PHYSICAL EDUCATION
CURRICULUM FRAMEWORK
ELEMENTARY SCHOOL
Loudoun County Public Schools
Leesburg, Virginia
Revised August, 2008
Dr. Edgar B. Hatrick
Superintendent of Schools
Sharon D. Ackerman
Assistant Superintendent,
Instruction
Peter R. Hughes
Director, Curriculum &
Instruction
Sheila J. Jones
Supervisor, Health, Physical
Education, & Driver
Education
Curriculum Revision Committee
Barbara Eason
Sharon Welch
Michael Kilgannon
Noel Blakeney
Jenny Aubel
Brad Moss
Daniel Craig
Todd McClelland
Section 1: Introduction
The Loudoun County Public Schools (LCPS) Elementary Physical Education Curriculum
Guide has been developed to align with the Virginia Standards of Learning and the
National Standards for Physical Education, as well as the goals and objectives of LCPS
for its students regarding healthy lifestyles. This guide is divided into the following three
broad sections for teachers to use in conducting classroom activities within these
parameters:
♦
♦
♦
Lifetime Fitness and Wellness
Movement Skills
Manipulative Skills
Each section begins with a brief summary of the skill being described, followed by four
subsections in a tabular format. Movement and manipulative skills are further divided
into information for multiple skills sets. The four subsections are provided for elementary
physical educators to use as a teaching framework. This serves to inform instruction
toward alignment with the standards and in the development of creative and differentiated
methods of content delivery.
Tables include:
♦
♦
♦
♦
Virginia Standards of Learning - basic focus needed to accomplish yearly goals
for each grade level
Skills and Critical Elements - a list of what should be taught for any grade level
Teaching Suggestions - ideas for equipment to use, specific activities, examples
of inappropriate activities, and responsible and expected student behavior
Sample Lesson Plans – includes rubrics and assessments, will provide at least
one example of a primary and an elementary level lesson
Philosophy
The skills themes approach, which emerged in the 1980s, is quite different from the
traditional method of teaching sports and games. This model emphasizes a
developmentally appropriate sequence of skills. A manipulative skill, such as striking,
can be incorporated into many activities that students engage in during physical
education. While the traditional sports model taught this skill in isolation, the skills theme
model applies a single skill to many different physical activities and games. For example,
striking can be taught using a ball and bat, a golf club, and a hockey stick. Over the
course of the school year, the teacher will build on each of the fundamental motor skills
as the students become more proficient. This style of teaching benefits the students by
emphasizing skill acquisition through pacing that is consistent with the developmental
age rather than the chronological age of the student. In addition, fitness and wellness
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concepts are imbedded into all lessons, as many activities involve aerobic capacity and
other health-related components. This teaching approach helps the student become more
aware of specific body movements and how those movements are incorporated into
physical activity. As students progress through the elementary years, skills are combined
and sequenced in patterns that can be applied in many lifetime physical activities.
An additional advantage of the skills theme model is that it allows for teacher creativity.
Many activities can be individualized to incorporate aerobic activity into a skill that is
traditionally accomplished from a stationary position. Students can be divided into
smaller groups to practice a skill so all students are constantly active. Games of
elimination are not incorporated into this model because these games naturally promote
inactivity.
Loudoun County Public Schools and the Loudoun County School Board have placed a
premium on the health and physical education of all students. This guide is intended to be
used as a tool to aid teachers and to help students achieve the School Board Goals of
promoting programs that enhance students’ and employees’ health, safety, and well-being
and providing a safe learning environment, and addressing student obesity through
programs developed to improve nutrition and promote physical fitness through lifetime
activities.
LCPS Health & PE Internet Safety Guidelines
Teachers should:
• review all sites and links to ensure appropriateness of site, checking for broken
links and pop-ups or solicitation of information
• caution students about sharing personal information on the web
• circulate about the room to ensure that students are using the correct websites for
the particular assignment (and not minimizing inappropriate sites)
• verify that the website content is consistent with the lesson objectives
• periodically check and update any web addresses included on their LCPS web
pages
PE Requirements and Excused Absences
The Virginia Board of Education requires an instructional program of physical education
which corresponds to the Standards of Learning (STANDARD: 8 VAC 20-131-80) for all
elementary school students. Parents may excuse a student for one week from physical
activity. A doctor’s note must be presented to the physical education teacher for any
period beyond a week. The doctor will be requested to complete a checklist of
appropriate activities that the student may take part in while recovering from the illness
or injury. If a student cannot participate in a general physical education program, the
student may be assessed for an adapted physical education program. These forms will be
posted on the Health & Physical Education web page.
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General Guidelines for PE Safety:
Gymnasium
• Large equipment such as volleyball standards, portable basketball standards, and
mats should be stored away from activity areas
• Pull up bars should be removed when not in use
• Wall corners and chalk trays within instructional areas should be padded
• Torn padding on backboards, etc. should be replaced (notify HPE office)
Safe Environment
• Display class rules prominently
• Number of students and equipment proportionate to amount of space
• Use appropriate safety equipment
• Clean mats and goggles daily when in use with approved cleaning solvent
• Always use Universal Precautions
• Collect equipment during cool-down
Outdoors
• Check all areas for hazards before use
• Permanent equipment should be checked routinely
• Playground areas should have appropriate surface beneath the equipment (contact
Facilities Services if there are problems)
Student Safety
• Students should wear appropriate clothing for activity
• Sneakers should be worn (no sandals, Crocks, or Keens as bee stings and rocks
may cause injury)
• Jewelry should not be worn while participating in physical activities
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Weather Guidelines
Temperature
Cold weather injuries such as hypothermia and frostbite and heat-related injuries such as
dehydration, heat exhaustion, or heat stroke can be minimized or prevented by following
these precautions. Please remember that young children are more sensitive to hot or cold
temperatures. When in doubt, the building principal will make the final determination for
students to participate in an outdoor activity.
Heat Index
The heat index is a number that combines air temperature and relative humidity in an
attempt to determine the human-perceived equivalent temperature (what the temperature
feels like outside).
Heat index < 95: Proceed with intense to moderate activities and monitor students
carefully.
Heat index 95 – 99: Proceed with moderate to light activities; provide water breaks
every 30 minutes; and, continue to monitor students carefully. Re-check heat index
hourly.
Heat index > 100 degrees: No outdoor activities permitted.
Be sure that students always have opportunities to hydrate themselves during and after
activities. Water should never be withheld if requested by a student when exercising.
Wind Chill
< 40 degrees: Refrain from outdoor activities.
Wind Speed
A moderate breeze (13-18 mph) can cause dust to rise (eye hazard). Monitor conditions
for safety.
Air Quality
The air quality is a measure of the composition of air with respect to quantities of
pollutants.
CODE RED: Refrain from all outdoor activities.
CODE ORANGE: Students with respiratory diseases and asthma must refrain from all
outdoor activities; participation for all other students is at the discretion of the principal.
Lightning
If lightning and/or thunder can be seen or heard, STOP the activity and have all staff and
students return inside the school. Allow 30 minutes to pass after the last occurrence of
lightning and/or thunder before resuming an activity outdoors.
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Virginia Standards of Learning for Elementary Physical Education
Kindergarten
Developing fundamental movement patterns is the primary focus of the kindergarten
physical education curriculum. While children at this level vary in maturity across all
movement skills, they should demonstrate continuous improvement in movement under
very simple conditions. While developing fundamental skill patterns, students begin to
learn key movement concepts that help them perform in a variety of educational games,
dances, and gymnastics. They learn how their bodies react to vigorous physical activity.
Students learn to use safe practices, cooperate with and respect others, and follow
classroom rules. Experiences in physical education help them develop a positive attitude
for leading a healthy, active lifestyle.
Skilled Movement
K.1 The student will demonstrate progress toward the mature form of selected locomotor,
non- locomotor, and manipulative skills.
a) Demonstrate the locomotor skills of walking, running, hopping, and jumping
and landing.
b) Demonstrate the non-locomotor movements of bending, pushing, pulling,
stretching, turning, twisting, swinging, swaying, rocking, and balancing.
c) Demonstrate a minimum of two critical elements (small, isolated parts of the
whole skill or movement) used in stationary manipulative skills (e.g., toss and
throw to targets, bounce and catch, toss and catch, kick to target, strike with
paddle, dribble, roll underhand, trap, volley with hand).
d) Demonstrate a minimum of two critical elements used in manipulative skills
while moving.
e) Demonstrate moving to a beat, using basic locomotor and non-locomotor
rhythmic patterns.
Movement Principles and Concepts
K.2 The student will demonstrate use of the movement concepts of directions, levels,
pathways, and effort (force and speed) while performing locomotor skills.
Personal Fitness
K.3 The student will participate for short periods of time in moderate-to-vigorous
physical activities that cause an increase in heart rate, breathing rate, and body
temperature.
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Responsible Behaviors
K.4 The student will use appropriate behaviors and safe practices in physical activity
settings.
a) Demonstrate good listening skills when learning procedures and receiving
instructions.
b) Demonstrate ability to share and be cooperative and safe with others.
c) Demonstrate an understanding of general and personal space.
Physically Active Lifestyle
K.5 The student will participate in regular physical activity.
K.6 The student will explain why physical activity is good for health.
Grade One
Students in grade one begin to refine locomotor skills and further develop fundamental
non-locomotor and manipulative skills in educational games, dance and gymnastics. They
continue to develop understanding of key concepts and principles and to link these
concepts and principles to their movement. Students relate participation in vigorous
physical activity to changes in the body, to enjoyment, and to improving their health and
wellness. They further their understanding of the importance of physical activity in their
lives. As students increase their understanding of movement, they gain a deeper
understanding of how the body moves. Students continue to develop socially as they
work safely alone and in a group. The natural enjoyment of physical activity should be
reinforced and complemented by a variety of educational game, dance, and gymnastic
activities in which students learn and are successful.
Skilled Movement
1.1 The student will demonstrate the correct critical elements (small, isolated parts of the
whole skill or movement) of locomotor, non-locomotor, and manipulative skills.
a) Demonstrate critical elements used in the locomotor skills of walking, running,
hopping, jumping and landing, galloping, leaping, skipping, and sliding.
b) Demonstrate critical elements used in non-locomotor skills (e.g., bending, pushing,
pulling, stretching, turning, twisting, swinging, swaying, rocking, balancing, and rolling).
c) Demonstrate a minimum of two critical elements used in manipulative skills performed
alone (e.g., toss and catch, dribble with hand in general space, dribble with foot, kick and
strike with hand or equipment, throw underhand, and volley).
d) Demonstrate at least two critical elements for the manipulative skills of catching,
throwing underhand, striking, dribbling, and kicking while moving.
e) Demonstrate simple educational gymnastic sequences that contain a variety of balance,
roll, transfer of weight, and flight.
f) Demonstrate moving to a rhythm by keeping time to a simple beat, using a variety of
locomotor and non-locomotor skills.
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Movement Principles and Concepts
1.2 The student will demonstrate improvement in locomotor, non-locomotor, and
manipulative skills while applying the movement concepts.
a) Demonstrate pathways, levels, tempo (speed), force, directions, and relationships when
performing locomotor skills.
b) Demonstrate tempo (speed), levels, and flow when performing non-locomotor skills.
c) Demonstrate force, levels, and direction when performing manipulative skills.
Personal Fitness
1.3 The student will participate regularly in moderate-to-vigorous physical activities that
cause increased heart and breathing rates.
1.4 The student will identify changes in the body that occur during moderate-to-vigorous
physical activity.
Responsible Behaviors
1.5 The student will demonstrate, with little or no adult intervention, safe and cooperative
behaviors in physical activity settings.
a) Work cooperatively with peers for short periods of time.
b) Incorporate safety rules learned in physical education.
Physically Active Lifestyle
1.6 The student will participate regularly in physical activities that require physical
exertion and skill.
Grade Two
Students in second grade begin their progression toward locomotor skill patterns. They
vary movement patterns and begin to combine skills in educational game, dance, and
gymnastic activities. Progress is apparent in skill development and in understanding key
elements of fundamental movement skills, including understanding movement concepts,
health-related fitness concepts, and the benefits of physical activity. Students work
cooperatively and responsibly in groups and are capable of resolving conflicts. They
participate in physical activities at school and identify opportunities to participate in
regular physical activity outside of school.
Skilled Movement
2.1 The student will continue to demonstrate correct critical elements (small, isolated
parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative
skills.
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a) Demonstrate individually and with a partner the manipulative skills of throwing,
catching, kicking, striking, volleying, and dribbling.
b) Demonstrate educational gymnastic sequences, including balance, roll, transfer of
weight, and flight.
c) Demonstrate moving to a rhythm by combining locomotor and non-locomotor skills to
perform basic educational folk and creative dance sequences.
Movement Principles and Concepts
2.2 The student will apply the basic movement concepts to change performance of
locomotor, nonlocomotor, and manipulative skills.
a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and
through) in dynamic movement situations.
b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort
(time, force, flow) in static and dynamic movement situations.
Personal Fitness
2.3 The student will identify and participate in physical activities that promote aerobic
capacity, muscular strength, endurance, and flexibility.
a) Identify that physical fitness is the ability to work and play with energy to spare.
b) Name and locate the large muscle groups.
c) Demonstrate activities that utilize specific muscle groups.
Responsible Behaviors
2.4 The student will exhibit, in physical activity settings, cooperative, respectful, and safe
behaviors.
Physically Active Lifestyle
2.5 The student will identify opportunities to participate in regular physical activity
outside of school.
Grade Three
Skill development remains a central focus for students in grade three. Students refine,
vary, and combine skills in complex situations and demonstrate more proficient
movement patterns in educational game, dance, and gymnastic activities. Students
identify critical elements (small, isolated parts of the whole skill or movement) and apply
them in their movement. They develop fitness knowledge and can relate regular physical
activity to health benefits. They know safe practices, rules, and procedures and apply
them with little or no reinforcement. Students work cooperatively with peers and
understand that there are many differences in movement skill and ability levels among
members of their class.
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Skilled Movement
3.1 The student will apply locomotor, non-locomotor, and manipulative skills in
increasingly complex movement activities.
a) Demonstrate most of the critical elements (small, isolated parts of the whole skill or
movement) for manipulative skills (e.g., throw and catch a variety of objects, kick to
stationary and moving partners/objects, dribble with dominant hand/foot, pass a ball to a
moving partner).
b) Use manipulative skills in movement combinations (e.g., perform manipulative tasks
while dodging and moving in different pathways; catch a rolled ball while moving, and
throw it back to a partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in various formations,
develop and refine a creative educational dance sequence).
d) Refine individual gymnastics skills, and perform educational gymnastic sequences
with balance, transfer of weight, travel, and change of direction.
Movement Principles and Concepts
3.2 The student will apply movement principles in increasingly complex movement
activities.
a) Apply the concept of relationships while moving in space and using non-locomotor
and manipulative skills.
b) Apply the principles of relationships when working with a partner while moving (e.g.,
passing a ball in front of a moving partner).
Personal Fitness
3.3 The student will engage in a variety of moderate and vigorous physical activities and
describe how and why the body responds to the activities (e.g., physiological changes
such as sweating, increased heart rate, increased respiration).
Responsible Behaviors
3.4 The student will demonstrate an understanding of the purpose for rules, procedures,
etiquette, and respectful behaviors while in various physical activity settings.
a) Demonstrate independence and good use of time while engaging in physical activity.
b) Provide input into establishing rules and guidelines for behavior in physical activity
settings.
c) Work cooperatively with peers.
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Physically Active Lifestyle
3.5 The student will identify and participate regularly in physical activities to improve
skills and personal health.
a) Select and participate in physical activities during unscheduled times at home, at
school, or in the community.
b) Identify one physical activity that he/she participates in regularly for fitness,
enjoyment, and/or social interaction.
Grade Four
In grade four, students make continuous progress across all fundamental motor patterns.
Proficient movement patterns are possible as students combine locomotor and
manipulative skills in increasingly complex situations. Students create sequences in
educational dances and gymnastics. They apply movement concepts and principles in
individual movement performances, and tactical strategies in simple partner activities.
Fitness assessment is appropriate at this grade level, and students make interpretations of
the results of their assessments and set personal goals based on the results. Students
exhibit responsible behaviors and appropriate etiquette, and they apply proper rules and
procedures.
Skilled Movement
4.1 The student will refine movement skills and demonstrate the ability to combine them
in increasingly complex movement activities.
a) Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative
skill combinations in game and modified sports activities (e.g., throw to a partner while
he/she runs to catch, dribble and pass soccer ball/basketball to a moving receiver, catch
thrown objects, continuously strike a ball against a backboard or wall with an
implement).
b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with
different international and regional American formations; create educational dances with
apparent beginning, middle, and end, combining shapes, levels, pathways, and locomotor
patterns).
c) Perform smooth flowing sequences that combine four or more of the following
movements: traveling, balancing, rolling, and other types of weight transfer.
Movement Principles and Concepts
4.2 The student will understand and apply movement concepts and principles in complex
motor skills.
a) Recall and demonstrate movement principles and concepts for selected motor patterns
and combination skills (e.g., trajectory, force, speed).
b) Apply movement principles and concepts to basic game strategies.
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c) Use movement principles to improve personal performance and provide feedback to
others.
d) Use feedback, including available technology, to improve performance.
Personal Fitness
4.3 The student will correlate regular participation in physical activity with various
components of fitness and improvement in fitness and skill development.
a) Identify the components of health-related fitness (e.g., aerobic capacity, muscular
strength and endurance, flexibility, body composition).
b) Apply data from a standardized health-related fitness assessment to determine personal
fitness goals.
c) Apply the FITT (Frequency, Intensity, Time, Type) principle of training to implement
personal fitness goals.
Responsible Behaviors
4.4 The student will demonstrate positive interactions with others in cooperative and
competitive physical activities.
a) Work productively and respectfully with others in achieving a common group goal.
b) Work toward positive solutions in resolving disagreements.
c) Demonstrate appropriate etiquette and application of rules and procedures.
d) Identify the contributions various cultures have made to sport, dance, and recreational
pursuits.
Physically Active Lifestyle
4.5 The student will identify opportunities to participate in regular physical activity at
school, at home, and in the community.
Grade Five
Students in fifth grade apply movement principles and concepts to enhance their
movement performance, personal fitness, and game strategy and tactics. They develop
proficiency in games, dances, and educational gymnastics. Students demonstrate
specialized skills alone, with a partner, or in a small group. They access and use resources
to improve personal fitness as they exhibit a physically active lifestyle. Students continue
to develop responsible personal and social behaviors as they work with others in safe and
respectful ways.
Skilled Movement
5.1 The student will demonstrate proficiency in movement skills and skill combinations
in complex movement activities.
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a) Demonstrate proficiency in locomotor, non-locomotor, and manipulative skill
combinations in more complex environments and modified sports activities.
b) Perform educational gymnastic sequences, including travel, roll, balance, and weight
transfer, with smooth transitions and changes of direction, shape, speed, and flow.
c) Perform different types of rhythm/dance sequences including American and
international dances.
Movement Principles and Concepts
5.2 The student will understand and apply movement principles and concepts in complex
movement activities.
a) Apply principles of accuracy, force, and follow-through when projecting objects.
b) Identify and demonstrate basic small-group offensive and defensive tactics and
strategies (e.g., body fakes, use of speed, change of direction, keeping body low while
moving/guarding).
c) Identify and apply principles of practice to enhance performance (e.g., form,
consistency, repetition).
d) Use feedback, including available technology, to improve performance.
Personal Fitness
5.3 The student will describe short- and long-term benefits of engaging in regular
physical activity.
5.4 The student will use personal fitness assessment data to enhance understanding of
physical fitness.
a) Identify sources for data collection (e.g., print materials, community resources, heart
rate monitors, Internet, pedometers, skinfold calipers).
b) Analyze fitness data to describe and improve personal fitness levels (e.g., apply data to
own plan for improvement in at least two components of health-related fitness).
Responsible Behaviors
5.5 The student will participate in establishing and maintaining a safe environment for
learning physical activities.
a) Work independently and with others to improve learning during physical activity.
b) Display appropriate cooperative and competitive behaviors.
Physically Active Lifestyle
5.6 The student will identify and participate regularly in physical activities based on
personal abilities and interests (e.g., for improvement through practice, for enjoyment, for
social interaction, for personal challenge).
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Section 2: Lifetime Fitness and Wellness
Elements of fitness and wellness are ideally imbedded in all physical education classes.
Teachers should seize every teachable moment when students are engaged in physical
activities that elevate the heart rate to the wellness zone by asking students to make
observations about physiological changes that occur with exercise. Additionally, students
should be aware of the importance of the concepts of warm-up and cool-down as these
apply to daily activity, and teachers should be mindful of what research bears out about
these concepts. A warm-up consists of physical activities that increase circulation to
avoid muscle pulls and strains rather than stretching when muscles are cold. Lesson
closure is the optimal time for students to perform dynamic stretching while the teacher
recaps what occurred in class that day and engages students by checking for
understanding.
Teachers should also incorporate health-related themes into daily physical education
lessons such as using instant activities that integrate nutrition, personal responsibility, and
healthy habits along with the physical activity. The more these topics are discussed, the
more likely students will form healthy habits and attitudes.
The expectation is that all students develop a repertoire of physical activities that they can
select and enjoy for a lifetime, as well as have the knowledge of the impact of healthy
habits on their overall wellness. A heightened awareness of personal activity levels and
personal nutrition can be taught using tools such as activity and nutrition logs, using
portfolios, comparing yearly Virginia Wellness test scores, and using technology such as
pedometers and heart rate monitors.
The remainder of this section consists of five tables:
Table 2.1: lists grade-level SOL requirements by showing what students should be able
to both do and know regarding lifetime fitness and wellness
Table 2.2: provides skills and critical elements of the lifetime concepts
Table 2.3: lists equipment, applications, safety, student behavior, and what to avoid in
teaching these concepts and activities
Tables 2.4 and 2.5: provide sample lesson plans for physical fitness for grades 1, 4, & 5
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Table 2.1: Grade Level SOL Requirements
Lifetime Fitness and Wellness
Grade Level
SOL
What All Students Should Be
Able To Do
What All Students
Should Know
Kindergarten
K.3, K.5, K.6
•Participate in activities that
increase heart rate and breathing
•Examples of physical activity
First Grade
1.3, 1.5, 1.6
•Participate in short periods of
sustained, moderate to vigorous
activity
•Changes that occur to the body
during exercise and activity
•Perform activities that develop
physical fitness
Second Grade
2.3, 2.5
•Participate in short periods of
sustained, moderate to vigorous
activity
•Safety concerns that are relevant to
physical fitness
•Activities that develop physical
fitness
•Perform activities that develop
physical fitness
Third Grade
3.3, 3.5
Fourth Grade
4.3a, 4.3b, 4.3c, 4.5
•Practice activities that can be used
to increase level physical fitness.
•Activities that develop healthrelated fitness
•Participate in short periods of
sustained moderate to vigorous
activity that causes an increase in
heart and respiration rates
•Safety concerns that are relevant to
physical fitness
•Demonstrate activities that can be
used to measure level of physical
fitness
•Components of health-related
fitness
•List activities that increase aerobic
capacity such as walking, running
cycling, swimming etc.
•Set goals to improve personal
fitness
Fifth Grade
5.3, 5.4a, 5.4b, 5.6
•Demonstrate activities that can be
used to measure level of physical
fitness
•Set goals to improve personal
fitness
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•The FITT principle of
health-related fitness
•The importance of a healthy
lifestyle
•Components of health-related
physical fitness
•Activities that will help improve
physical fitness level
•The FITT principle of
health-related fitness
Table 2.2: Skills and Critical Elements
Lifetime Fitness and Wellness
Skill
Critical Elements
FITT Principle
•
•
•
•
Frequency of exercise
Intensity of exercise
Time for the exercise
Type of exercise
Aerobic Capacity
•
The body’s ability to use oxygen that allows it to
sustain continued exercise
Mile run/walk and PACER
•
Muscular Strength
•
The muscle’s ability to exert a maximum force on an
object (cadence push-ups)
Muscular Endurance
•
The muscle’s ability to repeatedly exert a force
on an object (cadence push-ups and cadence curl-ups)
Flexibility
•
The muscle’s ability to go through its full range of
motion
Back saver sit and reach, shoulder stretch, and trunk
extensor
•
Body Composition
•
The make-up of the body: muscle, fat, bone, and other
tissue can be assessed by Body Mass Index with parent
permission
Physiological Changes Due to Physical
Activity
•
•
•
Increased respiration
Increased heart rate
Increased perspiration
15
Table 2.3: Teaching Suggestions and Resources
Lifetime Fitness and Wellness
Suggestions
Recommended
Equipment
Applications
Inappropriate Teaching
Techniques
Resources and Helpful Hints
•
Mats
•
Sit and Reach Box
•
Tape Measure
•
Stop Watch
•
Tape or Chalk
•
Pedometers
•
Batons
•
Hoops
•
CD Player
•
Motivational Music
•
Workout Zoo
•
Fitness Cards
•
Tag Games
•
Fitness Stations
•
Challenge Course
•
Wellness Zone Testing
•
Using music that contains objectionable language or
references to violence, sex, smoking, drinking, or other drug
use
•
Inadequate space for the activity
•
Having students perform exercises that are developmentally
unsafe
•
Having students perform running events prior to appropriate
training
Proper warm-up and cool down time
Be aware of all students’ medical conditions
Caution should be exercised on Code Orange and Code Red
days
Safety Protocol
•
•
•
Responsible Student
Behavior
•
Students will work cooperatively and safely with others
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Table 2.4: Sample Lesson Plan
Grade 1 Lifetime Fitness and Wellness
Unit: Physical Fitness
SOL: 1.3,1.4,1.5 & 1.6
Objective: Students will work cooperatively with others in an activity that will improve aerobic
capacity.
Safety: Students must be aware of others while moving around the room
Equipment: Music and hula hoops
Content
Instant Activity/
Warm Up
Teaching Cues/
Progressions
Organization
When a student gets
tagged they have to
freeze
Letter Tag
Choose 3 students to
tag and hand them a
soft ball to use for
tagging
Students will start in
personal space within
the boundaries
Assessment
Teacher observation
Anyone can rescue a
tagged player by asking
them to say a word that
begins with the
designated letter
Travel safely within the
boundaries
Lesson Focus
Cooperative Musical
Hoops
Students are in groups
of 2 or 3 and are spread
out throughout the
playing area
Hoops are scattered out
around the playing area
There are enough hoops
scattered about the gym
for all but one group
While music is playing
students travel around
the playing area using
the designated
locomotor skill
When music stops each
group must find a hoop
and place at least one
foot in the hoop
The group that does not
have a hoop must
break-up and join a new
group
After each round
students should put
their hand on their chest
to detect increased heart
rate
Closure
Have the students stop
and stretch
Review how to identify
whether an activity is
aerobic
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Students will go
through a previously
taught stretching
routine
Teacher observation
Are students
cooperating with one
another when finding a
hoop and are they
moving using the
correct locomotor skill?
Self-assessment
Students must
determine if they are
working hard by
checking to see if their
heart is beating faster
after each round than it
was before they started.
Make sure students do
not bounce when they
stretch
Remind them to hold
each stretch for 10
Table 2.5: Sample Lesson Plan
Grades 4 and 5 Lifetime Fitness and Wellness
Unit: Physical Fitness
SOL: 4.3b, 5.3
Objective: Students will participate in activities that develop aerobic capacity.
Safety: Make sure outside temperature is suitable for running
Equipment: Partner laps sheets, pencils, poly spots
Content
Instant Activity/
Warm Up
Organization
Students are in a
circle with adequate
personal space
Teaching Cues/
Progressions
One student goes to
the center and starts
an exercise
Assessment
Teacher observation
and feedback to
students
Everyone does the
same exercise until
the signal to switch
Lesson Focus
Current leader
chooses a new leader
Students will
alternately jog laps
with a partner
Student partners
Students decide who
starts and how many
laps they will do
Students will be
assessed on the
ability to keep
moving continuously
Students set personal
goals and partner
goals
One partner walks in
place or stretches
while the other jogs
Closure
Students are in a
circle with adequate
personal space
Partners record each
lap they completed
Teacher leads group
through cool down
and stretching routine
Review concept of
aerobic capacity
18
Teacher will remind
students not to
bounce, and to hold
each stretch
Section 3: Movement Skills
The skills themes model centers on a developmentally appropriate delivery of physical
education instruction. Teachers focus on individual progress and use grade level
expectations as goals for each student to work toward. Students develop locomotor skills
and spatial awareness in a variety of settings through a myriad of physical activities that
incorporate movement and fitness. The concept of movement should be synonymous with
activity so that all students are physically active during the majority of each class period.
Specifically, the movement concepts of space awareness, effort, and relationships are
introduced through movement. Students must grasp these concepts before progressing to
skills themes. For example, when students understand the relationships of personal space
and the general space in which they are taught, they can begin to focus on skill
acquisition because body control will begin to develop naturally. Awareness of
directionality, balance, and travel, for example, are components of an activity that the
student will recognize over time. An understanding of the importance of these concepts
as they relate to movement will enable the student to achieve success more readily.
This chapter provides the four subsections in tabular form for each of the following types
of movement skills:
♦
♦
♦
♦
♦
Educational Gymnastics
Movement Skills
Jump Rope Skills
Locomotor Skills
Dance and Rhythm
19
Educational Gymnastics
Table 3.1: Grade Level SOL Requirements
Educational Gymnastics
Grade Level
SOL
Kindergarten
K.1.a,K.1.b
What All Students Should Be
Able To Do
•
•
First Grade
1.1a,1.1d
•
•
Demonstrate walking, running,
hopping, jumping, landing,
galloping, sliding, skipping
Demonstrate bending, pushing,
pulling, stretching, turning, twisting,
swinging, swaying, rocking,
balancing, rolling
Demonstrate all locomotor skills for
Kindergarten level
Demonstrate simple educational
gymnastics sequences
What All Students
Should Know
•
•
•
•
Second Grade
2.1b,2.2a
•
•
Third Grade
3.1d
•
Grade 4
4.1c
•
Grade 5
5.1a
•
Demonstrate an educational
gymnastics sequence
Demonstrate concepts of over,
under, around, in front of, behind
and through
Select and perform an educational
gymnastics sequence with at least
four skills
Select and perform an educational
gymnastics routine demonstrating at
least five skills
•
Select and perform an educational
gymnastics routine demonstrating at
least six skills
•
•
•
•
•
20
Identify two critical
elements of a locomotor
skill
Identify two critical
elements used in nonmanipulative skill
movements
Identify walking,
running, hopping,
jumping, landing,
galloping, sliding,
skipping
Identify balancing,
rolling, transferring
weight
Identify the skills
balancing, rolling, and
transfer weight
Apply basic concepts of
movement relationships
Identify skill category of
balance, roll, and
transfer of weight
Recognize that the
routine should include
traveling, weight
transfer and balance
Recognize that the
routine should include
traveling, weight
transfer and balance
Recognize that the
routine should have
smooth transitions,
change directions, speed
and flow
Table 3.2: Skills and Critical Elements
Educational Gymnastics
Skill
Balance on a
Variety of Body
Parts
Flight (Jumping and
Landing)
Weight Transfer
Critical Elements
• Feet
• Hands
• Knees
• Legs
• Back
• Balance in a variety of gymnastics shapes – tuck, pike, straddle, and
layout
• Use non-manipulative skills of bending, pushing, pulling, stretching,
turning, twisting, swinging, swaying, rocking, balancing, rolling
• Feet and Hands – table tops, bridges, needle scales
• Partner balances – feet together, hands together, back to back
• Tripod balance- on hairline of the forehead and hands, knees on elbows
• When landing: shoulders and knees over toes, bending at the knees
and hips when landing
• When jumping: use major leg muscle groups to push self up into the
air, using muscles in feet to push with, incorporate arm swing
• Understand how to fall on grass and still protect the body
• Use correct jumping and landing techniques to demonstrate a change
in body position while in the air, tuck or straddle position (Grade 2)
• Add twisting to jumps in extended body position or tuck position
(Grades 4 and 5)
• Leap from one foot to the other: change leg positions while in the air,
stag leap or split leaps (Grades 4 and 5)
• Feet to hands – crab walk, bear walk (primary) mule kicks,
cartwheels, handstands, round offs, back walkovers, front walkovers,
and bridge kick over (upper elementary)
• Hands to feet – crab walk, bear walk, rabbit jump
• Feet to back – safety roll backwards, rolling in place (feet, bottom,
back, bottom, feet), cup and saucer, forward rolls
• Back to front of the body – log roll, pencil roll, egg roll
• Sequence of weight transfer skills
• Practice walking, running, hopping, jumping and landing, galloping,
sliding and skipping
• Understanding how to fall on grass
21
Table 3.3: Teaching Suggestions and Resources
Educational Gymnastics
Suggestions
Recommended Equipment
Applications
Inappropriate Teaching
Techniques
Safety Protocols
Responsible Behaviors
Resources and Helpful Hints
• Gymnastics mats at least 2” thickness
• Hoops
• Gymnastics ribbons
• Balance beams
• Wedge mat
• Perform simple gymnastics skills
• Perform a sequence of gymnastics skills
• Demonstrate basic circling skills with gymnastics ribbons
• Demonstrate balance skills on the balance beam
• Balancing on the head or neck area for long periods of time
• Bridges using the head as a point of balance and holding for short
periods of time
• No mats under balance beams
• Gaps or holes between tumbling mats
• Use visual cues, demonstrations and verbal cues during instruction
• Secure all jumping and landing surfaces with safe materials
• All activities should be done on gymnastics mats
• Appropriate behavior in line
• Proper listening skills
• Proper etiquette
22
Table 3.4: Sample Lesson Plans
Grade 2 Educational Gymnastics
Unit: Educational Gymnastics
SOL: 2.2.a
Objective: Students will demonstrate a variety of animal walks while completing an obstacle
course.
Safety: Students should maintain a safe distance from one another, all activities should be
completed on the mats, each mat is designated for one particular activity only
Equipment: Gymnastics Mats
Content
Organization
Teaching Cues/
Progressions
Instant Activity/
Warm Up
Centipede
Put students in groups
of 4
Remind the students not
to cut through another
centipede
Students travel in a line
following each other
After 2-3 minutes of
changing leaders and
locomotor skills, the
teacher leads stretching
On signal the head
drops to the rear
Lesson Focus
The second student
becomes the new head
Set up safari obstacle
course in the gym
Use gymnastics mats
with pictorial signs that
indicate the skill for
each mat (see map)
Closure
Students line up,
stretch, and review the
skills
Obstacle Course Example
Safari - elephant walk
Forest - log roll across the mat (s)
Forest - rabbit jump
Beach - crab walk, flamingo stand
Animal Hospital – injured puppy walk
Forest - bear walk
Backyard - cricket walk, inch worm, mule kicks
Frog jump across poly dots to connect areas
23
Slowly demonstrate
proper form for each
type of animal walk
Use size and shape as
well as directional cues
After completing
activity, student moves
to the next activity
Review animal habitats
and stretch like a cat or
other animals
Assessment
Watch for students to
keep their groups
together and perform the
designated locomotor
skill
Visual assessment of
each animal walk
Peer assessment of
animal walks
Checklist of animal
walks being assessed
Student responses,
observation
Table 3.5: Sample Lesson Plans
Grade 3 Educational Gymnastics
Unit: Educational Gymnastics
SOL: 3.1.d
Objective: Students will be introduced to basic flight skills.
Safety: Students should maintain a safe distance from one other and all activities should be
completed on mats
Equipment: gymnastics mats, create map of obstacle course
Content
Organization
Instant
Activity/
Warm Up
Switch & Rotate
Teaching Cues/
Progressions
With a partner, travel
within the boundaries using
the designated locomotor
skill
Assessment
Traveling safely within
the boundaries
On the signal, rotate
positions with the follower
If switch is called, the
group just turns around
Lesson
Focus
Space mats in rows
Connect two mats with
velcro so that they are
flat on the ground
Teacher leads stretching
after the warm-up activity
Introduce gymnastics body
shapes: tuck, pike, straddle,
layout
Review jumping and
landing techniques
Closure
Dismissal line and
stretching
Combine jumping and
landing with a tuck, pike, or
straddle shape while in the
air
Review landing position
while stretching
24
Visual assessment of
jump shapes
Peer assessment of
jumps
Students should mark
the best jump on
performance document
Questions students to
ensure understanding
Assessment Suggestion – Grade 3
Student Name: Teacher Name:
Give yourself a score of 1-5, with 5 being the best for each of the following jumps:
Tuck Jump
Pike Jump
Straddle Jump
Straight Jump Full Twist
Tuck Jump Full Twist
Leaps
25
Movement Skills
Table 3.6: Grade Level SOL Requirements
Movement Skills
Grade Level
SOL
Kindergarten
SOL – K.1a, K.2
What All Students Should Be
Able To Do
•
•
First Grade
1.1a, 1.2
•
•
Second Grade
2.1, 2.2
•
Locomotor skills - walking,
running, jogging, skipping,
hopping, jumping, galloping,
leaping, sliding
Non-locomotor skills - balancing,
stretching, twisting, turning,
curling, pushing, pulling
Demonstrate improvement when
performing locomotor skills and
non-locomotor skills
Walking, running, jogging,
skipping, hopping, jumping,
galloping, leaping, sliding,
balancing, stretching, twisting,
turning, curling, pushing, pulling
Demonstrate with mastery
locomotor and non-locomotor
skills
What Students
Should Know
•
•
•
•
•
•
•
•
•
•
Third Grade
3.1a, 3.2b
•
Use locomotor and non-locomotor
skills in complex movement
situations
•
•
Fourth Grade
4.1a, 4.2a, 4.2b,
4.2c
•
Use movement skills in complex
activities and game situations
•
•
Fifth Grade
5.1, 5.2a, 5.2c,
•
Use movement skills with mastery
both alone and in combination
while performing complex
movement activities and games
26
•
The critical elements of several
locomotor skills
Personal space
The importance of moving safely in
general space
Identify three levels (high, medium,
low)
Identify all locomotor skills
How to move in general space
without touching others
How to identify various pathways,
levels, speeds, and directions
The critical elements of all
locomotor skills
Relationships – beside, in front of,
behind, over, under, around, through
The importance of changing speed,
pathways, and direction in chasing
and fleeing games
The importance of making smooth
transitions from one skill to another
in game situations by changing
directions, pathways, speeds, and
levels
Various relationships to use while
performing locomotor skills with a
partner
Changing pathways, speeds,
relationships, and directions will
improve performance in game
situations
Peer coaching
The use of locomotor and nonlocomotor skills in offensive and
defensive strategies (fakes, change
in direction, guarding)
Table 3.7: Skills and Critical Elements
Grades K-3 Movement Skills
Skill
Walking
•
•
•
•
Running
•
•
•
•
•
Critical Elements
Move forward in an upright position stepping from one
foot to the other
One foot always touches the ground (no flight)
Arms move in opposition to the legs
Walking pattern is smooth and is accomplished easily
Moving forward using a stride pattern
Lean slightly forward
Push off one foot moving forward and upward for a
short period of flight
Arms swing in opposition to the legs
•
•
•
•
Step forward on one foot followed by a hop on the same
foot
Step forward on the other foot and perform a hop
Alternate feet repeatedly
Arms are out to the side for balance
Skipping has an uneven rhythm
Galloping
•
•
•
•
•
Face and move forward
Step forward with one foot
Keep same foot and leg in the lead during the gallop
The back foot follows the front but does not pass it
Bend at the knees and try to land softly
Sliding
•
•
•
•
Point shoulder or side to a target
Step sideways toward the target with the lead foot
Rear foot tries to catch the front foot, but not pass it
While sliding, lead foot always stays in the lead
Jumping
•
•
Jumping is done with both feet
Bend knees and push off with toes of both feet at the
same time to lift into the air
Land softly on both feet, bending knees and hips upon
landing
Jumping can be done in place or traveling
Skipping
•
•
27
Leaping
•
•
•
•
Take off on one foot
Lift forward and into the air extending arms and legs
Land on opposite foot
Bend knee to cushion landing
Personal Space
•
Is a spot where you cannot touch anyone and no one can
touch you (imaginary bubble)
This is the space the body and its parts can reach without
traveling away from the starting location
•
Moving Safely in
General Space
•
•
•
•
Pathways
•
•
•
Relationships
Directions
•
•
Keep eyes up to avoid others
Look for and move to open spaces (go where others are
not)
Slow down or speed up to avoid coming into contact
with others
Stay within the boundaries
STRAIGHT PATHWAY – move in a straight line
ZIG-ZAG PATHWAY – move in a straight in one
direction, then sharply change direction to travel in
another direction (like the letter “Z”)
CURVED PATHWAY – move in a curve (line like the
letter “S”)
Over, under, around, through, beside, in front, behind
Right, left, forward, backward, sideways, diagonal
28
Table 3.8: Teaching Suggestions and Resources
Movement Skills
Suggestions
Recommended
Equipment
Application
Responsible Student
Behavior
Inappropriate Teacher
Practices
Safety Protocols
Resources and Helpful Hints
•Floor grid, hula hoops, jump ropes
•CD player, drum,
• Locomotor skill cards, pathway cards
• Begin with personal space
• Encourage students to form statues at low, medium and high levels
• Introduce walking in general space without touching others, then add
other locomotor skills
•Add speeds – slow, medium, fast
•Add pathways and shapes – zig-zag, curved, straight, round, square
•Add directions – right, left, forward, backward
•Add shapes – narrow, wide, twisted, symmetrical, asymmetrical,
walk and freeze in shapes
•Add relationship to objects and people
•Introduce long and short jump rope skills
•Follow directions
•Move safely without touching others
•Respect others
•Remain on task
•Introducing skills that are not developmentally appropriate for the
age and skill level of the students
•Performing activities in unsafe environments
•Reinforce knowledge of personal and general space
29
Table 3.9: Sample Lesson Plan
Grades K-2 Movement Skills – Part 1
Unit: Movement Skills
SOL: K.1a, 1.1a
Objective: Students will practice moving safely in general space.
Safety: Remind student to look forward to where they are going as they move
Equipment: Boundaries( can be cones or lines in gym)
Content
Organization
Instant Activity/
Warm Up
Students in personal
space or squad lines
Lesson Focus
Students scattered
within boundaries in
their own personal
space
Teaching Cues/
Progressions
Follow the leader
Choose a student to
perform a movement or
exercise that can be
accomplished in
personal space, others
follow
Switch leaders
Bubbles
Students blow up
imaginary personal
huge bubble, unzip it,
and get inside
Gridlines taped on the
floor are helpful for
determining personal
space
When moving through
general space students
must keep space around
them so the bubble does
not break
Assessment
Observe to ensure that
all students are active
Observe which students
keep their bubble intact
and which students
need reinforcement
Check for students who
are able to move safely
in general space
Students will walk,
skip, and gallop in
general space
Closure
Students line up to
leave class and stretch
while reviewing
30
If their bubble touches
anyone, the students
have to go to the
sideline to blow up the
bubble again, then
return to the game
Ask who was able to
move without breaking
the bubble
Were there any
challenges?
Discuss why it is
important to move in
general space without
running into others
Student responses,
observation
Table 3.10: Sample Lesson Plan
Grades K-2 Movement Skills – Part 2
Unit: Movement Skills
SOL: K.1a, 1.1a
Objective: Students will perform locomotor movements at various speeds.
Safety: Remind student to look forward to where they are going as they move
Equipment: Boundaries, drum
Content
Organization
Instant activity/
warm up
Students are in personal
space
Gridlines taped on the
floor for determining
personal space
Teaching cues/
progressions
Assessment
Introduction Tag
Four students hold
rubber chickens to
indicate taggers
Observe to ensure that
all students are active
and moving safely in
general space
Students move safely
using indicated
locomotor skill
Choose a slow
locomotor skill that is
safe if there are
problems
If tagged, students go to
the teacher & introduce
themselves then go
back to the game
Lesson Focus
Switch taggers every 2
minutes
Fast and Slow Drums
Teacher beats a drum at
slow, medium, and fast
speeds
Students scattered
within boundaries in
their own personal
space
Discuss appropriate
locomotor skills for
different drum beats
and move to the
drumbeats
Closure
Students line up to
leave class and stretch
while reviewing
Change speeds often
Add pathways and
directions to enhance
the lesson
Ask who was able to
move safely and change
speeds
What were the
challenges?
Discuss game activities
that require change of
speed
31
Observe which students
change locomotor skills
to accommodate the
change of drum speed
Checklist of students
who can easily change
speed to match drum
beat
Student responses
Observation
Table 3.11: Sample Lesson Plan
Grade 3 Movement Skills
Unit: Jump Rope Skills
SOL: 3.1a, 3.2b
Objective: Students will enter, jump, exit, and turn a long rope.
Safety: Students perform activity in adequate space
Equipment: Long jump ropes, short jump ropes
Teaching Cues/
Progressions
Content
Organization
Instant Activity/
Warm Up
Students are in personal
space with a short jump
rope
Lesson Focus
Closure
1. Proficient
Groups of 4-6 with a
long jump rope
Demonstrate critical
elements of long jump
rope skills:
turning
jumping in
continuous jumping
exiting
Students line up to
leave class and stretch
while reviewing
•
•
•
2. Competent
•
•
•
3. Needs Improvement
•
•
•
Jump to music
Assessment
Observe individual jump
rope ability
Stretch
Put rope away
Progression
K- run through
1st Grade- jump once
2nd grade – jump twice
Add another jump for
each grade level
Self-assessment
Thumbs up if they feel
comfortable jumping in
and out of the long rope
Thumbs up if their group
cooperated
Change turners after 2
minutes
Ask students cues for
turning and jumping in
Student responses
Observation
Rubric: Locomotor Skills
Student consistently exhibits excellent form during
demonstration or participation
Student can change pace during a skill and can switch from
one skill to another easily
All the elements of the movement are executed and flow
effortlessly from one element to the next as the student
changes pace
Student is able to perform all elements of movement skill most
of the time
Student can change pace with little difficulty
Performance is generally smooth and effortless
Student has difficulty and struggles with some elements of the
movement skill
Student has difficulty changing pace, starting or stopping
Student exhibits difficulty and performance is not smooth
32
Dance & Rhythmic Activity
Table 3.12: Grade Level SOL Requirements
Dance and Rhythmic Activity
Grade Level
SOL
Kindergarten
K1.1, 1a, 1b, 1e, K.2,
K.4, K.4a.
Grade 1
1.1a, 1e, 1.2, 1.5, 1.5a,
1.5b
What All Students Should Be
Able To Do
•
•
•
•
•
Grade 2
2.1, 1c, 2.2, 2b, 2.4.
•
•
Grade 3
3.1, 1c, 3.2, 2a, 2b,
3.4, 4a, 4c.
•
Grade 4
4.1, 1b, 4.2, 2c, 4.4,
4c, 4.d
•
•
•
Grade 5
5.1,1b, 5.2, 2.a, 2d,
2.e.
•
What All Students
Should Know
Use locomotor skills in a
rhythmic pattern
Respond to action words,
rhyme, and movement stories
with or without music
Design, create and participate in
a variety of activities using
locomotor and non-locomotor
skills
Maintain rhythm by keeping
time with a beat
Combine shapes, levels,
directions and pathways into
simple sequences with music
Perform basic folk and creative
dance sequences
Perform various dance and
rhythmic activities with a
variety of props
Perform simple dances in
various formations
Develop a creative dance
sequence with repetition
•
Perform a variety of dances
with international and regional
American styles
Create a dance that has an
obvious beginning, middle and
end
Perform different types of
rhythm/dance sequences
•
33
•
•
•
•
Two critical elements for
all locomotor and nonlocomotor skills
Directions, levels, pathways
for movements
Three critical elements for
all locomotor skills
Body shapes, pathways,
levels, directions,
relationships to objects
Sequence of steps to simple
dances taught in class
•
•
Relationships to others
Sequences of steps for folk
dances taught in class
•
Directions of clockwise and
counterclockwise
Sequence of steps to 3
simple dances taught in
class
Steps to a minimum of 3
dances taught in class
•
•
Steps to one dance in each
of the following
formations: partner, circle
and line
Table 3-13: Skills and Critical Elements
Dance and Rhythmic Activity
Skills
Locomotor Skills
Non-locomotor
Skills
Spatial
Awareness
Pathways
Body Shapes
Directions
Relationships to
objects
Relationships to
others
Speed
Critical Elements
Skipping, walking, galloping, sliding, hopping, jumping, leaping, and
running
Turning, twisting, rolling, balancing, stretching, jumping & landing,
curling, bending, swinging, swaying, and transferring weight
Personal space, and general space
Straight, curved, and zigzag
Round, narrow, wide, and twisted
Right/left, up/down, forward/backward, clockwise, and counterclockwise
On/off, under/over, in front of, behind, next to, around, through, and in/out
In front of, behind/next to, front to front, back to back, over/under, right to
right, left to left, meeting, parting, mirroring, and matching
Slow, medium, and fast
Table 3-13: Skills and Critical Elements
Virginia Reel
Skills
Directions
Relationships
Critical Elements
Right/Left
Forward/Backward
Diagonally
Front to Front
Right to Right
Left to Left
Front to Back
Right/Left Hand
Do-Si-Do
Right/Left Arm Swing
Movements
Star
Turning out
Bridge
Assess the students after they have had several opportunities to practice the dance.
Sample Assessment (Dance)
Name:
The Virginia Reel
Teacher:
_______ Performs the dance as prompted
_______ Performs the dance as prompted but needs additional cues from the teacher
_______ Performs the dance but has to be reminded several times how to perform the task
Rubrics
1. The student can repeat the dance with prompts from the teacher.
2. The student has to be individually corrected at some point during the dance.
3. The student has to be corrected more than once during the dance.
34
Table 3.14: Teaching Suggestions and Resources
Dance and Rhythmic Activity
Suggestion
Resources and Helpful Hints
Recommended
Equipment
•
•
•
•
•
•
•
•
•
•
CD player or cassette player
Compact discs or cassettes
Hoops, balls, rings
Scarves, ribbons or streamers
Lummi sticks, paper plates, colored paper
Parachutes
Tinikling poles or aerobic bands
Jump ropes
Tumbling mats or aerobic steps
Posters
Applications
•
•
•
Inappropriate
Teaching
Techniques
•
•
Creative movement stories
Perform simple rhythmic actions to songs
Imitate, copy, follow or mirror dance steps and movements to form
sequences and dances
Move to a variety of music
Perform traditional folk dance steps
Perform traditional dances individually, with a partner or in a group
using different formations (e.g. square, circle or line)
Jump rope routines
Have the students create their own sequences of movements to music
with or without additional equipment
Identify the contributions that different cultures have made to dance
Sample activities K-2: Hokey Pokey, Bunny Hop, Chicken Dance, La
Raspa, Chimes of Dunkirk Shoemaker Dance, Cool Butter Stomp,
Stomp, Clap, Rockin Robin, Green Eggs & Ham, Away We Go,
Hawaiian Roller Coaster Ride, Limbo, Spaghetti Dance, Hamster
Dance, Swedish Clap Dance, Kinderpolka
Sample activities 3-5: Macarena, Electric Slide, Cotton-Eyed Joe,
Square Dance- solo, partner, square, Native American Dance, Ghost
Buster Boogie, Sweet Georgia Brown, Virginia Reel, Eye of the Tiger,
Aaron’s Party, Cha Cha Slide, Can’t Touch This
Using music that contains objectionable language or references to
violence, sex, smoking, drinking or other drug use
Using videotapes as a stand-alone teaching method
Responsible
Student Behaviors
•
•
•
•
•
Willingness to try new activities and skills
Cooperation
Respect
Safe behavior
Appropriate etiquette
•
•
•
•
•
•
•
•
35
Table 3.15: Sample Lesson Plan
Grade 1 Dance and Rhythmic Activity
Unit: Dance & Rhythmic Activities
SOL: 1.1e
Objective: Students will demonstrate moving to a rhythm by keeping time to a simple beat.
Safety: Make sure the students have the hopping sequence mastered before adding partners or
groups. Remind the students to touch the shoulders of the person in front of them, not hold onto
them.
Equipment: CD player and music for the Bunny Hop, 3 soft balls
Content
Organization
Teaching
Cues/Progressions
Assessment
Instant Activity
3 students will tag
All students will skip
inside the boundaries
Review tag rules
General space
Review skipping cues
Critical elements of
skipping
Lesson Focus
Individual
Partner
Group
Closure
Bunny Hop Tag
Have the students stop,
freeze and perform a
designated stretching
exercise during the
closure activity
When students are tagged
they should go to the side
and complete the hopscotch
pattern
Practice each sequence
before performing the
entire dance
Sample Dance
Assessment
Practice with a partner,
switch leaders
Practice with a group in a
line, switch leaders
Remind students of safety
rules for tag
Observe students who
have been tagged and
assess activity
If a student is tagged he/she
should freeze and raise
hand, another student can
“unfreeze” them by
performing the dance
sequence with them
Bunny Hop
Sample Assessment: Following adequate practice time, the student is assessed according to
the following rubric:
Critical Elements
1. Directions- right/left, forward/backward
2. Demonstrate the correct sequence of movements
3. Stays with the beat
Rubrics:
1. Demonstrates all of the critical elements.
2. Can perform the sequence but requires cues from teacher to stay with the music.
3. Cannot repeat the sequence of movements or stay with the music.
36
Table 3.16: Sample Lesson Plan
Grade 4 Dance and Rhythmic Activity
Unit: Dance & Rhythmic Activities
SOL: 4.1b
Objective: Students will perform a regional American style dance.
Safety: Groups should have ample space between them.
Equipment: CD player and music for the Virginia Reel
Content
Organization
Teaching cues/
progressions
Assessment
Instant Activity
Fitness Stations
Six to eight exercise
stations – 1 minute
Review exercises
Fill in the amount of
repetitions at each
station
Rotate clockwise
Lesson Focus
Divide the class into
2-3 groups
Each group will
have 2 lines of
partners standing
across from one
another
Choose 3 stretching
exercises to complete
before starting the lesson
focus
Practice each sequence
before doing the entire
dance.
Sample Dance
Assessment (see 3-13)
Designate a Head Couple
Part 1 sequence
Right/left hand star
Do-Si-Do
Part 2 sequence
Right/left arm swing
Turn out
Bridge
Complete the dance with
the music while calling the
movements
Closure
Review the
movements with a
partner
Demonstrate
Right/left hand star
Do-Si-Do
Right/left arm swing
Perform 3 partner
stretches
37
Student responses,
observation
Section 4: Manipulative Skills
Manipulative skills can also be incorporated into a variety of activities, rather than being
taught in isolation as they relate to a particular sport. For example, when teaching striking
skills, the teacher may select a variety of equipment to demonstrate similarities and
differences in a fundamental manipulative skill. Hitting a ball can be taught using far
more activities than a game of baseball or softball. When students develop a pattern of
movement, rather than a sport-specific skill, transfer of learning occurs at a much higher
rate. Students will experience greater opportunities for success by being presented with a
skill in an integrated fashion. Teachers can vary the surface size and length of
implements, as well as the objects being struck, to present opportunities for initial
success. Students are far more likely to attempt skills of increasing difficulty if given
opportunities to excel when practicing a skill that may not be familiar.
Fitness concepts can be easily incorporated into daily activities when small-sided games
are substituted for traditional sports (such as softball) in which movement for all students
may be limited. Teachers have the ability to create new games and activities that
encourage movement while developing skills that can be used for a lifetime. The use of
peer assessments enables students to develop a better understanding of the acquisition of
motor skills while providing an opportunity to view the components of skills and
recognize appropriate motor patterns. The use of rubrics and formal assessments provide
the teacher with opportunities for objective rather than subjective grading, lending to the
credibility of the subject matter and consistency in grading.
This chapter consists of tables for SOL requirements, skills and critical elements,
teaching suggestions, and sample lesson plans for each of the following manipulative
skills:
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One-handed and two-handed throwing, underhand roll, and catching
Rolling - Bowling
Basketball Passing
Volleying
Kicking
Dribbling with hands and feet
Striking with an implement including bats, hockey sticks, lacrosse sticks,
paddles, and rackets
38
One-Handed and Two-Handed Throwing,
Underhand Roll, and Catching
Table 4.1: Grade Level SOL Requirements
One-Handed and Two-Handed Throwing and Underhand Roll
Grade Level
SOL
Kindergarten
K.1c,K.3,
What Students Should
Be Able To Do
•
•
First Grade
1.1b,1.2,
•
•
Second Grade
2.1a,2.2a
•
•
Third Grade
3.1a,b,3.2
•
•
•
What Students
Should Know
Roll and throw underhand and
throw overhand to a target
Throw a ball with two hands
•
Roll and throw underhand and
throw overhand to a target
Throw a ball with two hands to a
partner
•
Roll and throw a variety of objects
underhand and overhand
Throw overhead with two hands
•
Throw underhand and overhand to
a moving target
Roll using 3-step approach
Chest and bounce passes with a
partner
•
•
•
•
Fourth Grade
4.1a,4.2
•
•
•
Fifth Grade
5.2
•
Throw underhand and overhand to
a moving target in a game
situation
Use a bounce or chest pass in
small sided games
Use an overhead two-handed
throw in a game situation
Throwing underhand, two handed
and overhand in game situations
by applying the principles of
throwing
39
•
•
One critical element of
rolling and throwing
underhand (Tic-Tock) and
overhand (Make a T and
bend elbow)
Two critical elements of
rolling and throwing underhand and overhand
Two critical elements of a
two-handed throw
How to use different force
for various situations
Two critical elements for a
two-handed overhead throw
The critical elements
(isolated, small parts of the
whole skill or movement) for
underhand, two-handed and
overhand throw to a moving
target
Principles of moving and
rolling
How to adapt the elements of
the throw for a moving
partner (trajectory, force,
speed)
Principles of accuracy, force,
and follow-through when
throwing
Table 4.2: Grade Level SOL Requirements
Catching
Grade Level
SOL
Kindergarten
K.1b,c,
First Grade
1.1b,1.2
Second Grade
2.1a,2.2a,
What Students Should
Be Able To Do
•
•
•
•
•
What Student
Should Know
Catch a soft object tossed to self
Catch a gentle bounce pass
Catch object thrown underhand
and overhand by partner
Catch a bounce pass from partner
Catch objects thrown from various
distances and levels
•
•
Three critical elements of
catching
Critical elements (isolated,
small parts of the whole skill
or movement) for catching
while moving
Principles for adapting
catching skills to various
force, levels and trajectory
Principles for adapting
catching skills to a variety of
situations
•
Third Grade
3.1a,b
•
Move to catch objects
•
Fourth Grade
4.1a,4.2
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•
Fifth Grade
5.2,
•
Move to catch objects in a game
situation, adjusting to levels and
distances
Move to catch object in a game
situation, adjusting to force,
levels, and distance
40
•
One critical element of
catching
Two critical elements of
catching
Table 4.3: Skills and Critical Elements
One-Handed and Two-Handed Throwing and Underhand Roll and Catching
Skill
Critical Elements
Throwing Overhand
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•
•
Throwing
Underhand
Catching
Rolling
Chest Pass
Bounce Pass
Two-Handed
Overhead Pass
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Point non-throwing side/shoulder to the target (i.e., if left-handed
thrower, point right shoulder/side towards target)
Throwing arm back behind head
Step with opposite foot towards target (i.e., if throwing with left
hand, step toward target with the right foot)
Follow through by letting the throwing arm come across the
opposite side of the body
Face the target
Step with opposite foot towards the target (i.e., if throwing with
right hand, step towards target with the left foot)
Use a pendulum arm motion with the throwing arm
Follow through to the sky or ceiling with throwing hand
Keep eye on ball
Extend hands toward ball
Give with ball as ball hits hands (bring ball into body)
Pinkies together if ball is below waist
Thumbs together if ball is above waist
Face target, knees bent, eyes on target
Hand under the ball with thumb on top
Step forward with opposite foot
Swing straight arm back then forward
Release ball near the floor
Thumbs behind ball
Hold ball at chest
Step toward the target
Extend arms towards target while turning thumbs down
Follow through towards the target
Thumbs behind ball
Hold the ball at chest level
Step toward the target
Extend arms toward the floor
Follow through toward the target
Hold the ball behind the head
Step toward the target
Extend the arms over the head
Follow through toward the target
41
Table 4.4: Teaching Suggestions and Resources
Underhand, Overhand and Two-Handed Throw, Catch and Underhand Roll
Teaching Suggestions
Recommended Equipment
Applications
Inappropriate Teaching Techniques
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•
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•
Safety Protocols
•
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•
Responsible Student Behavior
•
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•
•
•
42
Resources and Helpful Hints
Balls of varying sizes and weight (yarn
balls, soft-skin play balls (4-6”), wiffle
balls, softballs, basketballs, etc.,
Beanbags, juggling scarves, balls
Foam footballs
Bowling balls and pins
Bocce sets
Music for activity
Over the net games
Catch a Falling Star
Last Pin Standing
Pin Elimination
Hula-Pin Throw
Ten Points
Five Passes
Card Shark Passing
Bowling
Bocce Ball
Juggling – cascades, columns, splits
Use music that contains objectionable
language or references to violence, sex,
drinking or other drug use
Failure to demonstrate proper technique
while teaching skills
Inadequate amount of equipment for ontask time (one object per partnership
required at a minimum)
Use of visual aids alone (videos, posters)
as a teaching method
Use of people as targets in an activity
Inappropriate equipment for the skill
being taught
Ample spacing between students for safe
practice
Ensure that students understand rotation
Share equipment
Take turns using equipment
Listen and follow directions
Follow safety protocols
Table 4.5: Sample Lesson Plan
Grade 2 Bowling
Unit: Rolling – Bowling
SOL: 2.1
Objective: The student will be able to roll a ball to a stationary target.
Safety: Students should be aware of the balls being returned to lines.
Equipment: Pins,cones and balls
Teaching Cues/
Progressions
Content
Organization
Instant Activity/
Warm Up
Jump rope to music for
3 minutes
Students will stretch
after jump ropes have
been returned
Lesson Focus
Closure
Use cues about various
jumping techniques –
bell, scissor, skiers etc.
Observations
Demonstrate triceps
stretch and overhead
reach
Divide the students into
groups of 3
Demonstrate the
bowling rotation:
-Bowler to pin setter
-Pin setter to ball
returner
-Ball returner to end of
bowling line
Hand under the ball
with the thumb on the
top
In dismissal line
Review the critical
elements while
stretching.
Rolling Skill Assessment:
1 Proficient
Assessment
Peer Assessment
Thumbs up for stepping
with the opposite foot.
Step towards the pins
with the opposite foot
Release the ball close to
the floor
Observation
Grades 1-2
y
y
Student exhibits 3 critical elements of rolling.
Student consistently demonstrates understanding of the bowling
rotation.
2 Competent
y
y
Student exhibits 2 critical elements of rolling.
Student demonstrates understanding of the bowling rotation.
3 Needs Improvement
y
y
Student exhibits one or less critical elements of rolling.
Student has difficulty with the bowling rotation.
43
Table 4.6: Sample Lesson Plan
Grades 3-5 Throwing and Catching
Unit: Throwing and Catching
SOL: 3-5 As Listed
Objective: Students will incorporate the use of the overhand throw and catching a ball in a
game situation.
Safety: Appropriate ball must be used
Equipment: balls, bases
Content
Teaching Cues/
Assessment
Progressions
Organization
Instant Activity/ warm Grab bag fitness
up
Students are divided into
groups of 4 and number
themselves 1-4
Lesson Focus
Review exercises
on cards
Each exercise or
activity is timed for
20 seconds, then
Student pulls activity card from
next card is pulled
grab bag and all in group
perform that activity to music
Overhand throw for distance Overhand throwing
cues
Divide the class into an even
number of groups
One team will be the throwing Catching cues
team
Line up in order behind home
plate
The other team will be
scattered behind the base lines
with 3 students designated as
first, second and third base
players
The runner throws the ball
overhand into fair territory and
begins running the bases
The runner scores one point for
every base tagged
The fielders must throw, catch
and tag each base in numerical
order
Once the fielding team has
completed the 3 throws the
runner must stop
Teams switch sides after 3
runners
Change fielders each inning
44
Students remain active
Observe : Overhand
throwing critical
elements
Following rules of the
game
Closure
While stretching, review the
critical elements for overhand
throwing and catching
Overhand Throw Skill Assessment
1 Proficient
y
y
y
3 Needs Improvement
Check for student
understanding using
questions and answers
Grade 3-5
y
2 Competent
Highlight critical
elements
y
y
Student exhibits 4 or more critical elements of overhand
throw
Student consistently demonstrates understanding of rules
of the game
Student exhibits a minimum of 2 critical elements of
overhand throw
Student demonstrates cooperation while participating in a
game situation
Student exhibits one or less critical elements of overhand
throw
Student has difficulty following directions for the activity
45
Table 4.7: Sample Lesson Plan
Grades 3-5 Basketball Passing
Unit: Basketball Passing
SOL: 3.1.a, 4.1.a, 5.2.b
Objective: The student will demonstrate the critical skills for bounce and chest pass.
Safety: Students should adequate space for passing with a partner
Equipment: Basketballs, playground balls, deck of playing cards
Content
Organization
Instant Activity/
Warm Up
Dribble Tag
Each student has a
basketball
Teaching Cues/
Progressions
Assessment
Review figure 8 and
cues for dribbling
Observe dribbling skill
Hand out one card from
the playing card deck to
each pair of students
Observe critical
elements of bounce pass
and chest pass
On signal, the students
begin passing
Peer assessment
Dribble around the area
inside the boundaries, if
tagged by one of the
four designated taggers,
students go to the
sideline area to perform
3 figure 8’s
Lesson Focus
Each pair has one ball
and one playing card
Use of Cards
Bounce pass (black)
Chest pass (red)
Number of passes number on card (face
cards are 10)
When they have
completed the correct
number of passes, one
partner gets another
card from the deck
They keep all of their
cards until the end of
the game
Closure
When all of the cards
have been passed out,
the students add up
their points
Review the critical
elements while
stretching
In dismissal line
46
Student response
Observation
Peer Assessment (3rd Grade)
Chest Pass and Bounce Pass
Today in PE, my partner (name), _______________________________________
_______ 1. Stepped toward me when passing the ball
_______ 2. Aimed at my chest while doing the chest pass
_______ 3. Bounced the ball correctly for bounce pass
_______ 4. Followed through with the thumbs facing down
47
Volleying
Table 4.8: Grade Level SOL Requirements
Volleying
Grade Level SOL
What All Students Should
Be Able To Do
What All Students Should
Know
Kindergarten
K.1
Volley an object
Which body parts to use to
volley an object
Grade 1
1.1
Volley with one or both hands
while keeping the object in self
space
Volley with one or both hands in
self space
Volley an object with a partner
Demonstrate 2 critical elements
used in volleying an object
Identify the amount of force
needed to volley a variety of
objects
The amount of force needed to
continuously volley
Grade 4
4.1
Continuously overhead volley
an object with a partner or group
Demonstrate 2 critical elements
for the overhead pass
Identify activities that use
volleying skills
A minimum of 2 critical
elements for the overhead pass
Grade 5
5.2
Continuously overhead pass an
object within a small group
Demonstrate 3 critical elements
of the overhead pass
Demonstrate 2 critical elements
of the forearm pass
A minimum of 3 critical
elements for the overhead pass
A minimum of 2 critical
elements for the forearm pass
Grade 2
2.1
Grade 3
3.1
48
Identify the skills needed to
direct the ball to various targets
Table 4.9: Skills and Critical Elements
Volleyball Skills
Skill
Critical Elements
Forearm Pass
Overhead Pass
•
•
•
•
•
Hands connected by clasping together
Thumbs side by side pointed down
Arms straight
Contact ball on forearm
Do not swing the arms, straighten knees
upon contact
•
Hands shaped in triangular shape above
the forehead
Elbows bent
Finger pads contact ball
Arms extended
•
•
•
•
Movement Cues
•
•
•
49
Ready position-facing forward, feet
slightly more than shoulder width apart,
knees bent, hands ready in front of body
Eyes track object
Adjust body to path of object as needed
Adjust contact method as needed
Table 4.10: Teaching Suggestions and Resources
Volleying
Suggestions
Recommended
Equipment
Applications
Resources and Helpful Hints
•
Inflated round balloons
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CD Player
•
Motivational Music
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Volleyballs or volleyball trainers
•
Punch balls, beach balls, playground balls
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Nets
Tracking ball in flight
Emphasize proper form and position
Introduce simple volleyball games
Balloons, beach balls, volleyball trainers (good skill
development tools)
Discussion of other volley games: e.g. tennis,
volleyball
•
Inappropriate Teaching
Techniques
Safety Protocol
Responsible Student
Behavior
•
Balls made of rubber or other hard material
•
Allowing students to throw at others with too much
force or with the intent to harm another
•
Insufficient amount of equipment
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Proper warm-up and cool down time
Be aware of all student medical conditions
Adequate space for all students to participate
Safe playing area
Good listening skills
Cooperation
Respect for others
Willingness to try new skills and activities
Follow safety rules for throwing activities
Follow general rules for activity
Exhibit good sportsmanship
50
Table 4.11: Sample Lesson Plan
Grades 1-2 Manipulative Hand Volleying
Unit: Manipulative Hand Volleying
SOL: 1.1, 2.1
Objective: Students will demonstrate basic volleying skills and cooperation with classmates.
Safety: Spatial awareness, balloon safety (be aware of how the students treat the balloons)
Equipment: Inflated round balloons, and open indoor space.
Teaching cues/
progressions
Content
Organization
Instant Activity/
Warm Up
Balloon Bucket
Partners move
throughout the area
while volleying a
balloon
Remind the students to
go to empty spaces in
the area
Create groups of two or
three
Partners face one
another and practice
volleying
Lesson Focus
Observe student
cooperation
Hit the balloon gently
Emphasize tapping the
balloon gently in an
upward direction
Closure
Assessment
Use volleying cues such
as gentle touch, extend,
move under the ball
Partners may count or
spell as they volley
Discuss simple games
that can be played when
volleying
Have students sit and
face partner in a
straddle position
Have the students pass
the balloon back and
forth keeping their feet
together
51
Teacher observation
Use challenges to
encourage continuous
volleying
Set volleying goals
suitable for the group
Allow ample space
Ask for students to
assess their success at
volleying
Table 4.12: Sample Lesson Plan
Grades 4-5 Volleyball
Unit: Volleyball
SOL: 4.1, 5.2
Objective: Introduce volleying skills with a partner and in small groups.
Safety: spatial awareness
Equipment: beach balls, punch balls, volleyballs or volley trainers, net
Content
Organization
Teaching Cues/
Progressions
Assessment
Instant activity/ warm
up
Wall Volley
Students are placed in
groups of 4 with a set of
exercise cards
Students will use a variety of
locomotor skills to travel
across the room, retrieve a
ball and set the ball against
the wall 5 times, then return
to the group
Teacher observations
While the first person is
volleying, the remaining
team members perform a
variety of exercises listed on
the exercise cards
Lesson Focus
Students will focus on
volleying technique and
rotation through drill
Groups of three are in a
triangle
Teacher assessment
using rubrics
Groups will rotate to
position of server, receiver,
setter
The server puts the ball in
motion by tossing ball to the
receiver
The receiver will overhead
set to the setter, who
overhead sets to the server
After three attempts, the
players rotate to new
positions in the cycle
Closure
Partner Straddle
Volley
back to back ball pass
passing & figure 8
52
Review skill cues for the
overhead pass
Student responses
Observation
Overhead Set Rubric
• Hands form triangular shape, on contact fingers push outward
• Elbows bent
• Pads of fingers contact ball
• Arms extend
1. Proficient: Demonstrates 4 critical elements consistently.
2. Competent: Demonstrates 2 critical elements consistently.
3 Needs Improvement: Demonstrates 1 or less critical elements consistently.
53
Kicking
Table 4.12: Grade Level SOL Requirements
Kicking
Grade Level
/SOL
What All Students Should Be
Able To Do
What All Students
Should Know
Kindergarten
K.1c, 4a, 4b
•
Kick a stationary ball to a target
•
One critical element for
kicking
Grade 1.1, 1b, 1.2, 1.5,
5a, 5b
•
Kick a stationary ball to a target
•
•
Control a ball that has been passed
Two critical elements for
kicking
•
At least two parts of the foot
used to control or stop a ball
Grade 2.1, 1a, 2.2, 2a,
2.4.
Grade 3.1, 1a, 1b, 3.2,
2a, 2b, 3.4, 4a, 4c.
Grade 4.1a, 2a, 2b, 2c,
4a, 4b, 4c.
Grade 5.1, 2b, 2c, 5a,
5b.
•
Use the inside of the foot to
accurately pass a ball
•
The non-kicking foot directs
the ball to the target
•
Move to kick a stationary ball to a
target
•
•
Stop or redirect a ball with various
parts of the foot
Follow through is with the
kicking foot towards the
target
•
At least three body parts are
used to use to control or
redirect a ball
•
Three critical elements for
kicking
•
Which part of the foot to use
when striking the ball for the
most power
•
A minimum of 4 critical
elements for kicking a ball
•
A minimum of 5 critical
elements for kicking a ball to
a target
•
Demonstrate critical elements for
kicking to stationary and moving
target
•
Drop and kick a ball in the air
•
Pass a ball using the correct form
to another person
•
Pass a ball to while moving
•
Drop kick a ball to a target
•
Pass a ball using the correct form
to another person, target, or
moving target
•
Pass a ball while moving to a
moving target
•
Drop kick a ball to a target
54
Table 4.13: Teaching Suggestions and Resources
Kicking
Suggestion
Required Equipment
Suggested Additional
Equipment
Applications
Inappropriate Teacher
Techniques
Safety Protocols
Responsible Student
Behaviors
Resources and Helpful Hints
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•
•
•
Size 3 ball for Kindergarten
Size 4 balls grades 1-5
Hoops, cones, goals, flag belts, jerseys, shin guards, poly
spots, indoor soccer balls
Kick stationary balls
Kick stationary balls to stationary targets
Move to kick a stationary ball to a target
Kick a ball that is moving
Dribble and kick a ball to a target
Pass to a partner while stationary
Pass while moving to a stationary player
Pass while moving to a moving player
Pass within space restrictions
Pass to a target while under defensive pressure
Drop and kick a ball in the air
Dribble and pass a ball in small group game situations
Using students as targets with more than one person kicking
balls to them at the same time
Kicking balls in the air while indoors using a regulation ball
Adequate space for all students to participate
Safe playing area
Goals must be anchored
Good listening skills
Cooperation
Respect for others
Willingness to try new skills and activities
Follow safety rules for throwing activities
Follow general rules for activity
Exhibit good sportsmanship
55
Table 4.14: Sample Lesson Plan
Grade 3 Kicking
Unit: Kicking
SOL: 3.1a, 4a, 4c
Objective: Students will develop skill in kicking a ball to a stationary target.
Safety: One person stands behind the pins, balls are kicked along the floor (not in the air).
Equipment: bowling pins, poly spots, indoor soccer balls, cones, pencils, score sheets
Content
Organization
Teaching Cues/
Progressions
Assessment
Instant activity/
warm up
Ball Skills Tag
Select 3 students to tag
All students will skip
inside the boundaries
Review tag rules
General space
Review skipping cues
Critical elements of
skipping
Lesson Focus
Soccer Bowling
Assign groups of 3-4
students to each
bowling lane
Allow a few minutes to
practice before keeping
score
Explain how to fill-in
the names and write the
scores in
Allow 5-8 minutes to
keep score
When students are tagged,
they go to the side and
complete 10 ball taps
Review critical elements
Non-kicking foot is placed
next to the ball
Non-kicking foot is
pointed to the target
The kicking foot is turned
so the inside of the foot
contacts the ball
The knee of the kicking
leg is bent over the ball
The kicking leg follows
through towards the target
Ball taps
Partner Assessment
One student will
observe another
passing the ball 5
times toward the
target
Emphasize that they
are to watch the feet
of the kicker, not
where the ball goes
Another student will
be behind the pins to
roll the ball back to
the kicker
Rotate positions
Closure
Ask which parts of foot
are used
Students will place hand
on the part of the foot they
should use to pass the ball
Student perform ankle
rotations while
reviewing
56
Student response
Observation
Table 4.15: Sample Lesson Plan
Grade 5 Kicking
Unit: Kicking
SOL: 5. 2a, 2b, 2c.
Objective: Students will pass a ball along the ground to a moving teammate.
Safety: Adequate spacing between grids
Equipment: cones, soccer balls, jerseys, fitness mats, foam balls, jump ropes
Content
Organization
Teaching Cues/
Progressions
Assessment
Instant activity/
warm up
Soccer Fitness Circuit
30 Second Circuit
Curl-ups, ball push-ups,
ball taps, speed dribble,
jump rope, hamstring &
calf stretches
Passing 3 V 1
Set up multiple grids of
5-yard squares using
the cones
Review rotation order
Dribbling with the feet
Ball taps
Passing in a game
situation
Self-assessment
Lesson Focus
Divide students into
groups of 4
Place one defender
inside the square
Pass the ball to the closest
cone that is open
Move to receive a pass at
the cone that is open
Control the ball
Pass quickly
Closure
3V2
Groups of 5 with 2 in
the middle
Look for the defenders to
part and try to pass
between them
57
Student response
Observation
Soccer Kicking Partner Assessment
Kicker:
Teacher:
Always
Sometimes Never Does the kicker…
Plant the non-kicking foot next to the ball
Point the non-kicking foot toward the target
Have the kicking knee over the ball
Follow through to the target with the foot
Partner:
Rubrics:
1) Has 0 checks in the never column.
2) Has only 1 check in the never column.
3) Has 3 checks in the never column.
Self- Assessment Soccer Passing
Name_________________________________ Teacher ___________________
Check the following statements that apply to you.
Place an X if you were not able to do this.
In PE today…
_____passed the ball with the inside of the foot
_____ was successful at passing to the open cone
_____ moved to the correct space to receive the ball from a teammate
_____ was successful at passing between the 2 defenders in the last game
I need to work on the following _______________________________________
_______________________________________________________________
Rubrics:
Three or more checks and completed the sentence
Two checks and completed the sentence
One or less checks
58
Dribbling With Hands and Feet
Table 4.16: Grade Level SOL Requirements
Dribbling With Hands and Feet
Grade Level
SOL
Grade K
•
What All Students Should
Be Able To Do
Move a ball safely in personal and
general space using feet or hands
•
•
Grade 1
SOL –1.1, 1.1b,
1.1c, 1.2
•
Grade 2
SOL – 2.1, 2.1a,
2.2, 2.2a, 2.2b
•
•
Grade 3
SOL – 3.1, 3.1a,
3.1b, 3.2, 3.2a, 3.2b
•
•
•
•
Grade 4
SOL – 4.1, 4.1a,
4.2, 4.2a, 4.2b, 4.2c
•
•
•
Demonstrate control of ball while
moving safely in personal and
general space
•
Demonstrate continuous, controlled,
safe dribbling skills while moving in
general and personal space avoiding
objects
Dribble while changing direction
and level using hand and feet
Dribble in general space while
changing speed and direction to
avoid object using hand and feet
Demonstrate correct dribbling form
with right and left hands and feet
Apply relationships (over, under, in
front of, behind, etc.) to the skill
while moving in space individually
and with a partner
Peer coaching – remind partner to
use dribbling critical elements
Demonstrate dribbling with skill
combinations during game play and
in a modified sport activity
Apply movement concepts and
principles to skill (trajectory, force,
speed)
Utilize peer coaching and selfassessment to reinforce critical
elements of dribbling
•
59
•
•
•
•
•
•
What Students
Should Know
One critical element of
dribbling with hand and feet
both stationary and moving
How to maintain personal
space while dribbling
Two critical elements of
dribbling with hands and feet
How to perform the skill while
stationary and moving
Basic movement concepts to
be used with dribbling (around,
in front of, behind, beside)
Three critical elements for
dribbling
Ways to apply the movement
principles and relationships to
the skill of dribbling
How to perform skill on
dominant and non-dominant
side of the body
Four critical elements for
dribbling
The movement principles of
relationship, force, direction,
and speed in combination with
dribbling skills
Grade Level
SOL
Grade 5
SOL – 5.1, 5.2c,
5.2d, 5.2e
•
•
•
What All Students Should
Be Able To Do
Demonstrate with proficiency all
parts of dribbling individually and
within game play
Demonstrate skills in game
situations
Relate principles of practice to
improve performance (form,
consistency, repetition)
60
•
•
What Students
Should Know
Identify the critical elements of
dribbling
Associate improvement in
performance with use and
application of principles of
practice
Table 4.17: Teaching Suggestions and Resources
Dribbling With Hands and Feet
Suggestions
Recommended Equipment
Applications
Inappropriate Teaching
Techniques
Responsible Student
Behavior
Safety Protocols
Resources and Helpful Hints
• Cones
• Soccer Balls
• Basketballs
• CD player/music
• Poly spots
• Dribbling in general space, various pathways, dribble
tag
• Guided and individual practice
• Peer assessments, self-assessment
• Small sided games that incorporate or focus on the skill
• Using music that contains objectionable language or
references to violence, sex, smoking, drinking or other
drug use
• Failure to provide adequate safe space for activities
• Use of a student as a target
• Failure to explain safety considerations
• Use of inappropriate equipment
• The student will apply safe and cooperative behaviors in
class
• Demonstrate understanding of the purpose for rules,
procedures, etiquette, and respectful behaviors while in
various settings
• Listen and follow directions
• Display appropriate cooperative and competitive
behaviors
• Inspect equipment and playing area prior to student use
• Students should demonstrate appropriate behavior
toward peers and teachers
• Develop protocols for obtaining and returning
equipment
61
Table 4.18: Sample Lesson Plan
Grade 3 Soccer
Unit: Soccer
SOL: 3.1, 3.1a, 3.1b, 3.2, 3.2a, 3.2b
Objective: The students will be able to demonstrate the skill of dribbling (with feet) while
moving, using movement combinations, movement principles, and relationships through game
play.
Safety: Maintain personal space during class
Equipment: Cones to mark play area, soccer ball for each student, music, task cards
Content
Organization
Teaching cues/ progressions
Assessment
Instant
Activity/ Warm
Up
Ball for each student
Partners for Dribble
Follow the Leader
On signal the partners dribble
around the field with one
following the other
Observe ball control
and ability to move
safely in general
space
On signal they switch leaders
Continue for 3 or 4 minutes
Lesson Focus
Dribble Knockout
Each student is given a
soccer ball
Students are inside play
area marked off with
cones or boundary lines
in gymnasium
Task cards
Closure
Students return balls to
appropriate place and line
up
Review dribbling cues
while stretching
Dribble the soccer ball
continuously inside the
boundaries while trying to
knock other student’s soccer
balls out of bounds
If ball is knocked out of bounds
student performs a task
Each round of the game should
focus on a variation of the skill
1. Dribble with inside of foot
2 Dribble with outside of foot
3 Dribble of choice, but switch
direction on whistle
Questions:
What are the 4 steps of
dribbling?
What are 3 rules of this
activity?
Teacher will
observe game play
Teacher will provide
feedback after each
round of game play
Teacher will pull
students aside for
further
help/correction
Student response
Observation
Sample Rubric/Assessment Sheet Manipulative Skills: Dribbling
Name
Knees Bent
Push With Inside Ball Close
Eyes Up
or Outside of Feet
to Body
Mary Smith
1
1
1
2
James T.
2
2
2
1
Assessment Key: 1 – Demonstrates Proficiency; 2 – Developing; 3 – Not Yet
Demonstrating
62
Striking With an Implement
Table 4.19: Grade Level SOL Requirements
Striking With an Implement
Grade Level What All Students Should Be Able To
SOL
Do
What All Students Should Know
Kindergarten
•
Strike a staionary object with an
implement
•
The correct grip for the
implement
K.1c
First Grade
•
The student will demonstrate safety
rules and protocols for striking
•
•
•
How to safely grip implement
Where to put equipment on signal
Why safety rules are important
Second Grade
•
•
2.1, 2.1a, 2.2,
2.1c
•
Students will demonstrate safety
rules for striking
Demonstrate proper stance
How to strike an object to direct it
to specific locations
A minimum of 1 critical element
for holding a bat, hockey stick or
racket
Third Grade
•
•
3.1,3.1a,
•
Demonstrate 2 critical elements for
specific striking skills
Use the skills in small sided games
1.1,1b,1c, 1.2,
•
•
3.1 b,3.2a, 3.2b
Fourth Grade
•
4.1a, 4.2a
•
Fifth Grade
•
5.1b,5.1c
•
Demonstrate 3 critical elements for
specific striking skills
Demonstrate safety rules regarding
the use of implements in game
situations
•
Demonstrate 4 critical elements for
striking with an implement
Safely demonstrate the use of
implements in game situations
•
63
•
•
•
A minimum of 2 critical elements
for striking with a bat, hockey
stick or other implement
How to cooperate in game
situations
How to strike or direct an object
to a specific location
How the relationship of striking
an object affects its trajectory
A minimum of 3 critical elements
for striking with a bat, hockey
stick or other implement
Students will identify ways to
show cooperation, teamwork, and
good sportsmanship
A minimum of 4 critical elements
for striking with a bat, hockey
stick or other implement
Table 4.20: Skills and Critical Elements
Striking With an Implement
Skill
Striking With a Hockey
Stick
Critical Elements
•
•
•
•
Striking With Paddles
and /or Rackets
•
•
•
•
Striking With a Baseball/
Softball Bat
•
•
•
•
Passing/Shooting With a
Lacrosse Stick
•
•
•
•
Grip: non-dominant hand above dominant hand
Stance: feet shoulder width apart, knees bent and back straight
Backswing: track the puck or ball with eyes; arms and wrists are in
coordination with the swing at point of contact; the flat part of the
blade is directed toward the target, no higher then knees
Follow through: swing through puck toward the target, no higher than
knee at the end of swing for safety
Grip: shake hand grip with strap around wrist if applicable
Stance: face target, feet shoulder width apart
Swing: track ball with eyes, step with opposite foot, side to the target
making contact with the face of the implement
Follow through: rotate trunk and follow through across the body with
paddle/racket head
Grip: dominant hand grips above non-dominant hand, hands together
Stance: non-dominant side faces target, feet are shoulder width apart,
hands below and behind dominant shoulder
Swing: track ball with eyes, arms extend and swing on a level plan,
barrel of bat extends over plate or target
Follow through: upon contact of ball, dominant shoulder and trunk
rotate top hand rotates over the bottom hand, both hands remain on
the bat
Grip: dominant hand grips above the non-dominant hand, both hands
are comfortably apart
Stance: step with foot opposite of dominant hand
Swing: push the stick forward with upper hand while pulling lower
hand toward the body
Follow through: extending dominant arm allows stick to point in
direction of target
64
Table 4.21: Teaching Suggestions and Resources
Striking With a Bat
Suggestion
Resources and Helpful Hints
Recommended Equipment
•
Plastic bats, soft softballs, yarn balls, wiffle balls, gator skin
balls, nerf balls, gloves, catcher’s masks
Applications
•
•
•
•
•
Batting tee and pitched ball challenges with targets
Uno Baseball
Hit and Run the Bases
Tee ball
Softball
Inappropriate Teaching
Techniques
•
•
Practicing skills without safety rules and consequences
Placing students in drill or practice areas where inattentive
peers might be injured
Equipment size inappropriate for students
Using aluminum or wooden bats
•
•
Safety Protocols
•
•
•
•
Responsible Student
Behaviors
•
•
•
Students should practice batting in a controlled area
Students should be taught to have a firm grip so the bat does
not slip out of the hand
Do not let students throw bats after executing a swing
Instruction on dropping bat
Students will display cooperation, teamwork, and good
sportsmanship during activities
Students will be sure area is clear before striking balls.
Follow safety rules for batting
65
Table 4.22: Teaching Suggestions and Resources
Striking With a Hockey Stick
Suggestion
Recommended Equipment
Applications
Resources and Helpful Hints
Hockey sticks, pucks, wiffle balls, yarn balls, bean bags, goggles,
goalie mask, and goals
• Knock it out
• Hockey golf
• Goaliemania
• Bottle Hockey
• Wicket Hockey
• Hockey Bowling
Inappropriate teaching
techniques
•
•
•
Practicing skills without safety rules and consequences
Failure to demonstrate appropriate level swing for safety
Elimination games without a continuing activity on sidelines
Safety Protocols
•
•
•
•
•
•
Students will keep stick swing below knees
Students may not slide on floor
Students should not make contact with others
Soft non-sting pucks or balls are used
Protective equipment for the goalie
A penalty should be assessed for sliding and high sticking
Responsible Student
Behaviors
•
Students will display cooperation, teamwork and good
sportsmanship in game activities
Students will follow the safety rules
Students may not check or make contact with other students
•
•
66
Table 4.23: Teaching Suggestions and Resources
Proper Use of a Lacrosse Stick
Suggestion
Resources and Helpful Hints
Recommended Equipment
•
Lacrosse sticks, fleece balls, tennis balls goggles, goalie mask,
throat/chest protector, goals
Applications
•
•
•
Scoop and score
3 corners
Lacrosse baseball
Inappropriate Teaching
Techniques
•
•
•
•
Practicing skills without safety rules and consequences
Neglecting to enforce contact rules
Inadequate field space for the number of students
Lack of adequate equipment for class size
Safety Protocols
•
•
Stressing contact rules
Use of non-string balls and protective equipment
Responsible Student
Behaviors
•
Students will display cooperation, teamwork and good
sportsmanship in game activities
Striking another student or checking is not permitted
•
67
Table 4.24: Teaching Suggestions and Resources
Striking with a Paddle or Racket
Suggestion
Resources and Helpful Hints
Recommended Equipment
•
Paddles, rackets, rag balls, fleece balls, racket balls, tennis balls,
shuttlecock, gator skin balls, nerf balls, and soft non-sting balls
Applications
•
•
•
•
•
•
•
Paddle/Racket to self
Paddle/Racket to wall
Paddle/Racket with partner
Paddle/Racket to target
Keep it up
Paddle four square
Tennis target
Inappropriate Teaching
Techniques
•
•
Practicing skills without safety rules and consequences
Placing students in drill or practice area where inattentive peers
may not be safe
Using inappropriate equipment
•
Safety Protocols
•
•
•
Responsible Student
Behaviors
•
•
Students are striking in a controlled area to avoid injuring others
Students should be taught to have a firm grip so implement does
not slip out of the hand
If a safety strap is available, it should be twisted and worn
around the wrist
Students will display cooperation, teamwork, and good
sportsmanship in game activities
Students will not make contact with other students with racket or
paddle
68
Table 4.25: Sample Lesson Plan
Grades K-2 Introducing Hockey
Unit: Hockey Introduction
SOL: K1c, 1.1, 1.1b, 1.2, 2.1, 2.2
Objective: Students will demonstrate proper grip and safety rules.
Safety: Students should not swing the stick above the knees.
Equipment: Cones, Hockey sticks, beanbags, Pucks, Wiffle Balls, Goggles are recommended
Content
Organization
Teaching Cues/
Progressions
Assessment
Instant Activity/ Warm
Up
Fitness Tag
Tag balls
Exercise card
Choose 3 taggers who
have an exercise card
The student uses proper
technique while
stretching to improve
flexibility
When student is tagged,
go to the sideline and
complete the exercise on
the card
Play 2-3 rounds
Lesson Focus
Introduction to Hockey
Hockey Dribbling
Explain safety rules and
protocols
Finish the warm-up with
appropriate flexibility
exercises
The student will
Five Point Game
demonstrate the proper
Each student has a puck technique for grip, stance,
and dribble
and a hockey stick
Each players starts the
game with 5 points
Demonstrate grip
Explain high sticking rule
Players lose points for
going outside of the
boundaries or for losing
control of the puck
Closure
Review the safety rules
with a partner
Perform 3 partner
stretches
69
Add cones
Students will demonstrate Student response
Observation
how high the hockey
stick is allowed to go on
the backswing and
follow-through
Rubric: Striking Skills for Grade 2
1. Competent Achievement:
_____Performs skills with three or more of the critical elements
_____Demonstrates three to four consecutive strikes using correct technique
2. Working to Achieve:
____Performs skills with two critical elements
____Demonstrates one or two consecutive strikes using correct technique
3. Needs Improvement:
____Lacks critical elements
____Demonstrates one or less consecutive strikes using correct technique
70
Table 4.26: Sample Lesson Plan
Grades 3-5 Hockey Skills
Unit: Hockey Skills
SOL: 3.1b, 3.2b, 3.4b, 3.4c, 4.4a, 4.4b, 4.4c, 5.1c,
5.5a, 5.5b
Objective: Students will demonstrate proper grip, stance and passing with control. Students will
use teamwork and good sportsmanship in game activities.
Safety: Students should not swing the stick above the knees.
Equipment: Hockey sticks, scrimmage vests, pucks, cones, goggles
Content
Organization
Teaching Cues/
Progressions
Instant Activity/ warm Hockey dribble with
exercises (5 minutes)
Up
Lesson Focus
Assessment
Warm up by dribbling the The student will
hockey puck inside the
demonstrates the proper
boundaries to music
grip
Hockey passing and
defense
The class is divided into
small groups of 3-4
Stop the music and
alternate exercises with
dribbling
The student uses proper
technique while warming
up and stretching to
improve flexibility
Students try to complete
3 passes in a row while
the other team is trying to
intercept the passes
The student will
demonstrate safe
offensive and defensive
techniques
Each group plays against If intercepted, the other
another of the same size team tries for 3 in a row
Play in a space with
boundaries
Closure
Extend to 4 or more
passes as needed
Put equipment away and Explain key aspects of
Student response
stretch in place
using offensive and
Observation
defensive techniques and
good sportsmanship in
game activities
71
Rubric: Striking Skills – Grade 5
1 Competent Achievement:
_____Performs skills with four or more of the critical elements
_____Demonstrates ten consecutive strikes using correct technique
2 Working to Achieve:
____Performs skills with two critical elements
____Demonstrates five consecutive strikes using correct technique
3 Needs Improvement:
____Lacks critical elements
____Demonstrates one or less consecutive strikes using correct technique
72
Fitness Resources
Corbin, C.B., R. Lindsey. 1997. Concepts of Physical Fitness with Laboratories (9th ed.).
Boston, Mass: McGraw-Hill.
Diede, B. 1995. Games to Keep Kids Moving. P.E. Activities to Promote Total
Participation, Self-Esteem and Fun for Grades 3-8. West Nyack, NY: Parker Publishing
Company.
Harrison, J.C.1993. Hooked on Fitness: Fun Physical Conditioning Games and Activities
for Grades K-8. West Nyack, NY: Parker Publishing Company.
Hooper, C., B. Fisher, and K.D. Munoz.1997. Health Related Fitness for Grades 1 and 2.
Champaign, IL: Human Kinetics.
Hooper, C., B. Fisher, and K.D. Munoz.1997. Health Related Fitness for Grades 3 and 4.
Champaign, IL: Human Kinetics.
Hooper, C., B. Fisher, and K.D. Munoz.1997. Health Related Fitness for Grades 5 and 6.
Champaign, IL: Human Kinetics.
Pangrazi, R.P., and D.N. Hastad. 1989. Physical Fitness in the Elementary Schools (2nd
ed.). Reston, VA: AAHPERD.
Movement Resources
Virginia Standards of Learning, Virginia Department of Education. 2001.
Graham, George, Shirley Holt/Hale, and Melissa Parker, 1993, Children Moving
Mountain View, California, Mayfield Publishing Company.
www.pecentral.com
Educational Gymnastics Resources
AMTP. Teaching Children Gymnastics: Becoming a Master Teacher., P.O. Box 5076,
Champaign, IL 61825-5076.
Carol Totsky Hammett. Movement Activities for Early Childhood –– Human Kinetics
Books, P. O. Box 5076, Champaign, IL 61825-5076.
Joanne M. Landy & Maxwell J. Landy Ready to Use PE Activities for Grades K-2, Parker
Publishing Company, West Nyack, NY 10994.
73
Rolling Resources
Bowl America Instructor’s program – Bowl America Bowling Centers
In-School Bowling Curriculum Guide CD – Bowler’s Ed – toll free 1-800-343-1329
A. Vonnie Colvin, Nancy J. Egnea Markos, Pamela J. Walker. Teaching the Nuts and
Bolts of Physical Education – Building Basic Movement Skills –– Human Kinetics P.O.
Box 5076, Champaign, IL 61825-5076 or www.humankinetics.com
Kicking References
Physical Education Standards of Learning for Virginia Schools Technical Assistance
Guide – Commonwealth of Virginia Department of Education
www.pecentral.com
George Graham, Shirley Holt/Hale and Melissa Parker. Children Moving: A Reflective
Approach to Teaching Physical Education.
David E. Belka. Teaching Children Games Becoming a Master Teacher.
Striking with Implements References
Dale Mood, Frank F. Musker, and Judith E. Rink. 1999. Sports and Recreational
Activities (12th ed.). Boston:WCB/McGraw-Hill
Robert P. Pangrazi1998 Dynamic Physical Education for Elementary School Children.
Boston: Allyn and Bacon.
Hilda Fronske. 1997. Teaching Cues for Sport Skills Boston: Allyn and Bacon
www.pecentral.com
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