Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 1
PE Prescribed Learning Outcome:
B3 - Demonstrate proper technique for performing the specific locomotor movement skill: walking
ELA Prescribed Learning Outcome:
A4 - Demonstrate being a good listener for a sustained period of time
Fundamental Movement Skill Focus
Walking
Spatial awareness (directions, space, pathways, levels)
Materials, Equipment & Resources:
Teacher
Tambourine or whistle (stop signal)
Movement Concept Focus
Students
Dressed for physical activity
Equipment
Beanbags-enough for 1 per pair
Listening Position: Students enter the gym and proceed to sit around the center circle or sit in a designated
space to begin the lesson.
Lesson Hook: You could say... “When you were born you couldn’t do this, but now you can. Animals also have
this in common with humans. What is it called when you move from one spot to another using your legs? We
are going to learn & to practice the correct way to walk."
Start Signal: Always use “Go” to promote active listening. Embed Phonological Awareness (Discrimination:
recognize same/different sounds) by using other similar sounding words (ghost, gorilla, goat, gold, good,
golf, goose, gopher, goalie, etc.) to try to ‘trick’ them.
http://www.scrabblefinder.com/ for more word ideas.
Stop Signal: Use a tambourine or whistle.
Warm Up: Ask students to spread out, standing on any line in the gym. Students explore ways to walk.
Say, "When I say “Go”, show me you can move (walk)………..GO!"
Directions
Space
Pathways
Levels
• Forwards
• In your own • Straight
• Tall
• Backwards
• Curved
• Small
space
• Zig Zag
Creative
•
•
•
•
Like a monster
Into a strong wind
With light feet
In funny ways
Circle Debrief: Bring the students back together in listening position on the center circle or designated space.
Provide some feedback of what you observed: “I saw many different ways that you walked. Some of you were
able to keep your head up and your eyes looking forward. Let me show you what walking should look
like.” (teacher demonstrates correct technique)
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Skill Exploration & Development Activity #1: Exploring Walking
Have all students spread out throughout the gym in their own space.
Task
Walk ForwardStraight
Walk ForwardCurved
Walk Forward-Zig
Zag
Walk Backward
Walk Backward
Walk in different
directions:
Cue
Head up, eyes looking forward
Challenge
Count by 1’s with each step up to 10
Head up, eyes looking forward
I will count up to 10. Can you walk without bumping
into someone else?
Head up, eyes looking forward
Go through the alphabet as far as you can with each
step
Look over your shoulder
I will count up to 10. Can you walk without bumping
into someone else
Look over your shoulder
Go through the alphabet as far as you can with each
step
Shoulders face forward (forward)
Spell a letter of your name with each step forward
Look over your shoulder (backward) and a number up to 10 with each step backward
Circle Debrief: Bring students back together on the circle to debrief. Teacher selects several students to
reinforce the aforementioned walking cues. Teacher can demonstrate incorrect technique so students can see
the contrast.
Skill Exploration & Development Activity #2: Freeze Tag
Have all students spread out and stand on any line in the gym. The teacher is going to be IT. Students must
walk on any of the lines in and around the gym. The teacher tries to tag the students. When the student is
tagged, the student freezes. The student must march on the spot until another student provides a 'high 5' or
taps the student on the shoulder, allowing the tagged student to join the game again.
Closure: Bring the students back to the center circle or designated spot, in listening position. Positively
reinforce the walking you observed. To review the key walking points with the students, have them put thumbs
up if they agree, thumbs down if they disagree, and thumbs sideways if they are not sure.
Ask, "For excellent technique in walking..."
• Your head should be up and eyes looking straight ahead
• Your arms should swing slightly
Transition: Have students close their eyes to take 3 deep breaths as a calming activity. Then one student is
selected to be the leader and leads the class to the gym door.
Teaching Tip: Ask the students to pretend they have imaginary marshmallows in their mouths as they exit out
the doors, walking quietly back to the classroom.
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 1
Additional Teaching Information
Locomotor Skill: WALKING
Description
Applying Movement Principles
Learning Cues
Walking is the transfer of
Balance: Walking is the continuous process of
weight from one foot to the
losing and recovering balance.
other while moving forwards or
backwards. One foot is always Direction of Force: Initiated from the back leg and
in contact with the ground, and should be directed forwards and upward through
the arms swing freely in
the centre of the body. If the direction is strictly
opposite directions.
vertical, the walk will be too bouncy and inefficient.
If the direction is too horizontal, the walk will be
Walking is an important
more like a shuffle action.
traveling locomotor skill and is
used daily.
Absorption of Force: Gradually transfer from the
heels through the ball of the foot towards the toes.
 hold body straight, with
good posture (walk tall)
 keep head up, look
straight ahead
 swing arms freely and
naturally in opposition to
feet
 point toes straight ahead
 use a heel-toe action
 take easy strides
Learning Phases
Emerging
Developing
Learning about walking through
exploring and discovering is the
focus of this phase.
Children discover how to walk
efficiently and practice walking at
various speeds and levels, in
different directions, individually, in
pairs and in groups.
Characteristics:
 walking pattern is bouncy or jerky
 arms swing excessively away
from sides
 feet are too close together
 feet are too far apart
 toes are turned in or turned out
 head is too far forward
Characteristics:
 walking pattern is less bouncy
 arms swing in opposition to legs,
with some stiffness
 stride is inconsistent
 head is too far forward
 body is not straight
Acquired
Focus on walking to a rhythm,
sustaining an efficient walking style
and walking in a variety of contexts.
Characteristics:
 walking pattern is smooth and
easy
 body is straight, with good posture
 arms swing freely in a relaxed
manner and in opposition to legs
 toes point straight ahead and
strides are easy
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 2
Prescribed Learning Outcome:
B3 - Demonstrate proper technique for performing specific locomotor movement skills including, but not limited
to the following: walking, running.
ELA Prescribed Learning Outcome:
A4 - Demonstrate being a good listener for a sustained period of time
Fundamental Movement Skill Focus
Movement Concept Focus
Walking, running
Spatial awareness (directions, space, pathways)
Body awareness (time)
Materials, Equipment & Resources:
Teacher
Tambourine or whistle (stop signal)
Students
Dressed for physical activity
Equipment
Beanbags-enough for 1 per pair
Listening Position: Students enter the gym and proceed to sit around the center circle or sit in a designated
space to begin the lesson.
Review: You could say... "Last day we played a Freeze Tag game. We used a traveling movement to play that
game. Raise your hand if you can tell me the name of that movement. Students respond. Raise your hand if you
can remind me of some of the tips about walking correctly.”
Lesson Hook: “Worms, fish, and birds can’t do this but dogs and cats can, and so can you. Today we are going
to learn and practice the correct way to run safely.”
Start Signal: Always use “Go” to promote active listening. Embed Phonological Awareness
(Discrimination: recognize same/different sounds) by using other similar sounding words (ghost,
gorilla, goat, gold, good, golf, goose, gopher, goalie, etc.) to try to ‘trick’ them.
http://www.scrabblefinder.com/ for more word ideas.
Stop Signal: Use a tambourine or whistle.
Warm Up: Ask students to spread out, standing on any line in the gym.
Say, "When I say “Go”, show me you can move (walk, run)………..GO!"
Directions
Space
Pathways
Time
• Forwards
• In your own • Straight
• Slow/Fast
• Backwards
• Curved
space
Creative
•
•
•
•
Like a monster
Into a strong wind
With light feet
In funny ways
Circle Debrief: Bring the students back together in listening position on the center circle or designated space.
Provide some feedback of what you observed: “I saw many different ways that you ran. Some of you were able
to look ahead. Let me show you what running should look like.” (teacher demonstrates correct technique)
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Skill Exploration & Development Activity #1: Exploring Running
A. Place the students in pairs and line them up across the width of the gym. Have them carry a bean bag across
the gym, touch the wall and then come back and hand the bean bag to their waiting partner. Their partner then
goes across and repeats.
Task
Run ForwardStraight-Slowly
Run ForwardStraight-Fast
Run ForwardCurved-Slowly
Run ForwardCurved-Fast
Run Backward
Slowly
Cue
Look ahead
Look ahead
Look ahead
Look ahead
Look over your shoulder
Challenge
Count by 1’s with each step
Count the number of steps it takes to go across
the gym and back
Go through the alphabet as far as you can with
each step
Count by 1’s with each step
I will count up to 10. Run without bumping into
anyone else
Circle Debrief: Bring students back together on the circle or designated area to debrief. Teacher selects several
students to reinforce the aforementioned running cues. Teacher can demonstrate incorrect technique so
students can see the contrast.
Skill Exploration & Development Activity #2: Running Freeze Tag
A. Have all students spread out on any line in the gym. The teacher is going to be IT. Students can run on any
of the lines in and around the gym. The teacher tries to tag the students. When the student is tagged, the
student freezes. The student must run on the spot until another student provides a 'high 5' or taps the student
on the shoulder, allowing the tagged student to rejoin the game again.
B. Have all students spread out in a free space in the gym. Repeat game above.
Closure: Bring the students back to the center circle or designated spot, in listening position. To review the key
running points with the students, have them put thumbs up if they agree, thumbs down if they disagree, and
thumbs sideways if they are not sure.
Ask, "For excellent technique in running..."
• You should hold your head up and your eyes should be looking ahead
• Look to see where you are going
Transition: Have students close their eyes to take 3 deep breaths as a calming activity. Select one student to
be the leader. Student leads the class to the gym door.
Teaching Tip: Ask the students to pretend they have imaginary marshmallows in their mouths as they exit out
the doors, walking quietly back to the classroom.
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 2
Additional Teaching Information
Locomotor Skill: RUNNING
Description
Running is like walking
except there is a period of
suspension when both feet
are off the ground at the
same time.
The skill of running includes
jogging, sprinting, chasing,
dodging and evading.
All of these are important to
many games, sports and
everyday activities.
Applying Movement Principles
Momentum: The more you push off the
ground with your legs, the faster you will
go.
Learning Cues
 hold head up, look ahead
 lean body slightly forward
 lift knees
 bend arms at the elbows, swing
Direction of Force: This is achieved
arms backwards and forwards from
through a forward lean of the body. Knees
shoulders
move forwards, and arms move forwards  move arms in opposition to leg
and back, to minimize any lateral
action
 push off with balls of the feet
movements of the body.
 as running speed increases, body
Levers: If you shorten your lever arm, the
lean and arm action increases
 in a fast run, balls of the feet
movement will be faster. Bending your
knees and elbows shortens the lever to
contact the ground first
increase running speed.
Learning Phases
Emerging
Developing
Explore different ways of running: in Practice running efficiently, at
space, through different pathways different speeds and in varying
and levels, and at varying speeds. directions.
Characteristics:
 leg swing is limited, with a stiff,
uneven stride
 no obvious flight phase
 arms are stiff and swing out from
body
 running pattern features a wide
base of support
Characteristics:
 running stride is more even
 a limited flight phase is evident
 back leg extends to push off and
give more momentum
 arm swing increases and occurs
closer to the body
Acquired
Apply the skill in different contexts,
including sustained running and
sprint activities, evading opponents
and running with others.
Characteristics:
 stride is a good length, has an
even rhythm
 definite flight phase
 supporting leg extends fully
 arms bend and swing backwards
and forwards in opposition to legs
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 3
Prescribed Learning Outcomes:
B3 - Demonstrate proper technique for performing specific locomotor movement skills including, not limited to
the following: running, jumping.
ELA Prescribed Learning Outcome:
A4 - Demonstrate being a good listener for a sustained period of time
Fundamental Movement Skill Focus
Movement Concept Focus
Running, Jumping
Spatial awareness (directions, distance)
Movement quality (time)
Materials, Equipment & Resources:
Teacher
Tambourine or whistle (stop signal)
Students
Dressed for physical activity
Equipment
1 bean bag per student
4-6 hula hoops
Listening Position: Students enter the gym and proceed to sit around the center circle or sit in a designated
space to begin the lesson.
Review: You could say... " Last day we played a Freeze Tag game. We used a traveling movement to play that
game. Raise your hand if you can tell me the name of that movement. Student answers. Raise your hand if you
can remind me of some of the tips about running correctly.
Lesson Hook: ”Frogs, rabbits and kangaroos all do this to move around. Today we are going to learn and
practice the correct way to jump out safely.”
Start Signal: Always use “Go” to promote active listening. Embed Phonological Awareness (Discrimination:
recognize same/different sounds) by using other similar sounding words (ghost, gorilla, goat, gold, good,
golf, goose, gopher, goalie, etc.) to try to ‘trick’ them.
http://www.scrabblefinder.com/ for more word ideas.
Stop Signal: Use a tambourine or whistle.
Warm Up: Ask students to spread out throughout the gym.
Say, "When I say “Go”, show me you can move (walk, run, jump)………..GO!"
Directions
Distances
Time
Creative
• Forwards
• Far
• Slow/Fast
• In an S shape
• Away
• Steady (beat of a tambourine)
• Like a frog, rabbit, kangaroo
• Towards teacher
• Irregular (beat of a tambourine) • Create your own letter of
alphabet shape
Circle Debrief: Bring the students back together in listening position on the center circle or designated space.
Provide some feedback of what you observed: “I saw many different ways that you jumped. Some of you were
able to land softly with bent knees. Let me show you what jumping should look like.” (teacher demonstrates
correct technique)
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Skill Exploration & Development Activity #1: Exploring Jumping
A. Place the students in pairs and line them up across the width of the gym. Have them carry a bean bag across
the gym, touch the wall and then come back and hand the bean bag to their waiting partner. Their partner then
goes across and repeats.
Task
Cue
Challenge
Jump ForwardStraight-Steady
Jump ForwardStraight-Fast
Jump ForwardCurved-Slowly
Jump ForwardStraight-Irregular
Jump ForwardStraight-Slowly
Land softly with bent knees
Count by 1’s after each jump
Land softly with bent knees
Count the number of jumps to cross the gym and back
Land softly with bent knees
Recite first 3 letters of alphabet after each jump
Land softly with bent knees
Count to 3 after each jump
Land softly with bent knees
In as few jumps as possible to get across the gym
Circle Debrief: Bring students back together on the circle or designated area to debrief. Teacher selects several
students to reinforce the aforementioned running cues. Teacher can demonstrate incorrect technique so
students can see the contrast.
Skill Exploration & Development Activity #2: Leap Frog Tag
A. Have all students spread out and stand on any line in the gym. The teacher is going to be IT. Students must
walk on any of the lines in and around the gym. The teacher tries to tag the students. When the student is
tagged, the student freezes. The student must crouch down as small as possible until another student leap frog
over the student, allowing the tagged student to rejoin the game.
Closure: Bring the students back to the center circle or designated spot, in listening position. To review the key
points for jumping for distance, have the students put thumbs up if they agree, thumbs down if they disagree,
and thumbs sideways if they are not sure.
Ask, "For excellent technique in jumping for distance..."
• Land softly with bent knees
Transition: Have students close their eyes to take 3 deep breaths as a calming activity. Select one student to
be the leader. Student leads the class to the gym door.
Tip: Ask the students to pretend they have imaginary marshmallows in their mouths as they exit out the doors,
walking quietly back to the classroom.
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 3
Additional Teaching Information
Locomotor Skill: JUMPING for Distance
Description
Applying Movement Principles
Jumping is the transfer of
Application of force: To gain optimum
weight from one or both feet distance or height, the movement needs to
to both feet.
be smooth and synchronized. Apply the
legs, body and arms sequentially (sum of
A jump can be divided into
forces).
three parts: take-off, flight and
landing.
Direction of Force: This is achieved
through a forward lean of the body. Knees
Landing safely is an important move forwards, and arms move forwards
skill to focus on when learning and back, to minimize any lateral
to jump, leap or hop.
movements of the body.
Jumps are usually for either
distance or height.
Learning Cues
 bend knees to a sitting position
 swing arms back, then quickly
forwards
 explode forwards
 push off from toes
 land with heels first
 knees bent to absorb the shock
Levers: If you shorten your lever arm, the
movement will be faster. Bending your
knees and elbows shortens the lever to
increase running speed.
Learning Phases
Emerging
Developing
Explore different ways and qualities Practice jumping for distance,
of jumping: in space, through
jumping to a rhythm and jumping
different pathways and levels, and at over ropes & obstacles.
varying speeds.
Characteristics:
 limited arm action
 arms are ‘wild’ in flight in an
attempt to maintain balance
 leg flexion in crouch position is
inconsistent
 difficulty in using legs and feet at
take-off
 fall backwards consistently in
landing
Acquired
Apply the skill in different contexts,
including others.
Characteristics:
 arm action initiates jumping action Characteristics:
 leg flexion in crouch position is
 arms swing back behind the body
more consistent
in preparation
 arms move to side during flight to  preparatory crouch position is
maintain balance
deeper and more consistent
 extension of legs and feet at take-  arms swing forward with force
off is more consistent
during take-off, reaching up high
 ankles, knees and feet extended
fully at take-off
 body leans forward at landing
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 4
Prescribed Learning Outcomes:
B4 - Demonstrate proper technique for performing specific manipulative movement skills including a two-handed
throw of an object underhand toward a target.
ELA Prescribed Learning Outcome:
A4 - Demonstrate being a good listener for a sustained period of time
Fundamental Movement Skill Focus
Movement Concept Focus
Walk, Run, Jump, Two-handed underhand Spatial awareness (directions, space, pathways, levels)
throw
Movement quality (time)
Materials, Equipment & Resources:
Teacher
Tambourine or whistle (stop signal)
Students
Dressed for physical activity
Equipment
1 bean bag per student
6-8 hula hoops
Listening Position: Students enter the gym and proceed to sit around the center circle or sit in a designated
space to begin the lesson.
Review: You could say... "Last day we played a Leap Frog Tag game. We used a traveling movement to play
that game. Raise your hand if you can tell me the name of that movement. Students answer. Raise your hand if
you can remind me of the most important tip about jumping correctly."
Lesson Hook: ”When you go to a fair or carnival, you can play games & win prizes like big stuffed animals if
you can throw or toss accurately. Today we are going to learn and practice the correct way to toss a bean bag
accurately.”
Start Signal: Always use the word “Go” to promote active listening. Embed Phonological Awareness
(Discrimination: recognize same/different sounds) by using other similar sounding words (ghost, gorilla, goat,
gold, good, golf, goose, gopher, goalie, etc.) to try to ‘trick’ the students. http://www.scrabblefinder.com/ for
more word ideas.
Stop Signal: Use a tambourine or whistle.
Warm Up: Ask students to spread out throughout the gym. Use this opportunity to review all the previous
movement skills (walk, run, jump).
Say, "When I say “Go”, show me you can move (walk, run, jump)………..GO!"
Directions
Space
Pathways
Levels
Time
• Forwards
• In your own space • Straight
• Tall
• Slow/Fast
• Backwards
• Curved
• Small
• Zig Zag
Creative
•
•
•
•
Like a monster
Into a strong wind
With light feet
In funny ways
Circle Debrief: Bring the students back together in listening position on the center circle or designated space.
Provide student feedback of what you observed: “I saw many different ways that you walked, ran and jumped.
When walking, you were able to keep your head up with your eyes looking forward. When running, you were
able to looking forward. When jumping, you were able to land softly with bent knees.”
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Now say, “We are going to play two games that involve sending an object using two hands. Before we start the
games, we are going to learn the correct way to send an object towards a target.” Teacher demonstrates the
two-handed underhand toss using the cues below.
Skill Exploration & Development Activity #1: Exploring Tossing
Around the outside of the gym, there is an alley formed by a double set of lines (part of a badminton court).
Each student is given a beanbag and attempts to slide the beanbag using a two-handed underhand toss into the
alley. Initially, have all students start from the same distance, then allow students to choose or vary their
distances from the alley. Encourage students to challenge themselves.
Task
Two-handed
Underhand Throw
Two-handed
Underhand Throw
Two-handed
Underhand Throw
Two-handed
Underhand Throw
Two-handed
Underhand Throw
Two-handed
Underhand Throw
Cue
Look where you are
trying to toss
Look where you are
trying to toss
Look where you are
trying to toss
Look where you are
trying to toss
Look where you are
trying to toss
Look where you are
trying to toss
Challenge
Toss the beanbag into a circle, rectangle or square on the floor
(use lines on gym floor) from a close spot
Toss the beanbag into a circle, rectangle or square on the floor
(use lines on gym floor) from a farther spot
Toss the beanbag into a hula hoop on the floor from a close spot
Toss the bean bag into a hula hoop on the floor from a farther
spot
Toss the beanbag into an alley formed by a double set of lines
(part of badminton court) from a close spot
Toss the beanbag into an alley formed by a double set of lines
(part of badminton court) from as far as you can
Circle Debrief: Bring students back together on the circle to debrief. Teacher selects several students to
reinforce the aforementioned cues for the two-handed underhand throw.
Skill Exploration & Development Activity #2: Bean Bag Hula Bocce
Divide the students into 4 or 6 groups. Each student has a beanbag. Place 4 or 6 hula hoops on the floor a few
meters away from the student groups. Student groups stand behind a line, taking turns performing a twohanded underhand throw of the beanbag into the hula hoop. Each time a team gets a beanbag into the hula
hoop, they score 1 point. The teams try to beat their individual team scores.
Variation: Have two teams try to accumulate as many points as possible. Rotate teams so that students play
with different teams.
Closure: Bring the students back to the center circle or designated spot, in listening position. To review the key
points about performing a two-handed underhanded toss, students are asked to put thumbs up if they agree,
thumbs down if they disagree, and thumbs sideways if they are not sure.
Ask, "For excellent technique for performing a two-handed underhand toss,
• Look where you are trying to toss
Transition: Have students close their eyes to take 3 deep breaths as a calming activity. Select one student to
be the leader. Student leads the class to the gym door.
Primary Physical Literacy Program (K-3)
The Clear Path to Higher Achievement & Greater Health
Kindergarten Lesson 4
Additional Teaching Information
Locomotor Skill: Two-Handed Underhand Throw
Description
Applying Movement Principles
Throwing involves propelling Momentum: If you bring your throwing
a ball or object away from the arms as far back as possible, more force
body and is a target skill.
will be transferred to the ball or object as it
leaves your hands while you smoothly
bring the arms forward in a swinging
action.
Learning Cues
 Grasp the object with two hands
 Stand with bent knees facing the
target
 Fingers point down
 Draw arms back between legs
 Look where you are trying to toss
 Toss towards the target by
smoothly bringing the arms forward
in a swinging action
Learning Phases
Emerging
Developing
Acquired
Explore a variety of tossing
experiences involving a variety of
objects and sizes of objects.
Focus on a set distance that
increases personal challenge to a
stationary target.
Focus on a variety of distances that
further increases personal challenge
to a stationary target.
Characteristics:
 Grasps the object with two hands
 Stands with straight legs
 Fingers point down but
inconsistent
 Does not draw arms back fully
between legs
 Looks at target inconsistently
 Toss action is not consistently
smooth, bringing arms forward in
a swinging action
Characteristics:
 Standing with bent knees
inconsistent
 Fingers point down
 Draws arms back between legs
but inconsistent
 Looks at target
 Toss is smooth bringing arms
forward in a swinging action
Characteristics:
 Knees are bent
 Fingers point down, facing the
target
 Draws arms back between legs
consistently
 Looks at target
 Tosses towards the target by
smoothly bringing the arms
forward in a swinging action