Key Stage 1 Fundamental Movement Skills Intervention...

Key Stage 1

Fundamental Movement Skills

Intervention 2012 - Lesson Plans and Assessment –

Key Stage 1


Intervention 2012

Lesson Plans and Assessment

Ollie Dowding

PE and Sport Development Officer

BA (Hons) Sport Development with Physical Education, PGCE (QTS)

Kerri Brown

PE and Sport Development Officer

Bsc (Hons) Sport Studies

Introduction to the Key Stage 1 Fundamental Movement Skills Intervention

The Key Stage 1 Fundamental Movement Skills Intervention was delivered by two PE and Sport Development officers,

Kerri Brown and Ollie Dowding, at a Guernsey Primary School. Fifty children aged 4 and 5 took part in an initial pre

intervention assessment which looked to assess the children’s current level of movement skills. The children were then

taught nine lessons on skills that ranged from hopping to striking a ball. The skills that were focused on were chosen

through research that suggests which fundamental movement skills underpin the majority of sports that are played.

“The development of movement skills and physical fitness and knowledge must begin in the earliest years in primary school. During these years, students

are physically and intellectually capable of benefiting from instruction in physical education and are highly motivated and enthusiastic about learning”

Department of Education, Victoria, Australia

Each lesson delivered consisted of a warm up game followed by 3 or 4 activities with a key focus each week that

challenged the children to work independently, in a pair or as part of a group. Kerri and Ollie ensured that each child was

actively engaged in the lesson at all times and looked to maximise the time that was available in the 30 minute lesson. By

allowing the children to be actively developing the focus skill, Kerri and Ollie were able to support children who found the

skill difficult whilst also challenging those children that may have grasped the skill quickly. Following the nine taught

lessons the children were then re-assessed on the same skills which were assessed before the intervention.

“If a child has the skills early on in their life then they are more likely to play sport and keep playing sport. It is so important to develop the generic physical

skills first before moving into sport specific ones”

Sport Wales

We hope that you enjoy teaching these lessons. Good luck and have fun!

Key Stage 1


Lesson Plans

RUNNING/ DODGING

Activity 1

Distribute the coloured spots evenly around the hall space and ask each child to sit on a coloured spot. Introduce the game traffic lights. Ask the children when they are on the car or on the bus and they come to the traffic lights and it shows green what do they have to do? When you show the green cone the children have to move around the hall being careful not to bump into any other cars (children) or into the obstacles (dots). Introduce the red cone as the new signal to stop. Change the movement each time you show the green cone. Encourage good running technique with high knees, running on the front of the foot and arms moving. Technique should be demonstrated by the leader. Introduce Orange cone as marching on the spot as this will re-in force the right movement for running.

Change the green cone movement so that children now have to step onto the coloured dots using one foot at a time. Demonstrate this to the class with one foot making contact and the other doesn't. Children could then respond to the colour that you call out and make contact with this colour. Activity 2

Play stuck in the mud. Choose two children to be the taggers and if they tag another child then that child must march on the spot. For the child, who has been tagged, to join in the game again a different child must gently tap the child on the top of the head.

Equipment

Coloured spots, cones

Warm Up Domes and Dishes

Organise 20 cones so that half are the correct way up and half upside down placed randomly around the space. Divide the class into two teams. Team ‘Domes’ have to turn the cones the correct way up and Team ‘Dishes’ do the opposite. Introduce a clear stop signal that the children will become familiar with throughout he lessons. Encourage the children to be quicker in responding to the rattle signal throughout the lesson.

Learning Objective

Develop spatial awareness and ability to run and dodge

Learning Outcomes

Understand how to run effectively, dodge using the correct foot and

remain active for the whole lesson.

JUMPING/HOPPING

Activity 1

Organise ropes and hoops to create obstacles that can be jumped over and into around the hall space. Explain to the class that when they come up to a river they need to stand with two feet together and jump over to the other side. If they come up to a hoop they can jump into the hoop and then out the other side. Share some good examples of jumping and exaggerate that the children need to bend their knees and swing their arms to get more power in their jump. Allow children time to again jump over the streams and into the hoops. Stop the class and demonstrate jumping from one foot on to two feet. Explain that they have to keep their balance using with their arms and out and bend at the knee to get enough power.

Activity 2

Organise the hall space so that there are enough coloured spots for each child. Demonstrate to the class how to hop on their spot. Ask child to balance on one leg and jump, landing on the same leg. Ask the children to hop or jump around the hall in and out of the spots, when they hear the rattle they have to return to their own spot. Change the movement to

skipping. Ask children to hop or jump to a different spot each time.

Equipment

Hoops, ropes and coloured spots.

Warm Up High-5 Tag

Choose two children to be on for High-5 tag. If a child get tagged they have to balance on one foot and wait for another child to un-tag them by being high fived. Choose two different to be taggers and introduce being freed by two different children.

Learning Objectives Develop the ability to jump in a variety of ways and hop over a short distance.

Learning Outcomes

Understand how to jump with control and balance using two and one feet.

BALANCING

Activity 1

Distribute the coloured spots on the hall floor so there are enough for one child each. Give each child a quoit and instruct the class to move around the hall with the quoit balanced on their head making sure they don’t bump into anyone else. When they hear the shaker, they return to their spot being careful to keep the quoit balances on their head. Change the movement to sideways then return to a sitting position without using hands. Activity 2

Divide the class into two separate groups. Group 1 – Focus on throwing and moving whilst maintaining balance. Give each child a beanbag and ask them to place it on their heads. Each child will work with someone else and try to throw a bean bag without the bean bag falling off their head. Encourage the children to have a good stance and to look forward. Group 2 – Set up two benches and allow children to move along the bench in different ways whilst staying on two feet. Ensure that there is enough space between each child. Encourage children to move forwards, backwards and sideways. Extension: Have 2 people walk along the bench and they have to walk past each other. Swap groups over so that they get to do each activity.

Equipment

Coloured spots, quoits, bean bags and benches.

Warm Up Banana Tag

Choose two children to be on as the taggers. If a child gets tagged then they become a ‘banana’ and raise both arms straight above their head. To be untagged they have to have their arms ‘peeled’ (demonstrate) by another child. Change the children who are the taggers.

Learning Objectives Develop the ability to maintain balance.

Learning Outcomes

Develop balance in a variety of positions.

ROLLING

Activity 1

Organise the class so that they are in groups of three. One child is going to act as the goal/target and stand with their legs wide apart. The two children either side of this child are to roll the ball through their legs. Demonstrate the roll to the class. Encourage the children to have two go’s each before swapping roles. Encourage children to make the target smaller do that it’s harder to roll it through. It’s important to ensure that children get low to the ground so that the ball doesn’t bounce and is controlled towards their partner.

Activity 2 Give each child a ball and distribute hoops around the hall. Instruct the children to aim towards the hoops by rolling the ball from one hoop to the next. Again encourage children to roll low to the ground and let the ball fall out of their finger tips. Each child gets a point if the ball stays in the hoop when they roll it. Activity 3 Dragon’s Treasure Split the group into four teams. Place all the balls in the middle of the hall within a hoop. On go, a child from each corner (team) runs to the middle to collect a ball and rolls it back to their team. Then the next child in each group goes. Play the game until all the balls have been collected.

Equipment

Tennis balls, hoops and cones

Warm Up Mushroom Tag

Choose 2 children to be on as the taggers. If a child gets tagged then they must sit on the floor with their legs crossed. For this child to join in the game again then another child must tap the child gently on the head. Change the children who are the taggers.

Learning Objectives Develop the ability to roll a ball.

Learning Outcomes

Roll a ball with control and accuracy.

THROWING

Activity 1

Give each child a ball and ask them to grip the ball in two hands. Ask each child to explore throwing the ball in the air and then letting it bounce. Collect the ball and repeat. Now ask children to throw the ball in the air and for it to land on the coloured spot that is front of them. Extend the activity to children now using one hand to catch the ball. Activity 2 Organise the children into pairs each with one ball and one hoop. Demonstrate with another adult by placing the hoop 2m in front of each child. The aim of the activity is to throw the ball and get it to land inside the hoop. The other child picks up the ball and repeats. Increase the distance over which the children are throwing whilst maintaining control and accuracy in the throw. Start with underarm then progress onto overarm. Activity 3 Throw over the river Create a river using cones that divides the hall. Each child is given a beanbag or ball that they can use to throw. Encourage the children to throw the beanbag by putting it behind their head and stepping forward with an overarm technique. Challenge: Which teams can get the most beanbags to the other side of the river?

Equipment

Tennis balls, cones, hoops and beanbags

Warm Up Toilet Tag

Choose two children to be on as the taggers. If a child gets tagged then they become a ‘toilet’. They rest on one knee with one arm out as the ‘flush’. To be released, another child has to flush the tagged child arms to join in again. Demonstrate to the class how to do this.

Learning Objectives Develop the ability to throw a ball using one hand towards a target.

Learning Outcomes

Throw a ball with accuracy and control.

CATCHING

Activity 1

Organise children into pairs and ask them to find a space so that they can throw over 2metres. Start by throwing a small football to each other and encourage the catcher to have their hands ready before they catch the ball, this shows the thrower where to aim for as the target. Change to a bounce before they catch the ball. Activity 2 Organise the hall so that each pair has a gate (two cones a metre apart) to throw through. Each pair is going to throw the ball through the gate three times then run to find another gate. Once the children understand the concept and are catching the ball consistently introduce a timed challenge. How many gates can you get through in 1 minute? Encourage the children to reach out and catch the ball in their hands and be ready to catch the ball. Activity 3 Organise the hall with a sea in the middle and have groups working in 4’s, two children on one island and two on the other. As a group they have to throw the ball over the sea and either one of the other pair can catch it to get a point. How many points can you get? Change the pairs that the children are throwing with.

Equipment

Small football’s, tennis balls and cones.

Warm Up Ball tag

Choose three children to be on as the taggers who will hold a small football. If a child gets tagged by the ball then become the new tagger and take the ball off this child. Encourage children to hold onto the ball rather than throw it.

Learning Objectives Develop the ability to catch a ball using two hands.

Learning Outcomes

Catch a ball with hands together.

DRIBBLING

Activity 1

Each child is given a football and they stand with it at their coloured spot. Explain to the children that we can use any part of our feet in football but we try not to use our hands. Explain we are going to learn to dribble and we must look after our football. Allow the children to dribble round with their football but to avoid going over the coloured spots. When they hear the signal from the teacher the children return to their coloured spot. Repeat and encourage children to keep the ball closer to them.

Activity 2 Play traffic light dribbling. When the leader shows the green cone the children will move will the ball. A yellow/orange cone will signal for the children to do small taps with the ball between their feet and red will be to stop. Start off by calling out the colours and then progress onto children watching for the cone to change.

Activity 3 Set up a series of gates for the children to dribble through and encourage them to dribble through all of them. Some will be narrower so will require better control and others are wider so will be slightly easier.

How many gates can you travel through?

Equipment

Small football’s, cones, bibs

Warm Up Tails

Each child is given a bib to place into the back of their shorts so that it can be pulled out. Choose two children who are going to be the catchers and they have try and pull the bibs out from the other children. If the child’s tail has been pulled they will also become a catcher. Once all the bibs have been pulled then re-distribute the bibs and choose two different catchers.

Learning Objectives Develop the ability to dribble a ball.

Learning Outcomes

Dribble the ball with control by using both feet and our eyes looking forward.

DRIBBLING/KICKING

Equipment

Small football’s and cones.

Warm Up High-5 Tag

Choose two children to be on for High-5 tag. If a child get tagged they have to balance on one foot and wait for another child to un-tag them by being high fived. Choose two different to be taggers and introduce being freed by two different children.

Learning Objectives Develop the ability to dribble a ball. Develop the ability to kick a ball.

Learning Outcomes

Dribble the ball with control by using both feet and our eyes looking forward. Kick a ball accurately and with the correct part of the foot.

Activity 1

Body parts dribble. Each child has a football which they will dribble round the room using both feet. On the teacher’s command the children will stop the ball with the body part that is called out. For example if the teacher calls out “knee” then the children’s must control the ball and place their knee on top. Change the body part each and encourage the children to suggest body parts which they could stop the ball with.

Activity 2 Divide the hall in two length ways with half the class either side of the cones. Half the children will be kicking the ball through the cones and the others will be collecting and rolling the ball back. Encourage the children to place their standing foot next to the ball and to use the top or side of their foot, not their toes to kick it. Swap the collectors and kickers and share good examples. Activity 3 Target kicking. Set up for four different areas (or more if space allows) with cones that will act as the targets. In each group 1 child at a time will strike the ball towards the cones and aim to knock it over. They will then collect their ball or the teacher can roll it back and the next child will then have a go. Swap groups so they can try aiming at different cones.

STRIKING

Activity 1 Tennis ball throwing – each child has a ball and find a space next to their coloured spot. Throw and bounce the ball. Encourage the children to put their hands together and keep their eye on the ball. Activity 2

Each child is to have a racket and ball. Demonstrate how to hold the racket and place the ball on top of the racket. Ensure that the children hold the racket like a frying pan. Ask the children to stay stationary, and then get the children to move around the space with their racket and ball. If you have time, ask the children to hit the ball up and let it bounce. Activity 3 Divide the class into six groups. Each group has one tee, a bat and a group of soft tennis balls. Only 1 child is to strike a ball from each tee at a time (6 in total). Their partner should be sat down behind them out the way until it is their turn. Place the ball on top of the tee and repeat. Ensure that children are striking the ball with the flat side of the bat each time and with their strong hand at the bottom of the grip.

Equipment

Tennis rackets, cricket bats, tees and tennis balls.

Warm Up Banana Tag

Choose two taggers to be on who have to try and tag other children. If a child is tagged they place their arms above their head. To join in the game again a different child must come along a peel each arm so that they are free. Change the taggers.

Learning Objectives Develop the ability to strike a ball of a tee. Develop the ability to balance a ball on the racket.

Learning Outcomes

To strike a ball under control

Key Stage 1


Assessment

How to organise the Assessment...

Catch

Roll

Balance

Kick Dodge

Hit

Throw

Hop Run

Jump

CATCH

Purpose To assess the child’s catch.

Objective To catch a ball thrown underarm 2m high from a distance of 5 metres.

Preparation

Measure an area for the child to stand when catching the ball.

Place 6 tennis balls near the position where the ball will be thrown from.

Clipboard and recording sheet needed.

Procedure

Demonstrate the requirements of the skill.

Ask 1 child to stand behind the area that the child is standing to collect the ball.

Ask 1 child to stand in the area marked out and catch the ball and place it beside them. Any balls missed can be left.

Allow the child to pause before attempting to catch the next ball.

Performance Criteria

1. Eyes are focused on the ball throughout the catch.

2. The child prepares to catch by holding both hands in front of the body and elbows are bent.

3. Hands move to meet the ball.

4. Hands and fingers position correctly.

5. Catch and control the ball with hands only

6. Elbows bend to absorb the force of the ball.

KICK

Purpose To assess the child’s kick.

Objective To kick a stationary ball towards a target 10-20 metres away.

Preparation

Place a mark on a flat non-slip surface for the placement of the ball to be kicked.

Mark a line 2 metres back for the child to start.


Procedure

Demonstrate the requirements of the kick.

Ask 1 child to stand in front about 5 metres away from the area that the child is kick from to collect the ball.

Place the ball on the marker and ask the child to kick the ball and then return to the starting point.

Allow the child to pause before attempting to kick the next ball.


1. Eyes are focused on the ball throughout the kick.

2. Step forward with non-kicking foot placed near the ball.

3. Bend knee of kicking leg during backswing for the kick.

4. Contact the ball with the top of the ball.

5. Forward and sideward arm swing.

6. Kicking leg follows through towards the target after the ball contact.

RUN

Purpose To assess the child’s run.

Objective To run as fast as possible along a straight line.

Preparation

Measure a 20 metre flat straight line; denote each end with marker cones.


Procedure

Demonstrate the requirements of the run

Ask each student in turn to run as fast as they can from one cone until they have gone past the other cone, turn and run back to the start

Repeat the run once more.


1. Eyes focused forward throughout the run.

2. Knees bend at right angles during the recovery phase.

3. Arms bend at elbows and move in opposition to legs.

4. Contact ground with front part of foot.

5. Body leans slightly forward.

JUMP

Purpose To assess the child’s vertical jump.

Objective To jump vertically as high possible from a standing position.

Preparation

Place a mark on a flat non-slip surface.


Procedure

Demonstrate the requirements of the vertical jump.

Ask the child to jump as high as she he/she can.

Allow the child to pause before attempting the next jump.


1. Eyes focused forwards or upwards throughout the jump.

2. Crouch with knees bent and arms behind body.

3. Forceful upward thrust of arms as legs straightens to take off.

4. Contact ground with front part of feet and bend knees to absorb force of landing.

5. Balanced landing with no more than one step in any direction.

THROW

Purpose To assess the child’s over arm throw.

Objective To throw a beanbag towards a target 5 metre away.

Preparation

Mark a 2 metre square denoted by marker cones placed at each corner.

Place a target 5 metres away Clipboard and recording sheet needed.


Procedure

Demonstrate the requirements of the over arm jump.

Ask the child to throw the beanbag over arm towards the target.

Ask the child to pause between each throw.


1. Eyes focused on the target throughout the throw.

2. Stand side on to the target.

3. Throwing arm nearly straightened behind the body.

4. Step towards the target with foot opposite throwing arm during the throw.

5. Child shows sequential hip rotation during the throw.

6. Throwing arm follows through down and across the body.

DODGE

Purpose To assess the child’s dodging skill.

Objective To move quickly through a series of cones each placed 2 metres apart in a zig zag formation.

Preparation

Place cones or markers on a flat non-slip surface and mark lines indicated.


Procedure

Ask the child to run following the lines and at each of the cones to dodge as fast as possible.

It may be required to walk through the zig zag course with the children.

Ask the children to perform the task twice.


1. Eyes focused in the direction of travel throughout the dodge.

2. Change direction by pushing off outside foot.

3. Body lowered during change of direction.

4. Change of direction occurs in 1 step.

5. Dodge is repeated from right to left and left to right.

HOP

Purpose To assess the child’s hop.

Objective To hop continuously along a straight line.

Preparation

Place cones or markers on a flat non-slip surface and mark a line to indicated where to start and finish.


Procedure

Demonstrate the hop.

Ask the child to hop following the line and to stop when they reach the end..

Ask the children to perform the task twice.


1. Forward movement sustained throughout the hop.

2. Eyes focused forward throughout the hop.

3. Child is able to maintain balance throughout the hop.

4. Arms are to the side to keep control of the hop.

HIT

Purpose To assess the child’s hit.

Objective To hit a ball off a tee.

Preparation

Place the tennis ball on the raised tee.

Mark target 5 metres from the tee for the child to aim at.

Ask 1 child to collect the ball and return to the bucket near the striker.


Procedure

Demonstrate the hit.

Ask the child to hit the ball towards to target.

Allow children to pause before hitting the next ball.


1. Eyes are focused on the ball throughout the strike.

2. Preferred hand grips bat above non-preferred hand.

3. Bat held behind child prior to striking the ball.

4. Step towards the target with foot opposite to preferred hand during strike.

5. Ball contact made with straight arms

6. Follow through with bath forward.

BALANCE

Purpose To assess the child’s balance.

Objective To balance along a bench.

Preparation

Place a bench the correct way up.


Procedure

Demonstrate the balance by walking along the bench.

Ask the child to step up onto the bench and walk along without assistance.

Ask child to repeat skill.


1. Eyes are focused forward throughout.

2. Child maintains balance as he or she steps onto the bench without using hands.

3. Child walks with arms out for balance in a straight line along the bench.

4. Child steps off by landing on 1 foot.

ROLL

Purpose To assess the child’s roll.

Objective To roll a ball towards a target.

Preparation

Place a marker on the floor.

Mark target 5 metres from the marker for the child to aim at.

Ask 1 child to collect the ball and return to the bucket near the roller.


Procedure

Demonstrate the roll.

Ask the child to roll the ball towards to target.

Allow children to pause before rolling the next ball.


1. Eyes are focused forwards throughout the roll.

2. Swing the rolling arm back and down reaching behind the trunk while the head and chest faces forward.

3. Step forward with opposite foot to the rolling hand.

4. Bend the knees to lower the body.

5. Release the ball close to the floor so it does not bounce.

Key Stage 1


Recording Sheets


1. Eyes focused forward throughout the run.





Name 1 2 3 4 5

RUN


1. Eyes focused in the direction of travel throughout the dodge.

2. Change direction by pushing off outside foot.

3. Body lowered during change of direction.

4. Change of direction occurs in 1 step.

5. Dodge is repeated from right to left and left to right.

Name 1 2 3 4 5

DODGE


1. Eyes are focused forward throughout.

2. Child maintains balance as he or she steps on to the bench without using hands.

3. Child walks with arms out for balance in a straight line along the bench.

4. Child steps off by landing on one foot.

Name 1 2 3 4

BALANCE


1. Forward movement sustained throughout the hop.

2. Eyes focused forward throughout the hop.

3. Child is able to maintain balance throughout the hop.

4. Arms are to the side to keep control of the hop.

Name 1 2 3 4

HOP


1. Eyes focused forward throughout the jump.





Name 1 2 3 4 5

JUMP


1. Eyes focused forward throughout the roll.

2. Swing the rolling arm back and down reaching behind the trunk while the head and chest faces forward.

3. Step forward with opposite foot to the rolling hand.

4. Bend the knees to lower the body.

5. Release the ball close to the floor so it does not bounce.

Name 1 2 3 4 5

ROLL


1. Eyes focused on the target throughout the throw.

2. Stand side on to the target.

3. Throwing arm nearly straightened behind the body.

4. Step towards the target with foot opposite throwing arm during the throw.

5. Child shows sequential hip rotation during the throw.

6. Throwing arm follows through down and across the body.

Name 1 2 3 4 5 6

THROW


1. Eyes are focused on the ball throughout the catch.

2. The child prepares to catch by holding both hands in front of the body and elbows are bent.

3. Hands move to meet the ball.

4. Hands and fingers position correctly.

5. Catch and control the ball with hands only

6. Elbows bend to absorb the force of the ball.

Name 1 2 3 4 5 6

CATCH


1. Eyes are focused on the ball throughout the kick.

2. Step forward with non-kicking foot placed near the ball.

3. Bend knee of kicking leg during backswing for the kick.

4. Contact the ball with the top of the ball.

5. Forward and sideward arm swing.

6. Kicking leg follows through towards the target after the ball contact.

Name 1 2 3 4 5 6

KICK


1. Eyes are focused on the ball throughout the strike.

2. Preferred hand grips bat above non preferred hand.

3. Bat held behind child prior to striking the ball.

4. Step towards the target with the foot opposite to preferred hand during strike.

5. Ball contact made with straight arms.

6. Follow through with bat forward

Name 1 2 3 4 5 6

HIT

Contacts

Ollie Dowding – PE and Sport Development Officer

E – [email protected] T – 01481 747228

Kerri Brown – PE and Sport Development Officer

E – [email protected] T – 07839 746828

Guernsey Sports Commission

Like us on Facebook: Guernsey Sports The Coach House

Beau Sejour Leisure Centre

Follow us on Twitter: @guernseysports Amherst

St Peter Port

Watch us on YouTube: Guernsey Sports Guernsey

GY1 2DL

www.guernseysports.com

mailto:[email protected]

mailto:[email protected]

http://www.guernseysports.com/

Key Stage 1 Fundamental Movement Skills Intervention...

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