of foot Moving through general space, tap ball gently to keep it on the ground Dribble and stop (on signal) Dribble for a specified amount of time without losing control Dribble in different pathways Dribble around stationary obstacles Dribble and change directions by tapping with inside/outside/heel of foot (with or without a signal) Dribble and change speed (with or without a signal) One on one soccer Combine dribbling with passing skills: Dribble and pass off wall Dribble and pass with partner

32 30 Dribble with Hands K, 1, 2, 3, 4, 5 Contact ball with finger pads Pushing action-arm extends down to follow ball and bends to ride ball back up Firm, flexible wrist Contact ball at waist level Bend knees Ball contacts floor out front and to side of dribbling hand Focus ahead (use peripheral vision) finger pads push flexible wrist waist level bend knees out front and to the side look up Encourage use of dominant and nondominant hands with the following tasks: Dribble using one hand Change the level of the ball Change the level of the body Dribble at different places in relation to the body Dribble while traveling: Use various locomotor skills Stop quickly with control Dribble changing directions Dribble changing pathways Dribble change speeds Dribble in relation to stationary objects Dribble in relation to an opponent Dribble keep away Dribble to music Combine dribbling with passing

33 31 Underhand Strike (with or without an implement)/volleying K, 1, 2, 3, 4, 5 Hand position (will vary according to sport skill being taught ie, open hand, heel of hand, top of fist, grip with implement) Face direction of strike Pendular swing of arm from shoulder (backswing and foreswing) Step with opposite foot Eyes on object (tracking) Strike bottom half of object Arm extends in direction of strike after contact face forward swing your arm step with opposite foot eyes on object hit the bottom of the ball extend arm hit through the ball follow through-statue of Liberty Strike a suspended stationary object Strike a self-held object Strike a self-tossed object Balloons Faster objects (nerf balls, etc) Strike a wall with or without a bounce Try for successive hits alternating: With bounce to self With no bounce Strike to partner who catches and strikes back: Over rope/net Strike partner-tossed object: Over rope/net Try for successive strikes with partner: With or without a bounce Over rope/net Strike and hit a target or target area: Vary level Vary size of target Vary distance Strike while moving Strike varying the force

34 32 Batting 2, 3 4 & 5 game situations Grip dominant hand on top Stance side orientation with feet should width apart, toes pointed to plate and knees bent Body position stand so that fat part of pat crosses plate when arms are fully extended Bat held upright above rear shoulder Eyes on ball and head up With arms extended so fat part of bat contacts ball, swing bat parallel to ground Transfer weight from back to front foot Hip, then spine rotation (differentiated rotation) Forearm and wrist of dominant hand pronate through contact Back arm parallel to ground Strike a ball off a batting tee or cone Strike a suspended ball Strike a stationary ball for distance: to designated places strike a pitched ball: for distance to designated places strike a self-tossed ball: for distance direct air pathway of ball (grounders, flies, etc.) call your hit (Children Moving, p.611) Six-Player Teeball (Children Moving, p.610) One base baseball (Children Moving, p.611)

35 33 Batting con t Dominant hand on top Face plate or tee or Side to target Feet apart, toes toward plate Fat part of bat over plate Hold the bat up Eyes on ball Head up Extend arms Swing level Hit with fat part Step with front foot Twist Untwist Roll wrists Elbow up

36 34 Forearm Pass 4, 5 Ready stance forward stride position with knees bent and arms extended out in front Hand position fatty parts of thumbs together Contract on flat, level forearms Arms offer a rebounding surface Follow through by pointing arms in desired direction Move to get body behind ball One foot in front Bend and extend Thumbs together and to the floor Forearms even Forearms level Rebound, don t swing point arms Body behind the ball Toss, bump to self, catch Continuous bump to self with or without bounce Bump to wall: With or without a bounce Above line on wall Partner toss and bump back: Toss to side Increase distance Partners bump back and forth: With or without preceding bounce Toss and bump back over low net: Increase height of net Bump back and forth over low net with or without bounce: Increase height of net Bump back and forth over low net with or without bounce: Increase height of net Two versus two over low net Four-square volleyball

37 35 Forehand Strike 4, 5 Firm wrist Opposite side toward target Hand/implement brought back from ready position to behind shoulder (backswing action) Weight is transferred to back foot during backswing Strike a suspended object Strike a dropped ball: To a specific target, level, etc. Strike a ball rebounding from a wall: Continuous volley Strike a partner-tossed ball Strike a partner-hit ball: Over net continuously Hip, spine, and shoulder rotate forward as weight is transferred to front foot during foreswing Arm extended to contact ball ahead of body no wrist or stiff wrist opposite side toward target hand/implement back weight on back foot step and rotate extend arm contact ball in front of body

38 36 Walk K, 1 4 th and 5 th grade game situations Heel strikes floor first Transfer weight from heel to toe One foot always in contact with ground Toes pointed in direction of travel Arms swing from shoulder in opposition to foot action Walk at different speeds (fast, slow, etc.) Walk in different directions (forward, backward, sideways) Walk using different pathways Stop and start on signal Walk on a taped shaped (ie triangle, circle, etc) Walk around obstacles Walk to a beat or rhythm Walk, change the size of the step (sometimes large, sometimes small)

39 37 Run K, 1, 2 4 th and 5 th grade game situations Brief period when both feet are off ground Feet facing direction of travel (elimination of excessive side to side movement) Slight forward incline (slow to moderate speed) Heel-toe foot placement (moderate speed) Ball of foot-toe placement (sprinting) Nonsupport leg flexed approximately ninety degrees Significant forward incline (fast speed) Arms swing in opposition to leg action Hip, knee and ankle of the support leg, extend and propel the body forward and upward Run at a constant speed Run at different speeds Change speed/direction on signal Run zigzag through obstacle course Race a partner Chase and flee Accelerated from a stand to fast or moderate run Decelerate to a stop from a fast or moderate run

40 38 Jumping for Distance K, 1, 2, 3 4 th and 5 th game situations Jumping for distance: Preparatory/Takeoff phase Two feet take off, shoulder width apart Flexion of hips, knees, and ankles with arms extended behind the body Trunk inclined forward Weight on balls of feet feet shoulder width apart bend knees; arms back lean forward balls of feet Flight phase Hips, knees, ankles extend Arms extend forcefully forward Push hard and reach swing arms upward Jump for distance Jump your height Jump on two feet in relation to hoops, ropes, etc. Jump with two feet over suspended ropes, low hurdles, carpet squares, rope shapes, etc. Two feet jump from hoop to hoop, carpet mat to carpet mat

41 39 Jumping for Distance con t Landing phase Hips, knees, and ankles flex Trunk inclined forward Arms swing downward Heels contact ground first in front of center of gravity bend knees lean forward bring arms down heels first

42 40 Hop K, 1, 2 4 th and 5 th grade game situations Take off and land on same foot Knee of non-support leg is bent with foot carried behind body Flexion of knee and ankle on landing Elbows bent and carried at waist level Pendular swing of nonsupport leg produces force Accelerate and decelerate Change directions Hop in place Hop around objects Hop in and out of hoops Hopscotch Hop on dominant and non-dominant foot Hop over ropes Locomotor obstacle course

43 41 Gallop K, 1, 2 4 th and5 th grade game situations Step forward with lead foot; trailing foot steps forward to a position adjacent to or slightly behind the heel of the front foot Arms bent and carried at waist level Both feet are off the ground for a brief period Slight flexion of rear knee to prevent foot dragging Able to lead with the right and left foot Arms swing in unison to project body forward back foot chases front foot step, together, step, together bend elbows don t swing foot swing arms Gallop to drum beat/music Exaggerate gallop Gallop in relation to objects and people Gallop in a tag game Use gallop in a locomotor sequence Gallop with a partner or group (ie, meeting/parting, following/leading) Change speed of gallop Change lead foot on cue Change from a gallop to a slide

44 42 Slide K, 1, 2 4 th and 5 th grade game situations Body turns sideways toward direction of travel Feet parallel Step sideways with lead foot; trailing foot steps sideways to a position adjacent to lead foot Brief period when feet are off the floor Able to slide to the right and to the left instep chases instep step close step Slide to drum beat Exaggerate slide Slide in relation to objects and people Use slide in a locomotor sequence Slide with a partner of group (ie, meeting/parting, mirroring) Slide in a circle, changing slide on cue (ie, polka) Change speed of slide Change direction of slide on cue Change from a slide to a gallop

45 43 Skip K, 1, 2 4 th and 5 th grade game situations Step hop on alternate feet Arms move in opposition to legs Brief period when both feet are off the floor Foot on non-support leg is near floor Take off and land on ball of foot step hop Balls of feet Skip to drum beat Exaggerate skip Skip around objects and people Skip in a tag game Use skip in a locomotor sequence Skip with a partner or group (ie, meeting/parting, following/leading) Change speed of skip Skip to My Lou Skip while jumping rope

46 44 Leap 1, 2 4 th and 5 th grade game situations Take off on one foot and land on opposite foot Cue: Take off on one; land on the other Take off and flight Period when both feet are off ground The front leg extends forward; rear leg pushes off and extends backward Forward reach with opposite arm Run and leap Leap over narrow and wide objects (ie, Leap the Creek) Use leap in a locomotor sequence Use leap in a creative dance Cue: Reach with your foot Reach with your arm Landing Knee of land leg bends to absorb force

47 45 Rhythmic Patterns and Movement Grade Level Standard Skills/Tasks K, 1, 2, 3, 4, 5 K move to a sound using basic rhythmic patterns 1 move to a rhythm by keeping time to a simple beat using a variety of locomotor and nonlocomotor skills 2 move to a rhythm by combining locomotor and non-locomotor skills to perform basic folk and creative dance sequences 3 perform simple dances in various formations, develop and refine a creative educational dance sequence that repeats 4 perform a variety of educational dances with different international and regional American formations and create dances combining shapes, levels pathways, and locomotor patterns with a beginning, middle, and end 5 perform different types of dance sequences Use locomotor skills in a rhythmic pattern for self expression Rhythmic activities can be used to help students understand Movement Principles and Concepts (i.e., effort (speed, time, force, flow), direction, levels, etc) Create own rhythmical activity Types of Dances Folk Line Square Manipulative Objects Lummi sticks Drums Scarves Hoops Wands Balls Parachute Body sounds Jump bands Streamers

48 46 Using Feedback to Improve the Performance of Self and Others/ How Practice Enhances Performance Grade Level Standards Skills/Tasks 2, 4, 5 2 use feedback from teachers and others to improve movement skill performance (recognize competent levels of performance in themselves and others 4 use movement principle to improve personal performance and provide feedback to others 5 use feedback to improve performance, including available technology 5 identify and apply principles of practice to enhance performance Oral Written Rubrics Critical element worksheets Demonstration Technology Show instructional videos with correctly performed skills Students videotape others or use a digital camera to take pictures of others Computer programs Practice Form: smooth integration of the critical elements and skill components of activity Consistency: replicated performance Repetition: frequent and correct Relevance: activities are relevant and meaningful with authentic situations

49 47 Game Strategies Grade Level Standards Skills/Tasks 4, 5 4 apply movement principles and concepts to basic game strategies 5 identify and demonstrate basic smallgroup offensive and defensive tactics and strategies Body fakes Use of speed Keeping body low Change of direction Position responsibilities Moving into open space Guarding Communication: verbal, visual, body language Teamwork

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