FOUNDATIONS LEARNING THROUGH MOVEMENT PREP – YEAR 2

At the completion of this module, participants will:

• understand the importance and value that movement plays in young children’s overall development

• understand how to plan developmentally appropriate movement experiences for students between 5-8 years

of age

• understand the factors that impact on child learning rates in children age 5-8 years

• know how to plan the physical education curriculum based on the Movement and Physical Activity Dimension

and how to link the curriculum to other domains

• understand the scope and sequence of the Prep – Year 2 physical education program

• understand the process of skill acquisition and the progressive and sequential development of movement

skills

• be aware of resources designed to assist teachers plan and implement the Year P-2 physical education

primary program.

DEPARTMENT OF EDUCATION and EARLY CHILDHOOD DEVELOPMENT

PHYSICAL EDUCATION AND SPORT POLICY

Government Schools must meet compulsory time requirements for physical education and sport for students from

Prep to Year 10. Schools need to timetable:

Prep–Year 3: 20 – 30 minutes of physical education a day

Years 4–6: three hours a week of physical and sport education with a minimum provision of 50%

for physical education

Years 7-10: one hundred minutes per week each for physical education and sport

DRUG EDUCATION POLICY

Government schools must provide appropriate drug education and intervention programs. All schools must have an

Individual Drug Education Strategy which is reviewed every four years it should include an Action Plan to respond to

drug related incidents.

PHYSICAL ACTIVITY RECOMMENDATIONS FOR CHILDREN AND YOUNG PEOPLE

The Australian Government has developed physical activity recommendations for children (aged 5-12 years), as well

as young people (aged 12-18 years). These recommendations are intended to identify the minimum level of physical

activity required for good health in children and young people and were based upon best available evidence and in

line with international best practice.

The Australian Government Physical Activity Recommendations for Children and Young People state:

1. Children and young people should participate in at least 60 minutes (and up to several hours) of moderate-to-

vigorous-intensity physical activity every day.

2. Children and young people should not spend more than 2 hours a day using electronic media for

entertainment, particularly during daylight hours

Moderate activity is about equal in intensity to a brisk walk and could include a whole range of activities such a bike

riding, swimming or any sort of active play. It will cause slight but noticeable increase in breathing.

Vigorous activity will cause students to huff and puff and some degree of sweating. It will include activities such as

games that include running and skipping, ballet/dance, organised sports and swimming laps.

Reference:

Australian Government Department of Health and Ageing.

http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-active-recommend.htm

PROGRAM PLANNING

The Victorian Essential Learning Standards

The Health and Physical Education domain requires students to develop knowledge, skills and behaviours that enable

them to maintain good health and live a healthy lifestyle, understand the role of physical activity in ensuring good

health and engage in physical activity.

The Learning through Movement curriculum can contribute to students achieving many elements of the Movement

and Physical Activity standards listed in the table below.

DIMENSION

Level 1 Level 2

Movement

and Physical

Activity Activ

� perform basic motor skills and movement

patterns, with or without equipment, in a

range of environments

� demonstrate basic motor skills and some

more complex skills

� combine motor skills and movement patterns

during individual and group activities

� demonstrate control when participating in

locomotor activities requiring change

� of speed, direction and level

� create and perform rhythmic movement

sequences in response to stimuli

� regularly engage in periods of moderate to

vigorous physical activity

� use simple vocabulary to describe

movement, physical responses of the body

to activity and feelings about participation

in physical activity

� regularly engage in bouts of moderate to

vigorous physical activity

� describe the link between physical activity

and health

� follow rules and procedures

� share equipment and space safely

� explain the contribution rules and procedures

make to the safe conduct of games and

activities

� use equipment and space safely

The Learning through Movement program can also contribute to students achieving standards in other domains such

as Interpersonal Development

Domain Level 1 Level 2 Dimension Level 2 Dimension

Interpersonal Development

(At level 1 standards are not

organised by dimensions)

identify the qualities of a friend

and demonstrate care for other

students

Building Social Relationships

(Interpersonal Development

domain)

Working in Teams

(Interpersonal

Development domain)

contribute to the development

of positive social relationships

in a range of contexts

use appropriate language and

actions when dealing with

conflict

behave appropriately in a

range of social situations

identify and accept that

there are consequences for

their actions

work in teams in assigned

roles, stay on task and

complete structured

activities within set

timeframes

describe basic skills required to

work cooperatively in groups

take appropriate steps to

resolve simple conflicts

share resources fairly

with teacher support they

describe their contribution

to the activities of the team

What can students do in relation to the Movement and Physical Activity standards?

In the following information each standard has been written as a separate element. There are examples of evidence

of learning (or performance standards) at the end of each element. These may assist teachers determine what

students will know and be able to do as they exit a developmental level relative to the standard. These examples may

also be helpful in developing assessment tasks.

LEVEL 1 DIMENSION MOVEMENT AND PHYSICAL ACTIVITY

At level 1:

Students perform basic motor skills and movement patterns with and without equipment, in a range of

environments.

Examples:

Students should confidently perform:

� locomotor skills such as running, galloping, skipping, sliding, rolling and jumping

� non-locomotor/stability skills such as twisting, turning, rocking, swaying, pushing, pulling, balancing on either

foot

� hold balance skills such as front support, tuck shape, rear support and make shapes with their body while in

contact with the ground on a large base of support

� manipulative skills such as catching a ball with hands, rolling a ball, bouncing a ball with one hand

� Skip in a long rope using a basic jumping pattern

� Developing body management (understanding how to control their bodies) skills using large and small

apparatus such as balance benches, jumping boxes and mats

� Experience movement with a variety of equipment including hoops, skipping ropes, beanbags, balloons, balls

and bats

� Respond to elements of rhythm, beat tempo, accent through basic locomotor skills (above), animal walks and

balance skills

� Float with a buoyancy aid, perform a safe entry into shallow water, put face into water, perform a basic leg

kicking action with a buoyancy aid

� Apply movement concepts such as body awareness (shape, balance, weight bearing, flight) and space

awareness (general/personal space, direction, level, pathways) to a variety of locomotor and body

management skills

Students regularly engage in periods of moderate to vigorous physical activity.

Examples:

� Participate in daily (20 - 30minutes) physical education classes that include activities that make the students

huff and puff.

� Participate in timetabled physical activity/fitness sessions.

� Engage in moderate to vigorous physical activity during lessons other that physical education eg music,

drama.

� Walk to and from school at least three times per week.

� Regularly participate in before school and lunchtime activities.

� Participate in after school physical activities.

Students follow rules and procedures and use equipment and space safely.

Examples:

� Are familiar with playground/gymnasium/swimming pool rules.

� Use playground equipment safely.

� Move around a large area avoiding obstacles/other students.

� Shadow a partner.

� Respond to directions such as stop, go, take a turn.

� Know basic pedestrian safety rules, fire safety procedure such as “stop, drop and roll” and car passenger

safety procedures.

Students use simple vocabulary to describe movement, the physical responses of their body to activity and

their feelings about participation in physical activity.

Examples:

� Uses vocabulary such as in front/behind, above/below, through/around, fast/slow in relationship to their

movements.

� Identify physical changes during and after movement such as hot, tired, puffed.

� Use vocabulary such as excited, scared, happy, safe when describing physical activities.

LEVEL 2 MOVEMENT AND PHYSICAL ACTIVITY

At level 2:

Students demonstrate basic motor skills and some more complex skills.

Examples:

Students can confidently perform:

� locomotor skills such as hopping, dodging, standing broad jump, forward roll, animal walks;

� non-locomotor skills such as turning, stretching, pushing and pulling combinations;

� manipulative skills such as catching a medium or small sized ball, underarm;

� throw, bouncing or dribbling a ball with the dominant hand whilst walking, ball roll, basic ball trap with feet;

kick a rolling ball;

� balance skills such as scorpion, v-sit, stork, lead up skills such as bunny hop, balance on either leg for 5-10

seconds.

� Skip in a short rope using a basic jumping pattern.

� Confidently participate in basic jumping activities with elastics.

� Confidently participate in hoop handling activities.

� Confidently complete climbing, hanging and swinging activities on playground and gymnastic equipment.

� Apply movement concepts such as relationships (to people, objects and sounds in the environment) and

qualities (time, force and flow) of movement to a variety of locomotor and body management skills.

Students combine motor skills and movement patterns during individual and group activities.

Examples:

� Perform locomotor and non-locomotor skills on apparatus such as balance benches, boxes, and mats.

� Maintain balance when moving or stationary.

� Combine locomotor and/or non-locomotor movements, and/or balance skills into movement sequences such

as a simple exercise to music routine, a folk dance, a gymnastic floor routine, playground line marking

activities, small group relays requiring students to move individually or with a partner, a movement station

circuit, an obstacle course.

� Combine arm and leg movements in a recognised stroke for 10 metres.

� Be pulled through the water with a rope for 5 metres to a standing position, surface dive to pick up object in

waist deep water, recover from a back float/glide to standing position.

Students demonstrate control when participating in locomotor activities requiring a change of speed,

direction and level.

Examples:

� Participate safely in chasing/ fleeing/ tag/dodging games.

� Participate in simple group activities such as relays.

� Participate in group games such as “Shipwreck” and “Here, There, Where?” “Popcorn”, “Streets and Lanes”

which require changes of direction and level.

� Perform a variety of low level animals walks such as seal walk, crab walk, inch worm on the floor and on

balance benches.

� Begins a movement sequence at a high level and complete the sequence at a low level such as a jump and

landing from a jumping box.

� Changes direction, speed and style of movement on a signal from the teacher.

Students create and perform simple rhythmic movement sequences in response to stimuli.

Examples:

� Skip in a long rope to skipping rhymes and music.

� Perform simple folk dances such as The Chicken Dance, Heel Toe Polka, Shortnin’ Bread individually, with a

partner and in a group.

� Creates a simple line dance according to criteria supplied by teacher with a partner/group (eg four different

movements, each movement is repeated eight times).

� Respond to rhythm using locomotor and non-locomotor movements.

� Express moods and feelings through movement in response to stimuli such as colours, sounds, machines,

circus characters, natural phenomena.

Students regularly engage in sessions of moderate to vigorous physical activity and describe the link

between physical activity and health.

Examples:

� Participate in physical education programs of 20 - 30 minutes daily.

� Participate in Jump Rope for Heart program.

� Differentiate between examples of moderate and vigorous physical activities.

� Can describe some benefits of regular participation in physical activity.

� Know how much daily physical activity is recommended for children.

� Identify how participation in physical activity can contribute to the development of friendships, confidence

and self-esteem.

Students explain the contribution rules and procedures make to safe conduct of games and activities.

Examples:

� For a familiar game students can: identify game rules; suggest reasons why a particular rule is needed;

describe possible consequences of removal of a rule; explain the rules of a game to their peers.

� Explain the need for rules that govern movement and behaviour in environments where they play eg

swimming pool, beach, playground.

� Can create a poster for safe play.

Students use equipment and space safely.

Examples:

� Demonstrate safe landing skills.

� Participate co-operatively and safely in minor games.

� Consider the safety of others during physical activity.

� Identify the need for safety equipment eg, padding around goal posts, safety boundaries, gym mats,

collapsible hurdles, elasticised high jump ropes, security fences and gates around home swimming pools.

� Identify safety signs in a variety of environments, indoor, outdoor and aquatic.

FACTORS IMPACTING ON LEARNING IN CHILDREN 5-8 Years Knowing what you can and cannot expect from children in Prep-Year2 can make considerable difference in how much

they learn in the early years. The experiences you choose can influence whether or not children will carry a love of

physical activity for life.

The following points about childhood maturation and development are important to consider when planning the

physical education curriculum:

� Many visual skills that are required in sports do not mature until late childhood or early adolescence, for

example, figure-ground perception, depth perception, peripheral vision, visual motor coordination

� Changes in size of body parts in relation to one another can have quite an impact on strength, coordination

and balance

� Children under seven years of age have limited ability to think logically or abstractly and are only able to

handle only one aspect of a problem at a time

� Children under eight years of age need time to consider the movements they want to make, their decision

making abilities are slower than those of adults

� Children under eight years of age can only hold two or three items at a time in their memory so if a long list of

instructions is given then there is little chance that children will be listening by the time the list is finished

The following points should also be taken into consideration:

� Learning to cooperate must precede learning to compete

� Children respond to and seek adult approval but peer acceptance becomes a stronger influence in years 1-2

� Gender awareness is evident and children from 6-8 will generally play with others of the same sex in small

groups

� Process matters far more than product. In physical activity the process is in the playing, younger children

don’t care about winning, (to some extent this is gender related). Winning is a product and an adult concept

� Being capable at physical activities, games and sports contributes enormously to the development of positive

self esteem. Physical Education and motor development experts contend that children should experience an

80% success rate during physical activities. If they don’t, then scale back the challenges.

(Adapted from Physical Education for Young Children, Rae Pica, Human Kinetics 2008)

Why is Physical Activity, Physical Education and Play so important in the Early Years of

School?

Movement is at the centre of children’s lives

Children will skip rather than walk, dance rather than stroll, run rather than walk, jump rather than sit, hop rather

than lie down, climb rather than go around in short they LOVE TO MOVE, it is at the very centre of their lives. This

innate need to move is integral to their development and learning. Children need to develop their movement skills

through a variety of movement experiences in order to understand themselves and the world around them.

(Appropriate Practices in Movement Programs for Children)

An Active Healthy Lifestyle

Childhood is the time to begin ensuring an active healthy lifestyle and teachers have the responsibility to teach the

development of skills, knowledge and attitudes leading to an active, healthy lifestyle.

Normal Development

Quality programs for young children view movement as an integral part of the overall learning process. Early years

teachers are increasingly aware that movement plays an important role in young children’s physical, social, cognitive

and emotional development. Physical activity is essential for normal physical growth and development of the skeletal,

muscular and cardio respiratory systems. Additionally during movement activities, children use many of their sensory

systems thereby creating neural connections for future learning. The branching of those connections comprises the

first step in wiring the brain for future learning. The focus on multiple intelligences also adds to the importance of

movement, with kinaesthetic intelligence being one of eight intelligences identified by Gardner (2000). A learning

environment enriched with movement experiences can lead to enhanced long-term motor, cognitive, emotional and

social development.

Developmentally appropriate practices in movement programs are those that recognise children’s differing

movement capabilities and promote learning experiences that challenge each child to move to the next level of

development.

Cognitive Development and Academic Performance

Learning, memory, concentration and mood all have a significant bearing on a student’s academic performance and

there is increasing evidence that physical activity enhances each. Evidence that exercise may also improve cognitive

development and academic performance provides yet another reason to promote physical activity for students.

(American Journal of Play, Winter, 2009, p365). The development of motor skills involves more than just performing

movements. Understanding the cognitive, affective and kinaesthetic knowledge of movement facilitates learning of

similar activities and ultimately improves skill acquisition. Movement can also be used to reinforce knowledge

concepts in literacy, numeracy, science and humanities. Movement activities have been shown to help children

understand through the use of additional sensory modalities concepts that are traditionally taught in the classroom

environment.

Affective Growth

An important outcome of any quality physical education program is the enhancement of the affective domain.

Learning in this area increases the ability of children to act, interact and react effectively with other people as well as

with themselves. Positive socialisation is a primary goal for Prep – Year 2 learners within the Victorian Essential

Learning Standards. Participation in physical activities generally occurs in a social setting that requires children to

make decisions about cooperative and competitive behaviours. Physical education has tremendous potential to teach

about honesty, teamwork, loyalty, self control and fair play and about working cooperatively towards achieving

common goals.

Self Esteem

Being capable at physical activities, games and sports contributes enormously to the development of positive self

esteem. Since young children’s world frequently centres on play and vigorous activity the successes they experience

in these areas are important in establishing positive self esteem.

Movement Skill Learning

Movement skill acquisition is at the core of the physical education curriculum. Movement skill refers to the

development of motor control, precision and accuracy in the performance of both fundamental and specialised

movements. It is vitally important that children master a wide variety of movement skills so they have plenty of

choice in pursuing an active healthy lifestyle. Failure to develop and refine movement skills during early childhood

often results in frustration, failure and non-participation in adolescence. Children cannot take part with success in an

activity if they have not learned the essential movement skills associated with the activity.

Quality Movement Programs for Children Prep-Year 2 Children should engage in curriculum designed for their individual development levels

� The development of movement is age related but not age determined. Not all children beginning school are

at the same ability level. Learning is a process involving both maturation and experience. Teachers can

influence the experiential component but not the maturational aspect.

Young children learn through interacting with their environment

� Children learn by doing and they learn through active involvement with people and objects.

Young children learn and develop in an integrated fashion.

� Although movement serves as the primary medium for young children’s learning, the motor, cognitive,

emotional and social development domains are interrelated. Learning experiences in movement should

include other areas of development including cognitive, emotional and social development into the

movement experiences.

Planned movement experiences enhance play experiences

� A combination of unstructured play opportunities – along with planned movement experiences through the

physical education program designed specifically to help children develop their fundamental movement skills

assists young children in their development. Regular indoor and outdoor play experiences that give children

opportunities to freely develop skills that match their unique developmental status enhance regular physical

education lessons.

Teachers serve as guides or facilitators for early years students

� Young children learn through involvement, observation and modelling. Teachers create the environment with

specific outcomes in mind and then guide children towards those outcomes. Children should be offered

opportunities to make choices and explore multiple solutions to movement challenges.

Fundamental Movement Skills

Fundamental movement skills include a wide variety of basic skills which serve as foundations for the acquisition of

more advanced skills. Fundamental Movement skills are commonly classified into three categories, locomotor

movements, manipulative movements and stability skills. (Gallahue 1996)

� Stability skills are considered to be the key aspect of learning to move. They enable children to control the

balance of their body while stationary and in motion. Activities such as stretching, twisting, turning, bending

are in the stability category.

� Locomotor skills are those tat transport the body from place to place; running, jumping, hopping and

skipping.

� Development of these skills is essential as they enable children to explore and participate in the world around

them.

� Manipulative skills involve handling (hand, feet or other parts of the body) objects such as bats, balls,

frisbees, balloons, scarves, ribbons, hoops.

Categories of Fundamental Movement Skills

Stability/non-locomotor skills

Locomotor skills Manipulative skills

bending walking throwing

stretching running catching

twisting & turning jumping kicking

swinging hopping trapping

hanging skipping striking

landing galloping volleying

stopping sliding bouncing

dodging leaping rolling

balancing climbing

shake

Movement Concepts

The movement concept categories of body awareness, space awareness, qualities of movement and relationships

provide structure and direction for planning new movement experiences for Prep –Year 2 students. As they

experience movement they are also introduced to the vocabulary of movement.

BODY AWARNESS

This defines what the body can perform, the shapes it can make, how it can balance and the transfer of weight to

different body parts.

SPACE AWARENESS

This defines where the body can move. It is important that young children learn to use space effectively when

moving. The following elements determine how space can be modified and used in movement experiences:

� General or Personal Space

� Direction

� Level

� Pathways

� Planes

QUALITIES OF MOVEMENT

This defines how the body moves. It involves the following elements:

� Time or speed

� Force

� Flow

RELATIONSHIPS

This element defines with whom and/or what the body relates. A relationship is defined as the position of the

performer to the apparatus or other performers. Additionally relationships can define the body parts of a single

performer.

Combining Fundamental Movement Skills with Movement Concepts

Examples of challenges:

� Can you make a wide balance (stability) with three supports and one elbow the highest point (shape + weight

bearing)?

� Show me how you can jog (locomotion) slowly down the netball court, and stopping at each line (speed +

direction + flow).

� Run and jump off one foot (locomotion) as high as you can (level + direction + take off + flow).

� Move on the spot in time to the beat while in a curled shape (personal space +shape + direction + flow).

� Show me how you can throw the bean bag as far as you can (direction + equipment + effort).

� Can you catch the ball above your head (equipment + level)?

� Can you skip in a zigzag pathway and on my signal change to galloping in a straight line (pathways)?

� Taking it in turns to lead and follow your partner show me how you would walk under a very low fence, then

climb over a closed gate (level + people)

� Can you make a balance with a twisted shape, then balance on different body parts in a tall shape (shape +

transfer of body weight)?

RHYTHM

Rhythm is associated with the element of time, but it is important to make special reference to it because of its many

facets and benefits to students. Rhythm is a critical aspect of all coordinated movement. Responding to rhythm is one

of the strongest and most basic urges of childhood. It is basic to life processes itself as evidenced by the rhythmical

functions of the body. It relates not only to music but also encompasses the rhythms of life.

Rhythm is a part of most sports including swimming, football, cricket and athletics. Words have a rhythm as do

various locomotor skills (skipping, galloping and hopping). Clapping activities can demonstrate the rhythm of words.

A sizeable portion of the Level 1&2 programs should be devoted to rhythmic activities. Rhythmic activities in the early

years programs include fundamental rhythms, movement chants and songs, creative rhythms, folk dances, musical

games, skipping activities with music, games with rhymes, aerobic dancing and rhythmic gymnastics (ribbons, hoops,

ropes and balls)

See appendix 1 for sample chants and rhymes that can assist the development of rhythmic movement. The chants

and rhymes from Fundamental Motor Skills and Literacy by Lee Anton Hem were reprinted with permission from the

publisher Eleanor Curtain Publishing (www.ecpublishing.com.au)

Body Awareness Spatial Awareness Movement Qualities

Relationships

Body Shape

Stretched - wide, thin, tall

Curled

Twisted

General Body Awareness

Parts leading

Parts involved

Relation of parts

Body Supports

Parts

Numbers

Types

Change of Body Supports

Transfer of weight from one

body support to another

Personal Space – General Space

..Direction

Forwards

Backwards

Sideways

Upwards

Downwards

Diagonal

Level

High

Medium

Low

Size

Large

Small

Pathway

Direct

Indirect

Pattern

Straight

Angular

Curved

Twisted

Time

Slow

Fast

Moderate

Sudden

Sustained

Changing speed

Gradual

Effort

Heavy/light

Tense/relaxed

Strong/weak

Flow

Smooth

Jerky

Free - unrestricted

Bound - restricted

Position to objects or people

..near-far

..above – below

..over – under

..on front – behind

..on – off

..together – apart

Body Parts

arms together – apart

arms symmetrical –

asymmetrical

With People

..leading – following

...mirroring – matching

..unison - opposites

See Appendix 2 for word lists to assist the development of Movement Concept and Motor Skill lesson

development

TEACHING MOVEMENT SKILLS AND CONCEPTS

It is essential to provide children with a core of movement experiences, concepts and movement vocabulary which

will enable them to solve tasks set by the teacher in a physical education program.

� Recognise and cater for individual differences - physical development maturation, rates of learning, learning

styles, individual interests and background.

� Emphasise the natural learning process - exploration, discovery, selection and consolidation.

� Emphasise learning through understanding - an understanding and awareness of movement factors and

types.

� Emphasise cognitive effort - by setting tasks and challenges which stimulate constructive thinking.

� Create opportunities for social and emotional development.

� Ensure each child experiences success and a sense of achievement at all levels.

� Realise that each stage of learning has its own intrinsic value as well as being a stepping stone towards a final

goal.

Teaching Methodologies

A teaching method provides direction for presenting information, organised practice, providing feedback, keeping

students engaged and monitoring progress towards goals. The use of a different teaching style in an appropriate

setting can improve the learning environment for students. Teachers can use a combination of styles within a lesson

or unit. It is generally accepted that a continuum of teaching styles is based on the degree of control and decision

making exercised by the students and teachers. At one end of the continuum (direct) the teacher makes all

instructional decisions. At the other end, children make the majority of decisions about their learning (indirect).

Along the continuum there is a gradual shift in decision making and responsibility for learning.

Direct Task Mastery Cooperative Guided Discovery Exploratory

Teacher controls more learning decisions Students control more learning decisions

Continuum of learning styles

Problem Solving Style

(Adapted from Dynamic Physical Education for Elementary School Children by Robert Pangrazi)

The problem solving method allows for multiple solutions to challenges and encourages creative thinking. It has

much to offer young children in all three domains of development and it is recommended it be a large part of the

instructional approach

Defining the problem should include one or more of the following instructions:

� What to do

� Where to move

� How to move

� With whom or what to move

1. Show me how a ...... moves (alligator, snake, rabbit etc)

2. Have you seen a ..... jump (frog, jumping jack, kangaroo)

3. How many ways can you….. (leap over the skipping rope, move slowly across the floor)

4. See how many ways you can ....(hang from the ladder, climb over the A Frame)

5. What kinds of thing can you .... (do with a hoop, and a partner do when holding hands)

6. Can you ... (move the ball across the ground with your foot, skip to the beat and change directions on my signal,

keep the balloon in the air with your hands)

7. How does .... (a cat stretch, a snake slither, a bear walk)

8. Show ... different ways to ...(four different ways to move across the floor, three different ways to balance on

three parts of your body)

9. Show me .... ( a crooked shape, a wide balance, a twisting movement)

10. Pretend your feet are glued to the floor. Can you twist your body…..( four different ways, high and low,

slowly/quickly, and bend your body at the same time, twist two parts of your body at the same time)

11. See how many different ways you can push …. (an object, a friend over a line, a beanbag along the floor with

your elbow, a ball to a partner)

12. Run in general space and …. (change direction every time you come close to another person, shadow your

partner)

13. Can you throw the beanbag … ( with both hands, with right hand only, from one hand to the other hand, around

various body parts, above your head turn around and catch, clap hands/ touch the floor/click your heels/pretend

to comb your hair and catch, )

Experiment and Explore

Encourage children to enhance their movements and responses. Variety can be encouraged by setting limitations

and presenting problems in the form of statements or questions.

Examples:

� Try it again another way

� See how far ( many times, high, close, low)

� Find a new way to

� How else can you

� Make up a sequence that contains

� Now try to link a ... with

� Alternate

� Repeat the last movement and add a

� See if you can...

� Find another part of the body to ...

� On my signal...

Observe and Discuss Various Solutions

Children benefit from observing some of the patterns that others have created. Demonstrations stimulate further

effort and creative thinking. Justifying and explaining solutions can help others understand how to solve future

problems.

Refine and Expand Solutions

This involves integrating the variety of ideas students have observed and then expanding their responses. It is a good

opportunity for students to work with a partner or in small groups.

See Appendix 3 for Problem Solving Progressions Lesson Development Plans

Direct Style

Is the most teacher controlled approach. The teacher provides instruction to either the entire class or small groups

and guides the pace and direction of the students. A lesson typically begins with an explanation and demonstration,

followed by skill practice. During this time the teacher moves around and gives feedback, encouragement and praise.

Students are then brought together and given evaluation comments, then follows more practice and group activities.

The direct style is effective for specific skills particularly when correct technique is paramount for example the

forward dive, ballet positions and steps but should play a lesser role in your program than indirect styles particularly

in Prep and Year 1

Guided Discovery Style

Guided discovery is used when there is a predetermined choice or result that the teacher wants students to discover,

for example, when teaching the concept of stepping forward with the opposite leg to throwing arm when throwing a

ball. Students are given different foot patterns to experiment with the goal of selecting the most effective.

For example: Experiment with using different ways of using your legs as you throw. Try throwing with your feet

together. Now try stepping forward with the foot on the same side as you throw. This time try stepping forward with

the opposite foot. Did you notice any difference in how far the ball went. Which is the best foot to step forward with

when you throw? Which foot does a cricket player step forward with when he fields the ball?

Exploratory Style

This is the most child centered style of learning suitable for Prep-Year 2 students. It is used effectively to introduce

new equipment, concepts and ideas to children so they generate new ideas and responses. Very few limits are

imposed except those dictated by safety. The teacher presents broad based challenges or questions without

requiring a specific solution. No demonstration or verbal explanation is given. By focusing primarily on the learning

process rather than the outcome the exploratory method does not emphasise form or precision or require children

to perform the task in the same manner.

Examples of movement challenges:

� Show me three different crooked body shapes

� Can you balance in a wide shape?

� Show me five different things you can do with your hoop

� Can you jump and land in different ways?

� Show me how you can move across the floor in different ways?

� Can you use the gymnastics ribbon to make shapes in the air?

� Show me how tall you can be

� Can you walk and change levels as I raise and lower my hand?

� Can you slide in the direction I point?

� Can you move three different ways while bouncing a ball?

� Can you stop a ball that is moving towards you? Show me how you can stop a ball and then send it back to

your partner?

� Can you bounce the ball and change levels with each bounce?

GAMES

Games are an important Education Tool for Prep –Year 2

� They are part of the cultural heritage of all children

� Most children like playing games

� They provide an excellent activity for teaching socialization and cooperative skills

� With guidance children can learn how to behave in a competitive setting

� Provide opportunity to apply skills

� Provide opportunity to learn safety rules and procedures

Games should be carefully scrutinised and evaluated in terms of what they offer students:

� Physical skills required

� Cooperative or competitive

� Number of participants

� Complexity of the rules

� Amount of strategy required

� Physical activity opportunities

� Safety

Cooperative Learning in Physical Education

Cooperation can be simply defined as Children playing with each other rather than against and includes two or more

students working together to achieve a common goal

Children involved in cooperative learning understand that they will not be diminished if a peer performs better than

they do. In cooperative learning personal best, caring and sharing and fun are evident in the learning environment.

Children are given plenty of opportunities for teamwork, communication, coordination and division of roles.

Cooperative learning focuses on children’s development rather than on quantitative performance. As well as skill

development children are evaluated on participation, behaviour and effort. Cooperation is more difficult to learn,

place the emphasis here in the Prep-Year 2 years (Games for Motor Learning Ronald Dienstmann.)

Competition can be defined as opponents working against each other as each tries to reach a goal or reward.

Dienstmann points out that care should be taken not to deny the existence of children’s natural tendency to compete

but instead create conditions in which cooperative behaviours can flourish before placing an emphasis on

competition.

When using competitive activities try to ensure that the less skilled children have the opportunity to participate fully.

Avoid placing children in a situation where he/she is expected to perform beyond their skill.

See appendix 3 for sample cooperative games from Dienstmann, R. Games for Motor Learning Human Kinetics 2008

See appendix 4 for sample minor games from Prangrazi, R. Dynamic Physical Education for Elementary School

Children Pearson 2006

How is a Comprehensive Physical Education Program Developed?

Step 1: A SCOPE and SEQUENCE PLAN

Establishing a scope and sequence plan is the first step in the planning for a comprehensive physical education

program. The plan provides an overview of the units to be taught and details the placement, sequence and duration

of units.

A scope and sequence plan needs to demonstrate the following. It:

� has the scope to cover all essential learning

� documents which elements of the standards are addressed in each unit;

� links the Movement and Physical Activity dimension with other dimensions;

� allocates ample time in each unit to provide opportunities for students to acquire deep understandings of

concepts;

� provides opportunities for students to direct their own learning;

� provides opportunities for regular participation in moderate to vigorous physical activity.

Further Considerations

When designing a scope and sequence plan, schools need to consider:

� specific needs of students and the wider school community;

� the relative emphasis to be placed on content areas;

� placement of related community initiatives/events such as Physical Education Week,

Ride To School Day, Commonwealth Games;

� additional content that reflects local needs and interests.

Step 2

Develop a standards mapping grid that demonstrates which elements of the standards each unit addresses

Step 3

Write Unit Overviews that highlight the focus of each unit and demonstrate links to other dimensions.

Following are examples of Scope and Sequence Plans at Level 1. These include the Scope and Sequence Plan, the

standards mapping grids and unit descriptions for a Prep program.

Level 1 UNIT OVERVIEWS

Unit Description

Where Can I

Move,

What Can I

Do? (5)

Students begin to learn the classification of movement concepts of space and body awareness. Through exploration,

questioning and movement challenges they discover personal and general space, direction, shapes and balance and

are introduced to relevant movement vocabulary.

How Can I

Move, What

Can I Move

With? (5)

Students continue the study of movement concepts of speed, time and the position of the performer in relationship to

equipment or other students. Through exploration, problem solving and movement challenges they experience

moving at different speeds, for different lengths of time. Working with small equipment they experience concepts

such as near, above, below, together and apart from equipment. They focus on developing the cooperative skills such

as listening to their partner and taking turns.

Using the

Playground

Equipment (5)

Students explore the function and possibilities of a variety of playground equipment. They develop a set of safety

rules and discuss the need for rules. They describe their favourite equipment and feelings when they use it. They

participate in follow the leader activities and obstacle courses on the playground equipment or respond to movement

challenges such as moving over, through, around on top of equipment.

Move and Go

(5)

Students experience individual and group movement activities with a focus on the locomotor skills of jumping,

hopping, walking and running. With a focus on skill development through exploration problem solving and movement

challenges they are encouraged to improve technique. They are introduced to the concepts of moderate and vigorous

physical activity. They describe the bodies’ response to participation in different types of physical activity.

It’s All About

Rhythm (5)

Students respond to a variety of rhythmic stimuli using locomotor (walking, running, skipping, galloping and sliding)

and non-locomotor (bending, swaying, twisting, pushing and pulling) motor skills. Emphasis on the development of

social skills occurs when the students are challenged to cooperate with a partner to create a short rhythmic sequence.

Gymnastics

(Springs,

landings and

balance)

Students are introduced to “safe landings” on two feet. They explore a variety of landing positions to discover the

best technique. They practice landings with and without equipment. Springing activities include springing from two

feet to two feet and one foot to two feet. Children explore moving, stopping and holding a balance position and a

variety of balances on a wide base of support. The concept of a tight body in order to hold a balance is introduced.

They cooperate with a partner to create a short balance sequence.

Action Songs

and Dances

Students continue response to rhythm activities through learning a variety of traditional action songs and dances

including Seven Steps, The Grand Old Duke of York, Hokey Pokey, Paw Paw Patch, Yankee Doodle, Shorten’Bread.

These provide opportunities to develop locomotor and non-locomotor skills, partner and group work.

Things I Can

Throw

This exploratory unit focuses on students experimenting with a variety of objects that they can throw such as soft

toys, balloons, scarves, bean bags, fleece balls and soft foam balls. Students discuss the safety rules needed when

playing with these objects. They practice throwing straight up above, underarm throw and overarm throw. They

participate in small group throwing activities with an emphasis on cooperating with one another.

Where Can I

Move,

What Can I

Do?

Students continue to learn the classification of movement concepts of space and body awareness. They revise

personal and general space, directions, shapes and balance. Through exploration, questioning and movement

challenges they discover movement pathways such as zig zag, circles, curved, wriggly and level ie where the body is in

relationship to the floor or apparatus.

How Can I

Move, Who

Can I Move

With?

Students revise the movement concepts of speed, time and the position of the performer in relationship to apparatus

or other students. Through exploration, questioning and problem solving they are introduced to the concepts of force

and moving with each other both in unison and mirroring. They reflect on how cooperative skills can improve how

they work together.

Creative

Movement -

Nature

Using nature as a stimulus (rain, wind, volcanoes, storms, the sea, hot sand, snowfalls etc) students identify

vocabulary that describes how these phenomena move. They create movement sequences that illustrate these action

words with and without music. They explore the contrasting ways these phenomena can behave and move

accordingly.

Move and Go

(locomotor

and non-

locomotor

movement

skills)

Students revise and practice to improve the locomotor skills introduced in Term 1through individual and group

activities. They expand their knowledge of locomotor skills to include skipping, leaping, dodging and sidestepping.

Non-locomotor skills including swinging, rocking, stretching are introduced. Students participate in movement

experiences alternating between locomotor and non-locomotor movements.

Games for

Getting to

Students participate in a variety of games that focus on developing social skills such as leading, following directions,

making decisions, accepting individual differences and working together. Chasing and tagging games, cooperative

Know Each

Other.

games and games using small games equipment are included. Students identify which games involve moderate or

vigorous activity and discuss the need to adhere to safety rules.

Long Rope

Skipping

Students participate in a variety of lead up long skipping rope activities. They learn to turn the long rope, the basic

jumping pattern and entering and leaving. Rhymes and chants are used to assist the development of rhythmic

jumping pattern

Gymnastics

(rock, roll and

balance)

Through problem solving and movement challenges students experience a variety of individual and partner rocking

and rolling activities. They work with a partner to create a movement sequence of two rocks and two rolls which is

performed to another pair. They revise wide support balances taught in Term 1 and explore partner balances and

counter balances.

Balls to Throw

and Catch

Through individual, partner and small group activities students experiment with throwing and catching balls of

different sizes and texture. Through guided discovery students identify the technique components of two hand and

one hand underarm throw and catch. They watch a partner practice the skills. They participate in a throwing and

catching circuit of activities.

Level 1 Scope and Sequence Plan

Dimensions - Movement and Physical Activity, Building Social Relationships

WEEK Lesson 1 Lesson 2 Lesson 3 Lesson 4

1................

2................

3................

4................

5................

6................

7................

8................

9................

10..............

Where Can I Move and

What Can I Do?

It’s All About Rhythm

How Can I Move and

What Can I Move With?

Gymnastics

(spring and landings,

statics)

Using the Playground

Equipment – fun and safety

Singing Games

Move and Go!

(locomotor skills)

Things I Can Throw

1................

2................

3................

4................

5................

6................

7................

8................

9................

Where Can I Move?

What Can I Do?

Games For Little Kids

(safety and rules)

How Can I Move?

Who Can I Move With?

Gymnastics

(locomotion, rotation)

Creative Movement

Long Rope Skipping

Move and Go!

(locomotor skills)

Balls to Throw and Catch

10..............

1................

2................

3................

4................

5................

6................

7................

8................

9................

10..............

Rhymes and Games

Cooperative Games

Gymnastics

(balls, hoops and

ribbons)

Gymnastics

(springs and landings,

statics)

Folk Dance

Long Rope Skipping

Twist, Turn, Rock, Bend

and Stretch

(non-locomotor skills)

Balls are Fun to Kick and

Roll

LEVEL 1 PHYSICAL EDUCATION STANDARDS MAPPING GRID

The following grid maps the coverage of the standards in Term 1 in relation to the Scope and Sequence Chart. In this

sample physical education teachers are required to include content and assess student learning from the Movement

and Physical Activity Dimension and the Interpersonal Development Domain.

Movement and Physical Activity UNIT(S) IN WHICH STANDARDS ARE

ADDRESSED

At level 1 students:

perform a basic motor skills and movement patterns, with

and without equipment, in a range of environments

Where Can I Move, What Can I Do? How Can I Move, Who

Can I Move With? Move and Go, Gymnastics, Things I Can

Throw, Action Songs and Dances, Creative Movement,

Long Rope Skipping, Balls to Throw and Catch

regularly engage in periods of moderate to vigorous physical

activity

Move and Go, Action Songs and Dances, Long Rope

Skipping, Games for Getting to Know One Another,

Creative Dance

use simple vocabulary to describe movement, the physical

responses of their bodies to activity and their feelings about

participation in physical activity

Where Can I Move, What Can I do? How Can I Move, Who

Can I Move With? Move and Go,

when participating in movement and physical activities, they

follow rules and procedures and share equipment and space

safely

Using the Playground Equipment, Gymnastics, Things I

Can Throw, Where Can I Move, What Can I Do?

Interpersonal Development UNIT(S) IN WHICH STANDARDS ARE ADDRESSED At level 1 students:

identify the qualities of a friend and demonstrate care for

other students

Using the Playground Equipment, How Can I Move, Who

Can I Move With? Games For Getting to Know One

Another

Contribute to the development of positive social

relationships in a range of contexts

Using the Playground Equipment, Action Songs and

Dances, Games For Getting to Know One Another, How

Can I Move, Who Can I move With?

use appropriate language and actions when dealing with

conflict

Games For Getting to Know One Another, How Can I

Move, Who Can I Move With?

describe basic skills required to work together cooperatively

in groups

How Can I Move, Who Can I Move With? Gymnastics

Perceptual Motor Programs (PMP) Being able to absorb, assimilate and react to the incoming multi-sensory information through movement is referred

to as perceptual motor learning. Movement is at the core of a comprehensive physical education program and

perceptual motor activities can easily be introduced into a physical education curriculum that is student centred and

based on the Victorian Essential Learning Standards. The theory of perceptual motor activities is that they assist

children achieve a general state of readiness that in turn helps them prepare for the academic work of the classroom.

A physical education curriculum that emphasises the development of fundamental stability, locomotor and

manipulative movement skills directly enhances the perceptual motor components of body awareness, spatial

awareness, directional awareness and temporal awareness.

Body Awareness

Children are continually exploring the movement potential of their bodies – what the whole body and body parts can

do and how to make them do it. Teachers can assist this exploratory process by offering structured learning

experiences that offer the opportunity to use a variety of body parts in a multitude of activities.

Spatial Awareness

Spatial awareness involves two primary factors personal space and general space. Through spatial awareness activites

children will:

� learn how much space their body occupies

� be able to project their bodies into general space

� be able to locate objects in space from a personal frame of reference

� be able to locate objects in space independent of one another

� improve fundamental movement skills

Directional Awareness

Directional awareness activities involve both an internal and external awareness for sidedness. Practice in movement

activities that emphasise the directional aspect of the task:

� contribute to the development of laterality (internal awareness of direction)

� contribute to the development of directionality (external projection of laterality)

� contribute to the development of fundamental movement abilities

� enhance the ability to move efficiently and safely through space

Temporal Awareness

Temporal awareness involves the development of a sense of timing within the body. Eye-hand coordination and eye-

foot coordination are the result of a fully established internal time structure. This helps children better coordinate the

movements of their bodies with the various sensory systems. Through temporal movement activities children will

learn:

� synchrony the ability to get the body parts to work together smoothly

� rhythm the process of performing many movements in a harmonious pattern or succession (refer to pages of

the module for further information)

� sequence which is the proper order of actions required to perform a skill

� eye-hand and eye-foot coordination.

The information about perceptual motor learning has been taken from Gallahue,D. Developmental Physical Education

for Today’s Children, Third Edition, WCB/McGraw-Hill, 1996

(Further information and activities to develop perceptual motor learning can be found in the above text on pages 517

– 537)

Some schools make a decision to run a specific PMP program during Prep-2. If schools make that decision we advise

that it be in addition to the physical education program not instead of it. It is clear that the PMP program alone

cannot meet the standards of the Health and Physical Education Domain and the Interpersonal Development

Domain.

Assessment of the Learning through Movement Program To effectively assess against the Victorian Essential Learning Standards a combination of summative and formative

assessment is required.

Summative (assessment of learning) is required to determine what the student has achieved. Formative (assessment

for learning and assessment as learning) is required to inform the next stage of learning that will occur, and to

encourage students to reflect on their own learning. Both forms of assessment need to include authentic assessment

tasks which are those in which students are asked to perform real world tasks demonstrating the application of

knowledge and skill.

Assessment must be conducted in an integrated way rather than treating each and every standard as discrete.

Assessment in this manner more clearly reflects how students actually learn and develops deep understanding in

learners which can be transferred to new and different contexts.

Effective assessment practices can assist students to learn more effectively if they develop student’s capacity to

reflect on their learning, develop deeper understanding and cultivate higher order thinking skills.

Assessment for improved student learning and deep understanding requires a range of assessment practices to be

used with three overarching purposes:

Assessment of Learning (summative)

Is the product of ‘on-balance’ judgement based on an accumulated range of assessment sources to determine what

the student has achieved at the end of a learning sequence or unit. Conducting summative assessment at the end of

a unit enables teachers to ascertain student’s development against the unit goals and to set future directions for

learning. Summative assessment can be referred to as assessment of learning.

Assessment for Learning (formative)

Entails assessment tasks which occur during the teaching and learning activities. Assessment for learning occurs

when teachers make inferences about student learning to inform their teaching. It provides continuous feedback to

both students and teachers which enables them to monitor progress, identify and address gaps and errors in

learning.

Assessment as Learning (formative)

Occurs when students reflect on and monitor their progress to inform their future learning goals. The purpose is to

involve students in their own assessment as they learn. When students become proficient at self assessment it helps

them understand the purpose of their learning and clarify learning goals.

Authentic Assessment

“An authentic assessment task is one that is performed in a real life context that approximates as much as possible,

the use of that skill or concept in the real world. (Elementary Physical Education Teaching and Assessment, Hopple,C

p11)

Authentic assessment is based on the development of a meaningful product, performance or process over time.

Students develop and demonstrate the application of their knowledge and skills in real world situations which

promote and support the development of deeper levels of understanding. Authentic assessment stems from clear

criteria which students are aware and involved in the development and evaluation of.

The more authentic the context or situation the more motivational the assessment is for the students.

It is not possible to make every assessment task authentic in nature but it is worthwhile asking the question when

considering assessment tasks.

Authentic assessments meets all/some of the following criteria. It refers to assessment that:

� looks at students actively engaged in completing a task that represents the achievement of a learning goal or

standards;

� takes place in real life situations;

� asks students to apply their knowledge in lifelike situations;

� intertwines assessment and teaching making it difficult to tell them apart;

� students are given/negotiate the criteria against which they are being assessed.

Assessment Strategies The following assessment strategies can be successfully used with Prep-2 students:

� Checklists

� Skills Tests

� Structured observation

� Anecdotal records

� Posters

� Self assessment

� Peer assessment

� Video analysis

� Graphic organisers

� Role plays

� Reflection

� Interviews

� Goal setting

� Concept maps

� Rubrics

� Pedometers

The following assessment tasks are examples of summative and formative assessment tasks teachers may use to

assess the Learning through Movement curriculum.

When considering which assessment tasks to use consider which elements of the Movement and Physical Activity

standards and the Managing Personal Learning standards each assessment task relates to.

Assessment should always be against the Victorian Essential Learning Standards.

Assessment task: Ball Skills Level 2 There are three parts to the assessment task:

• Part 1: During minor games, students perform an overhand throw from a stationary position.

• Part 2: During minor games, students perform a catch from a stationary position.

• Part 3: During minor games, students move into position and perform an overhand throw or catch. Suggested duration: 8 lessons. Assessment can be integrated throughout the teaching and learning sessions.

Rubric

Assessment criteria

1 Ability to perform the overhand throw proficiently while in a stationary position.

Attempts overhand throw but lacks correct technique or control.

Demonstrates overhand throw with the correct technique and control.

Performs overhand throw with correct technique and control under pressure from opposition

2 Ability to perform the catch proficiently while in a stationary position.

Attempts catch of a medium size ball but lacks correct technique or control.

Demonstrates catch of a medium size ball with the correct technique and control.

Performs catch of a medium size ball in a game situation

3 Ability to move into position to proficiently perform the overhand throw or catch.

Does not move into the correct position or moves into the wrong position, and/or performs skills without the correct technique or control.

Demonstrates skills with the correct technique and control after moving into correct position.

Moves into correct position to perform skills with the correct technique and control in response to demands in a complex skill development activity.

Sample Record Sheet

Student Name: ______________________________

Date Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Session 7

Session 8

On balance judgement

Criterion 1

Criterion 2

Criterion 3

Elements of Standards Assessed: Movement and Physical Activity Level 2: Students demonstrate basic motor skills and some more complex skills

Movement and Physical Activity Level 3 Students demonstrate a wide variety of motor skills and apply them to basic, sport specific situations Source: Adapted from VCAA Assessment Advice

Name ______________________________________________________ Class ________

Catch Me If You Can!

Which of these pictures show skills you use when you chase, run away or dodge?

Circle them.

Then put an X on the skills you don’t use.

Name one game that uses chasing, fleeing or dodging: _________________________________

Name _________________________________________________ Class ________

Catch This!

1. What is one important thing to remember when you are trying to catch a ball?

__________________________________________________________________________

2. What are two good hints to remember when throwing a ball?

Forward Roll: Peer Teaching

Name: _________________________________________________________ Class: ____________ Watch your partner perform 3 forward rolls on the foam wedge. If you see your partner do the following things, mark a smiley face in the circle. If your partner does not, mark a cross in the circle Show your partner this checklist when you have finished watching. CROUCH DOWN IN SQUAT POSITION CHIN TUCKED INTO CHEST WEIGHT ON HANDS PUSH OFF WITH FEET BODY CURLED IN TUCK POSITION

Physical EducationPhysical EducationPhysical EducationPhysical Education

Dance Self Evaluation Sheet

NAME______________________ Grade_________ Date_________

No Sometimes Yes

���� ���� ☺☺☺☺

I like dance

I worked well with my group

I have learnt new dance steps

I enjoyed listening to the music

I can remember the steps to the dances

I like watching everyone dance

..I participated to the best of my ability

Developed by Nicolette Pratt

How well do you think you are going at Physical Education in these areas?

� Dance: VG G Need Help

� Playing Games: VG G Need Help

� Gymnastics: VG G Need Help

Do you like physical education lessons? YES NO Why?_______________________________________________

____________________________________________________

What do you like doing best of all? _______________________

Why?_______________________________________________

Is there any thing that you don’t like about Physical Education lessons? ____________________________________________________ ____________________________________________________ How does trying something new at Phys. Ed. make you feel? ____________________________________________________

Developed by Nicolette.Pratt

PREP SELF-ASSESSMENT

1. Draw a picture of yourself doing your FAVOURITE Physical Education activity. 2. Write one or two words that tell me how you FEEL when you are doing lessons.

Developed by Nicolette Pratt

Level 2 Movement Sequence Teacher Rubric

Create a movement sequence that contains at least four locomotor skills, three changes of direction, three different

pathways and shows effective use of general space.

Name____________

Locomotor Skills

Four different

locomotor skills are

included and are

performed with

correct technique

and control

Four different

locomotor skills are

included and three

are performed with

correct technique

and control

Three different

locomotor skills are

included and two

are performed

correctly and with

control

Three different

locomotor skills are

included and one is

performed correctly,

a lack of precision

and control is

generally evident

Direction

Three changes of

direction are clearly

evident and

occurred with

precision and

control

Three directional

changes are

included but all were

not clearly evident

Two directional

changes are

included but were

not immediately

evident

One directional

change is included

but was not

immediately evident

Pathways

Three or more

pathways are

evident and the

transition between

pathways occurs

without hesitation

Three pathways are

evident and the

transition between

pathways occurs

with slight

hesitation

Three pathways are

evident but

noticeable

hesitations between

transitions are

evident

Two or less

pathways are

observed but the

distinction between

them is not always

evident and many

hesitations occur

during transitions

General Space

The sequence

demonstrates

expansive use of

general space and

awareness of where

classmates are

moving at all times

The sequence

includes good use of

general space and

awareness of where

classmates are

moving most of the

time

The sequence

includes some use of

general space and

demonstrated some

lack of awareness of

classmates

positions

The sequence

includes little use of

general space and

frequently

demonstrates a lack

of awareness of

classmates positions

Level 2 Standards – Movement and Physical Activity

Students combine motor skills and movement patterns during individual and group activities. They demonstrate

control when participating in locomotor activities requiring change of speed, level and direction.

Level 2 Physical Activity Participation and Knowledge – Culminating Rubric

Score

Physical

Activity

Participation

Always participates with

enthusiasm. Takes every

opportunity to be

physically active during

physical education

lessons. Is able to sustain

physical activity for

required time

Usually participates

with enthusiasm.

Takes most

opportunities to be

physically active

during class time.

Can usually sustain

physical activity for

required time

Occasionally

participates with

enthusiasm. Takes some

opportunity to be

physically active during

class time. Sometimes

has difficulty sustaining

activity for required

time

Rarely seems to

participate with

enthusiasm and

takes few

opportunities to be

physically active

during class time. Is

unable or unwilling

to sustain activity for

required time

Moderate

and Vigorous

Activity

Able to clearly describe

and demonstrate the

difference between

moderate/vigorous

physical activity and

clearly describes the

body’s responses to

participation

Able to describe the

difference between

moderate and

vigorous physical

activity and describe

some of the body’s

responses to

participation

Usually distinguish

between moderate and

vigorous physical

activity. Is able to

identify some of the

body’s responses to

participation

Rarely able to

distinguish between

moderate and

vigorous physical

activity and is unable

to identify the body’s

responses to

participation

Physical

Activity and

Health

Understands and analyse

the influence physical

activity has on normal

growth and physical

health and knows all the

physical activity

recommendations for

children

Understands the

influence physical

activity has on

growth and physical

health and knows

most of the physical

activity

recommendations for

children

Shows some

understanding of the

link between physical

activity, normal growth

and physical health and

knows some of the

physical activity

recommendations for

children

Shows little

understanding of the

link between physical

activity, normal

growth and health.

Has little knowledge

of the physical

activity

recommendations

for children

Level 2 Standards – Movement and Physical Activity

Students regularly engage in sessions of moderate to vigorous physical activity and describe the link between physical

activity and health.

RULES AND SAFE CONDUCT SELF ASSESSMENT RUBRIC

Level 2 Year 2………

Name:

_____________

RULES I always follow

classroom rules

during physical

education classes

ο

I usually follow

classroom rules

during physical

education

classes.

ο

I sometimes

follow classroom

rules during

physical

education classes

ο

I hardly ever

follow classroom

rules during

physical

education classes.

ο

USING SPACE I am always able to

move around the

playing area

without crashing

into my friends

ο

I am mostly able

to move around

the playing area

without crashing

in to other

students

I have some

trouble moving

around the

playing area

without crashing

into other

students

ο

I am always

crashing into

other students

when I am

moving around

the playing area.

ο

HELPING MY

TEAM MATES

I always help other

students when I can

ο

I usually help

students.

ο

I sometimes help

other students.

ο

I can’t be

bothered helping

other students, I

want to get lots

of turns myself

USING

EQUIPMENT

I take turns, use

equipment safely

and always help to

put it away

ο

I usually take

turns, use

equipment safely

and usually help

put it away.

I sometimes take

turns with

equipment, but

like to get more

turns myself.

ο

I hardly ever take

turns, I want to

use the

equipment all the

time and I can’t

be bothered

putting it away.

ο

VELS Level 2 Movement and Physical Activity

Movement and Physical Activity - They work with others to achieve goals in both cooperative and

competitive sporting and games’ situations.

Interpersonal Development

Building Social Relationships - They support each other by sharing ideas and materials, offering

assistance

Working in Teams - students cooperate with others in teams for agreed purposes, taking roles and

following guidelines established within the task. They describe and evaluate their own contribution

and the team’s progress towards the achievement of agreed goals.

Personal Learning

Managing Personal Learning - They comment on task progress and achievements. They manage

their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.

Resources

FUNdamental Movement in Early Childhood – Linley Campbell

Physical Education for Young Children – Rae Pica

Dynamic Physical Education For Elementary School Children – Robert Pangrazi

Developmental PE for All Children – David Gallahue

Active Bodies Active Brains – Mary Ellen Clancy

Games for Motor Learning – Ronald Dienstamann

Fundamental Motor Skills Resources ACHPER Victorian Branch

Sport It - Australian Sports Commission (out of print)

Sportstart Developing Your Kids’ Skills at home – Australian Sports Commission (out of print)

Motor Skills & Movement Stations Lesson Plans for Young Children - Landy and Burridge

Learning Language Through Movement – Garry Powell and Debra Armstrong

Fundamental Motor Skills and Literacy – Lee Anton-Hem

PEP Dance Lower Primary – ACHPER National

PEP Fitness Lower Primary – ACHPER National

PEP Gymnastics Lower Primary – ACHPER National

APPENDICES APENDIX 1

Movement Words OTHER LIVING NON-LIVING WHOLE BODY BODY PARTS MOVEMENTS MOVEMENTS

in place

wiggle

wriggle

writhe

squirm

stretch

bend

twist

turn

flop

drop

collapse

fall

shake

swing

sway

rock

spring

bounce

bob

unruly

whirl

spin

revolve

rotate

contract

expand

curl

uncurl

rise

sink

lunge

tumble

lean

slouch

pounce

lurch

droop

totter

sag

slump

jostle

jump

creep

crawl

roll

walk

skip

run

gallop

leap

hop

stride

prance

strut

stroll

saunter

meander

limp

hobble

stagger

march

scurry

trudge

stalk

race

plod

amble

sprint

slink

tramp

scramble

dodge

hustle

face

smile

frown

sneer

pout

scowl

grin

yawn

chew

wince

grimace

squint

blink

wink

gape

stare

glare

leer

arms and hands

pound

strike

grind

sweep

cut

slice

chop

push

pull

thrust

clutch

dig

throw

fling

catch

beat

whip

stir

wave

punch

lift

reach

grope

weave

hands

open

close

clench

grab

stroke

scratch

squeeze

string

knead

snatch

slap

pat

pinch

point

poke

pluck

tap

grasp

beckon

clasp

pick

rub

legs and feet

kick

shuffle

stamp

trample

tiptoe

scuff

slip

mince

stumble

tap

drag

glide

fly

float

soar

sail

swoop

slide

slither

plunge

dive

drift

climb

swim

lope

jog

trot

burrow

wallow

buck

butt

roar

MOVEMENT WITH

SPECIFIC

EMOTIONAL

CONTENT

shudder

cringe

tremble

shiver

crouch

cower

fawn

grovel

sneak

flinch

lurk

advance

retreat

attack

defend

struggle

fight

chase

flee

caress

hug

fondle

embrace

explode

burst

melt

freeze

congeal

ooze

bubble

boil

seethe

simmer

swirl

crumble

crumple

crash

shatter

evaporate

effervesce

shrink

shrivel

disintegrate

infiltrate

WORDS WHICH

IMPLY

MOVEMENT

search

hide

discover

escape

hurry

rush

hesitate

delay

linger

meeting

greeting

parting

welcome

threaten

pursue

attract

repulse

growth

decay

bloom

wither

wilt

appear

disappear

APPENDIX 2

Adapted with permission from Eleanor Curtain Publishing from Fundamental Motor Skills and Literacy by Lee Anton-Hem

Adapted with permission from Eleanor Curtain Publishing from Fundamental Motor Skills and Literacy by Lee Anton-Hem

Adapted with permission from Eleanor Curtain Publishing from Fundamental Motor Skills and Literacy by Lee Anton-Hem

CHANTS AND RHYMES for RHYTHMIC MOVEMENT Walking

� Nursery Rhymes

o Baa Baa Black Sheep

o Oranges and Lemons

o Little Bo Peep

o Ding Dong Dell

o Twinkle Twinkle Little Star

� General Rhymes

o The Postman

o Pussy on the Roof Top

o Little Soldiers

� Chants

o Hot cross buns, hot cross buns

o one a penny, two a penny

o hot cross buns

o Feet, take me east

feet, take me west

feet, take me home again

to tea and let me rest.

o I'm walking on the pavement with my head held high

and my knees held stiff and my shoes kept dry,

for the streets are awfully muddy when the cars splash by

so I'm walking on the pavement with my head held high.

Marching chants

o Marching in our gumboots,

tramp, tramp, tramp,

marching in our gum boots,

we won't get damp.

o Left, right, left, right,

out of the shadow into the light.

Left, right, off we go,

see the clouds flying and hear the winds blow.

o Splashing through the puddles,

in the rain, rain, rain -

splashing through the puddles,

and splashing home again.

o They're changing the guard at Buckingham Palace,

Christopher Robin went down with Alice,

Alice is marrying one of the guard, a soldier's life is terribly hard, says Alice.

o Oh, the grand old Duke of York, he had ten thousand men,

he marched them up to the top of the hill,

and he marched them down again,

and when they were up, they were up,

and when they were down, they were down,

and when they were only half-way up,

they were neither up nor down.

Running

• Nursery Rhymes

- Yankee Doodle

- Polly Put the Kettle On

• General Rhymes

- I Have a Little Dog

- Choo Choo

• Chants

- Run, run, run, run, have a little fun -

in and out the shadows and in and out the sun.

- Now run in the rain, and run in the sun,

Again and again, oh, isn't it fun.

- Run to the window, run to the door,

run round the table as fas as we are able,

round and round the table and sit on the floor.

- Follow him up and follow him down,

follow him round and about the town.

Where he will take you to nobody knows,

but follow your leader wherever he goes.

Skipping

• Nursery Rhymes

- Pop Goes the Weasel

- Jack and Jill

- Sing a Song of Sixpence

General Rhymes

` My mother made a chocolate cake,

How many eggs did she break?

One, two, three…

Lickity, Lickity, Lickity, split.

How many jumps until I quit?

One, two, three…

My teacher is crazy,

She joined the Navy,

When she was

One, two, three…

My little sister dressed in pink,

Washes the dishes in the sink,

How many dishes did she break?

One, two, three…

Mickey Mouse built a house,

How many bricks did he need?

One, two, three…

Cinderella,

Dressed in yella,

Went upstairs to kiss a fella,

How many kisses did she get?

One, two, three…

Peaches in the pantry,

Apples on the shelf,

I’m getting tired,

Skipping by myself,

One, two, three…

Cinderella dressed in red,

Went downstairs to bake some bread,

How many loaves did she make?

One, two, three…

Strawberry, Apple, my Jam Tart,

What is the name of my sweetheart?

A, B, C…..

Cinderella dressed in silk,

went to the fridge to get some milk,

How many glasses did she have?

One, two, three…

Teddy bear, teddy bear,

Turn around

Teddy bear, teddy bear,

Touch the ground

Teddy bear, teddy bear,

Shine your shoe

Teddy bear, teddy bear,

Say “how do you do?”

Teddy bear, teddy bear,

Go upstairs

Teddy bear, teddy bear,

Say your prayers

Teddy bear, teddy bear

Turn out the light

Teddy bear teddy bear,

Say goodnight

Jelly jelly on a plate

Jelly jelly on a plate

Wiggle Waggle

Wiggle waggle

Jelly on a plate

Chants

- Skipping is fun, skipping is fun,

skipping is fun for everyone.

The longer you skip, the better you skip,

so skip, skip, skip.

- A-skippetty, skippetty skip, heigh ho,

a-skipping off to school we go,

down the road to quite a while,

it isn't far if you skip and smile,

a-skippetty, skippetty, skip!

- If you can skip on the top of your toes,

I'll give you a ribbon to tie into bows.

Skip Skip

For everyone knows it's easy to skip,

on the tip of your toes.

Galloping

• Nursery Rhymes

- Ride a Cock Horse

- A Frog He Would a Courting Go

• General Rhymes

- The Rocking Horse

- This is the Way They Ride

• Chants

- I had a little pony, they called him dapple-grey,

I lent him to lady, to ride a mile away.

She whipped him, she lashed him,

she rode him through the mire.

I would not lend that pony now, for all the lady's hire.

- To market, to market, to buy a fat pig,

home again, home again, jiggety jig.

To market, to market to buy a fat hog,

home again, home again, jiggety jog.

- The brumbies out on the mountain top said

let us gallop and never stop.

Gallop away, and gallop away,

from evening light til break of day,

and gallop still til daylight's done,

gallop away til the set of the sun.

Hopping

• Nursery Rhymes

- Mary Mary Quite Contrary

• General Rhymes

- Moppety-Moppet

• Chants

- Hopping on our right legs, here we go!

Hopping on our right legs, all in a row!

We mustn't use our left legs - so here we go!

Hopping on our right legs, all in a row!

- My right leg hops, my left leg hops!

I can't hop them together - so I hop, hop, hop!

- Skip! Skip! Skip!

up in the air we skip

up in the air -

up in the air -

Skip! Skip! Skip!

Hop! Hop! Hop!

up in the air we hop

up in the air -

up in the air -

Hop! Hop! Hop!

Jump! Jump! Jump!

up in the air we jump

up in the air -

up in the air -

Jump! Jump! Jump!

Leaping Jack be nimble

Jack be quick

Jack leap over the candlestick

Jack leapt high

Jack leapt low

Jack Leapt over and broke

Swaying

• Nursery Rhymes

- Rock-a-Bye Baby

- See Saw Marjorie Daw

- Hush-a-Bye

• General Rhymes

- Jimmy Monkey

- Christmas Bells

- Push the Swing

• Chants

- Oh, rock-a-bye birdies,

the sun's in the west,

and nothing can harm you,

up there in the nest.

Who slumbers the sweetest,

the birds overhead,

or mother's own darlings,

tucked snugly in bed.

- Rock the cradle to and fro,

Baby off to sleep must go,

Now the smiles,

Now the sighs,

Watch him blink,

Sleepy eyes,

Drowsy eyelids,

Downward creep,

Hush, speak softly,

Fast asleep.

- Hush, hush, little baby,

the sun's in the west,

the lamb in the meadow,

has laid down to rest.

The bough rocks the bird now,

the flower rocks the bee,

the wave rocks the lily,

the wind rocks the tree.

And I rock the baby,

so softly to sleep -

it must now awaken,

till daisy-buds peep.

APPENDIX 3

Sample Progression of the Problem Solving Style of teaching

Adapted from Dynamic Physical Education for Elementary School Children by Robert Pangrazi

Movement Theme BRIDGES

Level One – Prep

Elements of Standards Addressed

Movement and Physical Activity Dimension - Students perform basic motor skills and movement patterns without

equipment. They follow rules and procedures and share space safely

Movement Concepts Body Awareness– Shapes, Balance Weight Bearing, Transfer of Body Weight

Minor Movement Concepts – Relationships

Introductory/ Warm up Activity

Revise general space and locomotor movement skills

Step 1 Define the problem

Show me a bridge made by using your hands and feet

Can you make a bridge with other body parts

Can you make a bridge using only three/two body parts

Show me a wide bridge, a narrow bridge

Step 2 Experiment and Explore

Can you make a bridge that opens when a boat goes through?

Can you make bridge

Show me how a bridge would fall down

Show me a twisted bridge, a curved bridge

Step 3 Observe and discuss various solutions

Can you think of another way to make a bridge?

Look at the way Julia made her bridge open, Julia why does your bridge open that way?

Lets all make our bridge open the same way.

Add Julia’s way of opening a bridge to your way of opening a bridge

Step 4 Repeat asking another child to demonstrate

When might a bridge fall down? Why?

Lets look at the way David’s bridge falls down?

Can you make your bridge fall down the same way?

How would a bridge fall if a boat hit it?

Why would it fall that way?

Step 5 Refine and Expand Solutions

Working with a partner - One is a boat the other a bridge.

The boat sails under the bridge then makes a bridge, swap roles

If you are the boat find three ways to go under the bridge

If you are the bridge change your supports each time the boat goes under.

With you partner make a two person bridge, can you think of another bridge to make?

With you partner create a sequence of two person bridge positions going smoothly from one position to the next

Join up with another pair and teach you sequence to each other.

B Movement Theme – ANIMALS

Level 2 Year 2

Elements of Standards Addressed

Movement and Physical Activity – Students combine motor skills and movement patterns during individual and

group activities. They create and perform simple rhythmical movement sequences in response to stimuli.

Working in Teams – Students work in teams in assigned roles, stay on task and complete structured activites within

set timeframes.

Movement Concepts – Body Awareness – Weight on hands and feet, Flight

Fundamental Movement Skills – Locomotion

Step One Develop the problem

Can you move like three different animals?

Move from your personal space as one animal, on my signal jump up and turn and move back to your personal space

as a different animal.

Try it again choosing different animals

Step Two Experiment and explore

Which animals jump/spring as they move? Can you move like an animal that

Move from your personal space as one animal that jumps and on my signal move back to your personal space as a

different animal that jumps.

Can you think of a different animal that jumps as it moves. Show me how it moves

Try to walk with the same arm and leg moving forward at the same time. Do you know an animal that moves like

that?

Lie on your stomach, can you move using only your hands? Which animals move like that?

Which animals have two feet and two arms? Can you move like a chimpanzee? Show me how a monkey swings from

tree to tree?

Can you sit in a tree like a chimpanzee then swing on branches to another tree?

Step 3 Observe and discuss various solutions

Use this time to discuss the different ways animals move and what parts of their bodies carry the weight. Choose a

few children to demonstrate their animal movements and ask the rest of the class to imitate

Step 4 Refine and Expand Solutions

Put children in groups of four. Work with your group to create an animal dance. You need to show me at least six

different animals who move in different ways. Sometimes you move altogether and sometimes you move by yourself.

When you are not moving you need to be still in your personal space sitting like an animal.

rrroooccckkk aaannnddd tttaaalllkkk

SSSkkkiiilll lllsss Locomotor movements and social skills

EEEqqquuuiiipppmmmeeennnttt Upbeat rhythmic music

FFFooorrrmmmaaatttiiiooonnn Free

DDDeeessscccrrriiippptttiiiooonnn

� Give students a locomotor movement, such as running, skipping, galloping sliding, crab walking, frog jumping, speed walking, slow motion running, leaping, mummy walking, or air swimming and explain that they are to do this movement while the music is playing. Start the music.

� When the music stops, after 20 - 30 seconds, each student quickly looks for the closest

available partner.

� Partners quietly shake hands and listen to your directions. Give them a discussion topic (see examples at the end of these directions).

� After 10 - 15 seconds of discussion give the students the next locomotor command and say,

"Go".

� Each time the music stops, the students have to shake hands with a different partner. They may never turn their backs to someone coming to shake their hands. Explain the necessary social skills for this activity before beginning.

� Here are examples of Rock and Talk discussion topics:

1. Your full name and where you were born 2. The best thing you did during the holidays 3. Your favorite physical activity/sport 4. Your favorite book 5. What you'd like to do when you grow up 6. Your favorite place to go on the weekend 7. Your favorite thing to do at recess

Adapted with permission from Ronald Dienstmann 2008 Games for Motor Learning Champaign, IL: Human Kinetics

cccrrraaazzzyyy tttrrraaaiiinnnsss

SSSkkkiiilll lllsss Locomotor movements, space awareness, cooperative skills

EEEqqquuuiiipppmmmeeennnttt None

FFFooorrrmmmaaatttiiiooonnn Groups of four to six students

DDDeeessscccrrriiippptttiiiooonnn

� Students stand in line, forming a train, connected to each other in any way they want.

� The train can move in many ways. Students think of several fun, funny, interesting, challenging ways that their train can move; forwards, backwards, sideways, zigzag, dancing, skipping, crawling, knee walking, marching.

� With every new locomotor idea, a new student becomes the conductor, who is the first person in the line.

� Variation- use music for students to move to- change of music means it is time to change the way the train is moving.

Adapted with permission from Ronald Dienstmann 2008 Games for Motor Learning Champaign, IL: Human Kinetics

ssspppiiinnnnnniiinnnggg ssstttaaarrrsss

SSSkkkiiilll lllsss Locomotor exploration, cooperative skills

EEEqqquuuiiipppmmmeeennnttt None

FFFooorrrmmmaaatttiiiooonnn Three students holding hands in a cross shape at the centre (their left hands are all touching); the remaining students are lined up a few meters away.

DDDeeessscccrrriiippptttiiiooonnn

� The students holding hands begin to walk slowly counter clockwise with their right hand extended to form a spinning tar. Send the remaining students, lined up away from the star, one by one to join one of the points of the star by taking the hand of one of the students.

� As more players are sent in, tell the spinning star to move slightly faster (speed walking is recommended) until the star breaks down and everyone gets a big laugh.

� Begin the star again with new students moving clockwise. Students can also try skipping.

Adapted with permission from Ronald Dienstmann 2008 Games for Motor Learning Champaign, IL: Human Kinetics

llliiinnneee tttaaaggg

SSSkkkiiilll lllsss Running, cooperation skills

EEEqqquuuiiipppmmmeeennnttt Two soft foam balls

FFFooorrrmmmaaatttiiiooonnn

� Two taggers, each with one soft foam ball, run on line marking on the floor or netball/basketball court.

� The remaining players also run on the lines.

DDDeeessscccrrriiippptttiiiooonnn

� Taggers run after the players trying to touch (tag) them with the ball; once tagged, the player takes the ball and becomes the new tagger.

� All players and taggers have to stay on the lines.

� The most important rule of the game s that no one is allowed to pass another player.

� When two players run towards each other from opposite directions, one of them has to turn around. Players decide who turns around based on the positions of the taggers.

� If a player is being chased by a tagger and several players are blocking the way, all the players in the way must turn around and run the other way.

� Rules should be strictly enforced so the game is fair for everyone

TTTiiipppsss

Step 1- Teaching the game to Prep - Year 1

� When teaching this game to younger children, you can have them run around the gym or playing area, staying on the lines and never passing each other. This gives them a chance to practice the concept of not passing and also introduces the central focus of this game, which is to develop cooperative strategies to escape from taggers.

Adapted with permission from Ronald Dienstmann 2008 Games for Motor Learning Champaign, IL: Human Kinetics

APPENDIX 5

MINOR GAMES FOR PREP – YEAR TWO

Minor games for Prep-2 should feature lots of individual games and creative play. Dramatic elements are evident in

some games and others may help develop number concepts and movement concept vocabulary. Many of the games

also contain rhymes which the children chant as they play the game. Rhyming games encourage rhythmical

movement. Ball games generally require the simpler skills of throwing and catching rather than kicking and striking

skills. Many appropriate games can be found in the references listed at the conclusion of this module. The following

games are found in Pangrazi, R. Dynamic Physical Education for Elementary School Children Pearson 2006

cccaaattt aaannnddd mmmiiiccceee

SSSkkkiiilll lllsss Running, dodging

EEEqqquuuiiipppmmmeeennnttt None

FFFooorrrmmmaaatttiiiooonnn

DDDeeessscccrrriiippptttiiiooonnn

� Form a large circle. Two or three children are the cats and four others are the mice. The cats and mice cannot leave the circle. On signal, the cats chase the mice inside the circle. As they are caught, the mice join the circle. The last three mice caught become the cats for the next round. Start at one point in the circle and go around the circle, selecting mice so that each child gets a chance to be in the centre.

� Sometimes, children have difficulty catching the last mouse or any of the mice. If this is the

case, children forming the circle can take a step toward the centre, thus reducing the running area. Keep the game moving by stopping any prolonged chase sequence.

ccchhhaaarrrllliiieee ooovvveeerrr ttthhheee wwwaaattteeerrr

SSSkkkiiilll lllsss Skipping, running, stopping, bowling (ball rolling)

EEEqqquuuiiipppmmmeeennnttt Soft foam playground balls

FFFooorrrmmmaaatttiiiooonnn Scattered

DDDeeessscccrrriiippptttiiiooonnn

� Place the class in circle formation. Two or more children are placed in the center of the circle, holding a ball. One of the center players is designated as Charlie (or Sally). The class skips around the circle to the following chant.

'Charlie over the water Charlie over the sea Charlie caught a bluebird But can't catch me!'

� On the word me, the center players toss their balls in the air while the rest of the class runs and scatters throughout the area. When Charlie catches his balls, he shouts, "Stop!" All of the children stop immediately and must not move their feet. The center players roll their ball in an attempt to hit one of their scattered classmates. If a ball us rolled into a scattered player, that child becomes a new Charlie. If center players miss, they remain in the center and the game is repeated. If a center player misses twice, however, he or she joins the circle and picks another person as a replacement.

Variation: no equipment required On the word me the circle players run to the designated safe area/s whilst centre players give chase. If a circle player is tagged that child becomes Charlie.

mmmaaarrrccchhhiiinnnggg pppooonnniiieeesss

SSSkkkiiilll lllsss Marching, running

EEEqqquuuiiipppmmmeeennnttt None

FFFooorrrmmmaaatttiiiooonnn

DDDeeessscccrrriiippptttiiiooonnn Two or three children are ringmasters and crouch in the center of a circle of ponies formed by the rest of the class. Two goal lines on opposite sides of the circle are established as safe areas. The ponies march around he circle in step, counting as they do so. At a predetermined number (whispered to the ringmasters by the teacher), the ringmasters jump up and attempt to tag the others before thy can reach the safety lines. Anyone tagged joins the ringmasters in the center and helps catch others. Reorganise the game after six - eight children have been caught. Try other characterisations, such as lumbering elephants, jumping kangaroos, etc.

mmmaaayyy III ccchhhaaassseee yyyooouuu???

SSSkkkiiilll lllsss Running, dodging

EEEqqquuuiiipppmmmeeennnttt None

FFFooorrrmmmaaatttiiiooonnn

DDDeeessscccrrriiippptttiiiooonnn

� The class stands behind a line long enough to accommodate all. Two or three runners stand about 1.5 meters in front of the line. The class asks, "May I chase you?" One of the runners (designated by the teacher) replies, "Yes, if you are wearing ...." and names a colour, an article of clothing, or a combination of the two. All who qualify immediately chase the runners until one is tagged. New runners are chosen and the game is repeated. Encourage payers to think of other ways to identify those who run.

� Variation: The class recites the rhyme Man from Mars, Man from Mars, May I chase you to the stars? Yes if you………….

RRRhhhyyyttthhhmmmiiiccc aaaccctttiiivvviiitttiiieeesss

WWWAAAVVVEEE AAANNNDDD SSSWWWIIINNNGGG SSSCCCAAARRRFFF

SSSkkkiii lll lllsss Waves and Swings, Serpents and Snakes, Circles

EEEqqquuuiiipppmmmeeennnttt One scarf per child, held by one corner

LLLooocccaaattt iiiooonnn Indoor or open grassed area with defined boundaries

IIInnnssstttrrruuucccttt iiiooonnnsss

Swing beside body � Swing straight arm down by side and forward in front of body. � Swing arm back by side and back behind body.

Swing above head � Start with both arms stretched out. � Swing scarf over head, left to right.

Swing in front of body (extra) � Start with both arms stretched out. � Swing scarf in front of body to left then right.

PPPrrrooogggrrreeessssssiiiooonnn In each swing, once scarf is moving correctly, add step in each direction withthe swing. Once wave and steps are mastered at the end of each swing lean the body and stretch.

SSSkkkiii lll lllsss Serpents (Snakes) Scarf on right hand. Zig-Zag movements of scarf. Hold scarf out in front of the body.

VVVaaarrriiiaaattt iiiooonnnsss

Snakes in front of body � Snake scarf in front of body left to right and back again. � Snakes can be small or large where the whole arm is used. � Add steps, lunges and body snakes vertically whilst turning. � Snake scarf whilst turning around.

Horizontal snakes � Same action only scarf is snaked in front of body form side to side. � Keep scarf out in front of body and walk backwards. � Snakes in front of body left to right horizontally.

Circles � Stand straight, feet together, arms by side, scarf in right hand. � Do not lock elbow when describing a circle. Use a straight relaxed arm. � They should follow all plane ie horizontally and vertically as true as possible.

Horizontal and above head � Circle scarf above head, keep arm straight.

Vertical circles � Circle scarf in large movements keeping arm straight, close to side and close to ear.

RRRooouuuttt iiinnneee PPPaaarrrttt AAA Teach Hokey Pokey. Add scarf movements. Start in lines all facing same direction.

Song Instructions Put your Right hand in Scarf swings forward Put your Right hand out Scarf swing out Put your Right hand in and snake it all about Swing your right hand in and snake scarf from side to side Do the Hokey Pokey Circle scarf above the head And turn right around Turn whilst snaking scarf And that's what it's all about Swing scarf above head left to tight 6 times Repeat with left hand

fffiiiggguuurrreee ooofff eeeiiiggghhhttt ssscccaaarrrfff

SSSkkkiii lll lllsss Figure of eights. Vertical Serpents (Snakes) running forwards and backwards.

EEEqqquuuiiipppmmmeeennnttt One scarf per child

LLLooocccaaattt iiiooonnn Indoor open grassed area with defined boundaries

IIInnnssstttrrruuucccttt iiiooonnnsss

Figure of eight

� Scarf in right hand � Swing arm up and across the body to left � Turn wrist over and repeat swing from left to right forming movements

VVVaaarrriiiaaattt iiiooonnnsss In front of body on fontal plane. Side to side using more of vertical plane and twisting of body on each side.

VVVaaarrriiiaaattt iiiooonnnsss

Serpents � Snake scarf vertically whilst walking backwards, scarf in front of body. � Keep arm straight.

RRRooouuuttt iiinnneee

PPPaaarrrttt BBB Song Instructions Put your Right hand in Scarf swings forward Put your Right hand out Scarf swing out Put your Right hand in and shake it all about Figure of eight Do the Hokey Pokey Circle scarf above the head And turn right around Turn whilst snaking scarf And that's what it's all about Swing scarf above head left to tight 6 times

PPPaaarrrttt CCC Left hand

PPPaaarrrttt DDD Running in circles snaking scarf behind when 'Put your whole body in ....'

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SSSkkkiii lll lllsss Waves, Serpents, Circles, Figure of Eight.

EEEqqquuuiiipppmmmeeennnttt One short stick and shortened ribbon per child/pair

LLLooocccaaattt iiiooonnn Indoor open grassed area with defined boundaries

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� Emphasise stretching body and arms to keep ribbon off body. � Class spaced to avoid any accidents. � Class facing one way, all using same arm. � As arms tire swap with partner, change from right to left hands.

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� Teach movements to counts of 8. � Teach routine to music once routine mastered � Use any gentle music with even 4/4 beat (ie 4 bets to bar).

Skills: Serpents or snakes. Ribbon in right hand, zig zag movement with ribbon in front of body/to the left and right, add steps and lunges, snake ribbon while turning around, horizontal snakes, same action only scarf is snaked in front of body from side to side. Circles: stand straight, feet together, arms by side, ribbon in right hand. Use a straight relaxed arm and make circles horizontally and vertically. Figure of eight: ribbon in right hand, swing arm up and across body

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PPPaaarrrttt AAA � Commence feet together, ribbon in right hand. � 4 figures of eights in front of body 1, 2; 3, 4; 5, 6; 7, 8; (try and bend knees on each side

movement). � Turn to right (snaking) as turn 1, 2, 3, 4. � 4 vertical circles close o ear 5, 6, 7, 8. � Swing ribbon down by side and above head. � 4 horizontal circles above head 1, 2, 3, 4. � Run in small circle snaking ribbon behind body as you run, finish in pose =on knee as you

swing ribbon over head 5, 6, 7, 8.

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SSSkkkiii lll lllsss Spirals

EEEqqquuuiiipppmmmeeennnttt One short stick and one shortened ribbon per child/pair

LLLooocccaaattt iiiooonnn Indoor or outdoor grassed area with defined boundaries

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� Hold ribbon stick out in front, ribbon below end of stick. � Complete circles of ribbon using wrist not whole arm. � Spiral should be even in size and use entire length of ribbon.

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� Spiral in front of body as you walk backwards. � Spiral along floor in front of body. � Spiral as you turn around on spot. � Spiral as you walk forward, ribbon stick held high and behind body, ribbon must spiral below

end of ribbon stick.

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PPPaaarrrttt BBB Counts 1-6 Walk forward spiralling ribbon behind body. 7-8 Turn once as you circle ribbon above head. 1-4 Walk backwards as you spiral ribbon. 5-8 Turn once to right as you continue to spiral ribbon along floor.

Practise with partner to prepare routine to music