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OHTH 2127 THEORY & PRACTICE IN TEACHING PHYSICAL EDUCATION 4A Level 1 Unit INTRODUCTION: PERCEPTUAL MOTOR PROGRAM: The Perceptual Motor Program (PMP) aims to develop the child’s understandings and perceptions of themselves and their world through movement and motor experiences. (Bullus & Cole, 2007) PMP aims to instil confidence and self belief in a child by focussing on the child as whole rather than emphasising specific skills. Perception of time and space are developed through integrating motor skills and movements in an enjoyable and challenging environment. Activities within a PMP are structured to utilise stations with small numbers of students. This ensures that they are provided with various enjoyable and engaging tasks whilst having adequate opportunity to participate to their full potential. A typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities. Key Concepts and Skills: This unit plan focuses on three main concepts whilst incorporating many of the other topics; - vestibular activities - gross motor activities - visual motor activities By focussing on these three concepts, this unit plan aims to develop student’s locomotor skills, balance skills, body control, eye-hand and eye-foot coordination, spatial awareness, listening skills and social interactive skills. Providing activities that allow students to explore these skills allows them to become 1

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Page 1: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

OHTH 2127 THEORY & PRACTICE IN TEACHING PHYSICAL EDUCATION 4ALevel 1 Unit

INTRODUCTION:

KEY CONCEPTS OR SKILLS:

PERCEPTUAL MOTOR PROGRAM:

The Perceptual Motor Program (PMP) aims to develop the child’s understandings and perceptions of themselves and their world through movement and motor experiences. (Bullus & Cole, 2007) PMP aims to instil confidence and self belief in a child by focussing on the child as whole rather than emphasising specific skills. Perception of time and space are developed through integrating motor skills and movements in an enjoyable and challenging environment. Activities within a PMP are structured to utilise stations with small numbers of students. This ensures that they are provided with various enjoyable and engaging tasks whilst having adequate opportunity to participate to their full potential. A typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities.

Key Concepts and Skills: This unit plan focuses on three main concepts whilst incorporating many of the other topics;- vestibular activities- gross motor activities- visual motor activities

By focussing on these three concepts, this unit plan aims to develop student’s locomotor skills, balance skills, body control, eye-hand and eye-foot coordination, spatial awareness, listening skills and social interactive skills. Providing activities that allow students to explore these skills allows them to become more confident and self aware, whilst also encouraging the development of a positive attitude towards physical education and physical activity. These opportunities lead to greater perceptual abilities of each student, which is fundamental to the development of the child. The activities detailed within this unit plan range from very basic activities, to activities which provide a greater challenge for those students who require it. Safety should be taken into consideration when running any activity within this unit plan.

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Page 2: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LINK TO VELS:

Level One Unit - PERCEPTUAL MOTOR PROGRAM (PMP)Program Level: Prep

Learning FocusProgression points 0.5 progressing to level 1Strand Domain Dimension Standard or Progression Point Physical Education content

Physical, Personal and

Social Learning

Health and Physical Education

Movement and Physical Activity

introductory components of a range of basic motor skills in a variety of environments, both with and without equipment

Students will participate in a variety of activities that call on them to utilise skills such as running, skipping, jumping and crawling. Students will complete these movements in environments and set activities that do not require equipment as well as environments and activities that utilise equipment such as skipping ropes and foam blocks

Physical, Personal and

Social Learning

Health and Physical Education

Movement and Physical Activity

partial control over their movements in personal and general space

Students are provided the opportunity to become familiar with their own body movements in an individual capacity through the use of balance beam, scooter board, and running activities. These activities also present the opportunity for students to begin to develop spatial awareness skills when becoming conscious of equipment and fellow students

Physical, Personal and

Social Learning

Health and Physical Education

Movement and Physical Activity

willingness to participate regularly in physical activity

A safe and welcoming environment will be set up for students to participate within. Students will be made aware of the importance of safety, thus encouraging students to feel comfortable to try new things such as the balance beam activities

Physical, Personal and

Social Learning

Health and Physical Education

Movement and Physical Activity

appropriate responses to simple directions, including following simple rules and using their own equipment and personal space safely with teacher guidance

Students will be provided guidance when participating in the station activities. Consistency amongst instructions and the requirements of students will allow them to develop an understanding of what is expected. Students will be made aware of safety concerns and rules at each station and be provided the opportunity to utilise equipment correctly such as the rebound net and beanbags whilst acting in accordance with simple directions such as stand behind the cone.

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Page 3: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE ACTIVITIES:

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Page 4: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

TEACHING AND LEARNING ACTIVITIES:

CONCEPT OR SKILL ACTIVITIES DIZZY GIDDY:Balance

Group size: 20 Size of Area: 3m x 3m Equipment: 1x dizzy giddy

Diagram:

Key:

Activity Description: student sits cross legged in the Dizzy Giddy with

hands holding the inside rim student spins themselves using their torso to move

the Dizzy Giddy student spins 4x clockwise then spins 4x

anticlockwise

Teaching Points: hold inside of rim keep back straight watch a constant part of the floor when you spin

Safety: students may get too dizzy students may hurt their fingers if the dizzy giddy falls

on side

Modifications/progressions: increase number of spins

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Page 5: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RHYTHM BALL BOUNCE:Balance

Group size: 20 Size of Area: 10m x 10m Equipment: 1x rhythm ball

Diagram:

Key:

Activity Description: student sits on rhythm ball student bounces on rhythm ball moving forward and

changing directions around designated area

Teaching Points: lean slightly forward land on balls of both feet bend knees and push down to jump

Safety: students may fall off rhythm ball

Modifications/progressions: increase number of spins

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Page 6: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RHYTHM BALL BOUNCE ALONG LINES:Balance

Group size: 20 Size of Area: 10m x 10m Equipment: 1x rhythm ball

Diagram:

Key:

Activity Description: student sits on rhythm ball student bounces on rhythm ball moving forward

along a designated line once student reaches end of line they make a turn

on the ball and follow the line back to the beginning

Teaching Points: lean slightly forward land on balls of both feet bend knees and push down to jump

Safety: students may fall off rhythm ball

Modifications/progressions: increase length of line

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Page 7: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RHYTHM BALL BOUNCE TO NUMBERED CONES:Balance

Group size: 20 Size of Area: 10m x 10m Equipment: 1x rhythm ball, 10x cones labelled from 1-10

Diagram:

Key:

Activity Description: student sits on rhythm ball student bounces on rhythm ball moving forward students must follow the number sequence and

bounce towards and touch each labelled cone in sequence (from 1-10)

Teaching Points: lean slightly forward land on balls of both feet bend knees and push down to jump

Safety: students may fall off rhythm ball students may hit cone

Modifications/progressions: increase distance between each cone place cones out of order so students have to figure

out sequence themselves

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Page 8: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RHYTHM BALL BOUNCE OBSTACLE COURSE:Balance

Group size: 20 Size of Area: 20m x 20m Equipment: 1x rhythm ball, 3x hoops, 4x cones, 2x ropes

Diagram:

Key:

Activity Description: student sits on rhythm ball student bounces on rhythm ball moving forward and

around obstacles set in their way (hoops, cones, ropes)

once student reaches end of obstacle course, they turn on the ball and work their way back to the beginning through the obstacle course

Teaching Points: lean slightly forward land on balls of both feet bend knees and push down to jump

Safety: students may fall off rhythm ball students may get caught up with an obstacle

Modifications/progressions: increase number of obstacles decrease space between each obstacle

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Page 9: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

STATUES:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: 2x floor mats

Diagram:

Key:

Activity Description: students designated a pose students get into this position and hold the pose for

ten seconds before moving on to the next pose poses include:

- balancing on left arm- balancing on right arm- L sit- V sit- standing on left leg- standing on right leg - crouching on both arms and 1x leg- crouching on both legs and 1x arm- crouching on 1x leg and 1x arm (same side)- crouching on 1x leg and 1x arm (opposite sides)

Teaching Points: keep belly nice and strong keep elbows nice and tight count to ten slowly

Safety: students may hurt wrists if they put too much

pressure on one arm students may lose balance and fall over

Modifications/progressions: increase time required to hold each position

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Page 10: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

CROSS PATTERN WALK OVER ROPE:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: rope approx. 10m

Diagram:

Key:

Activity Description: students cross pattern walk over the rope from start

to finish students must not touch rope if they lose balance, must start at the beginning of

the rope once students have reached the end of the rope

successfully, they turn and repeat above steps

Teaching Points: left foot to right side of body right foot to left side of body cross over the middle and lift leg up

Safety: students may lose balance and fall over students may trip over rope

Modifications/progressions: increase length of rope add obstacles between rope and student complete cross over walk backwards

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Page 11: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMPING FORWARD OVER ROPE:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: rope approx. 10m

Diagram:

Key:

Activity Description: students jump forwards and backwards over rope

with feet together if they touch rope, must go back to the beginning students continue until they make it to the end of the

rope once they have reached the end, students make

their way back to the beginning of the rope repeating the above steps

Teaching Points: keep feet and legs together throughout the jump land with knees slightly bent have arms out by side for balance

Safety: students may lose balance and fall over students may trip over rope

Modifications/progressions: increase length of rope add obstacles between rope and student to increase

size of jump

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Page 12: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMPING SIDEWAYS OVER ROPE:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: rope approx. 10m

Diagram:

Key:

Activity Description: students jump sideways left to right over rope with

feet together if they touch rope, must go back to the beginning students continue until they make it to the end of the

rope once they have reached the end, students make

their way back to the beginning of the rope repeating the above steps

Teaching Points: keep feet and legs together throughout the jump land with knees slightly bent have arms out by side for balance

Safety: students may lose balance and fall over students may trip over rope

Modifications/progressions: increase length of rope add obstacles between rope and student to increase

size of jump

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Page 13: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMP OVER ROD:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: 2x cones, 1x rod, 2x pollydots

Diagram:

Key:

Activity Description: rod suspended 30cm from ground students jump forward from one side of rod over to

the other if student hits rod they start again

Teaching Points: keep feet and legs together throughout the jump land with knees slightly bent have arms out by side for balance

Safety: students may trip over rod

Modifications/progressions: add pollydot on either side of rod to provide target for

landing further than what students would normally land

increase height of rod

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Page 14: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

STAR JUMPS IN TYRES:Balance

Group size: 20 Size of Area: 15m x 5m Equipment: 10x hoops

Diagram:

Key:kknk

Activity Description: tyres (or hoops) spread out in a line side by side students star jump into first hoop students then star jump out of this hoop and into the

following hoop students repeat this sequence until they reach the

last hoop students then turn and repeat above steps until they

are once again at the beginning

Teaching Points: jump forward and open arms and legs land with feet together and arms by sides

Safety: students may trip on hoop students may slip on hoop

Modifications/progressions: increase distance between each hoop

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Page 15: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMPS ON EXERCISE TRAMPOLINE:Balance

Group size: 20 Size of Area: 15m x 5m Equipment: 10x hoops

Diagram:

Key:

Activity Description: student begins by standing in middle of exercise

tramp student then jumps with feet together on tramp

Teaching Points: stay in middle of tramp jump with feet together have arms out by sides to help balance

Safety: students may lose balance and fall off tramp students may jump on spring section of tramp

Modifications/progressions: star jumps instead of normal jumps

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Page 16: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

INDIVIDUAL ROCKER:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: 1x rocker

Diagram:

Key:

Activity Description: student begins by standing in middle of individual

rocker student slowly moves forwards, backwards and

sideways on the rocker students feet must remain in the same position at all

times

Teaching Points: keep feet still bend knees and lean body forward to move forward stick bottom out and keep legs straight to move

backwards lean to the appropriate side and bend that knee to

move sideways

Safety: students may lose balance and fall off rocker

Modifications/progressions: dictate what directions are to be practiced with cue

cards

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Page 17: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

INDIVIDUAL ROCKER WITH BEANBAGS:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: 1x rocker

Diagram:

Key:

Activity Description: student begins by standing in middle of individual

rocker with beanbag resting on their head student slowly moves forwards, backwards and

sideways on the rocker students feet must remain in the same position at all

times student must keep beanbag on head

Teaching Points: keep feet still bend knees and lean body forward to move forward stick bottom out and keep legs straight to move

backwards lean to the appropriate side and bend that knee to

move sideways

Safety: students may lose balance and fall off rocker

Modifications/progressions: dictate what directions are to be practiced with cue

cards

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Page 18: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

INDIVIDUAL ROCKER WITH BALLOON: Balance

Group size: 20 Size of Area: 5m x 5m Equipment: 1x rocker

Diagram:

Key:

Activity Description: student begins by sitting in middle of individual

rocker student taps balloon up to themselves and catches it

while balancing on the rocker by moving forwards, backwards and sideways on the rocker

students feet must remain in the same position at all times

Teaching Points: keep feet still bend knees and lean body forward to move forward stick bottom out and keep legs straight to move

backwards lean to the appropriate side and bend that knee to

move sideways

Safety: students may lose balance and fall off rocker

Modifications/progressions: dictate what directions are to be practiced with cue

cards

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Page 19: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

PARTNER ROCKER:Balance

Group size: 20 Size of Area: 5m x 5m Equipment: 1x rocker

Diagram:

Key:

Activity Description: 2x students sit cross legged on rocker facing one

another, holding the side ropes students must remain still (not allowed to “shuffle”

along rocker) students practice balancing with their partner by

moving from their hips

Teaching Points: lean from side to side with your body to move rocker

to side make sure to hold onto ropes slow and steady movements

Safety: students may lose balance and fall off rocker

Modifications/progressions: dictate what directions are to be practiced with cue

cards students pass beanbags between themselves

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Page 20: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER WALK:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and walk in

between rungs without touching them once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are stepping have arms out to help balance

Safety: students may lose balance and step on rung students may trip over rung

Modifications/progressions: walk backwards in between rungs

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Page 21: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER WALK ON RUNGS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and step on

rungs without touching the ground once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are stepping have arms out to help balance

Safety: students may lose balance and trip over students may trip over rung

Modifications/progressions: step backwards on rungs

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Page 22: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER CRAWL:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and crawl

between the rungs once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are putting your arms and legs move slowly

Safety: students may lose balance and trip over students may trip over rung

Modifications/progressions: crawl with only one leg

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Page 23: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER CRAWL ON RUNGS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and crawl on the

rungs once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are putting your arms and legs move slowly

Safety: students may lose balance and fall over students may trip over rung

Modifications/progressions: crawl with only one leg

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Page 24: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER SIDE-STEP:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and side-step

between the rungs once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are stepping have arms out to help balance

Safety: students may lose balance and trip over students may trip over rung

Modifications/progressions: step backwards on rungs

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Page 25: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER SIDE-STEP ON RUNGS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and side-step on

the rungs once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are stepping have arms out to help balance

Safety: students may lose balance and trip over students may trip over rung

Modifications/progressions: side step on every second rung

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Page 26: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER HOP:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and hop 1

legged between the rungs once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are stepping have arms out to help balance

Safety: students may lose balance and trip over students may trip over rung

Modifications/progressions: hop backwards on rungs

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Page 27: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LADDER HOP ON RUNGS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

Activity Description: wooden ladder laid flat along floor students begin at one end of ladder and hop 1

legged on the rungs once students reach end of ladder, they turn around

and repeat above steps

Teaching Points: watch where you are stepping have arms out to help balance

Safety: students may lose balance and trip over students may trip over rung

Modifications/progressions: hop backwards on rungs

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Page 28: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK FORWARDS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam

Diagram:

Key:

Activity Description: students walk forwards along balance beam slowly

and steadily students concentrate on heel to toe movements once students reach the end of the beam they jump

off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes

Modifications/progressions: lungs instead of heel toe movement students pirouette at the end of the balance beam

and repeat steps to the beginning

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Page 29: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK BACKWARDS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam

Diagram:

Key:

Activity Description: students walk backwards along balance beam slowly

and steadily students concentrate on heel to toe movements once students reach the end of the beam they jump

off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes

Modifications/progressions: lungs instead of heel toe movement students pirouette at the end of the balance beam

and repeat steps to the beginning

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Page 30: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK OVER BEANBAGS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 5x beanbags

Diagram:

Key:

Activity Description: bean bags are spread evenly along the beam students walk forwards along balance beam slowly

and steadily students concentrate on heel to toe movements students aim to complete the above whilst avoiding

the beanbags once students reach the end of the beam they jump

off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes students may trip over beanbags

Modifications/progressions: lunges between beanbags instead of heel toe

movement students pirouette at the end of the balance beam

and repeat steps to the beginning

Activity Description:30

Page 31: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK IN HOOPS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 5x hoops

Diagram:

Key:

hoops are spread evenly along the beam students walk forwards along balance beam slowly

and steadily students concentrate on heel to toe movements students aim to complete the above whilst avoiding

the hoops once students reach the end of the beam they jump

off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes students may slip on hoops

Modifications/progressions: lunges between hoops instead of heel toe movement students pirouette at the end of the balance beam

and repeat steps to the beginning

Activity Description: small to medium sized foam blocks placed along

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Page 32: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK OVER FOAM BLOCKS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 5x foam blocks

Diagram:

Key:

balance beam students walk forwards along balance beam slowly

and steadily students concentrate on heel to toe movements students aim to complete the above whilst avoiding

the foam blocks once students reach the end of the beam they jump

off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes students may trip on the foam blocks

Modifications/progressions: lunges between foam blocks instead of heel toe

movement students pirouette at the end of the balance beam

and repeat steps to the beginning

Activity Description: students walk forwards along balance beam slowly

and steadily32

Page 33: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK WITH BEANBAG OVER HANDS:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 2x beanbags

Diagram:

Key:

students concentrate on heel to toe movements students aim to complete the above whilst balancing

one beanbag on the top of each hand once students reach the end of the beam they jump

off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes

Modifications/progressions: lunges between foam blocks instead of heel toe

movement students pirouette at the end of the balance beam

and repeat steps to the beginning include obstacles for students to avoid

Activity Description: wooden rod placed in a perpendicular direction

above the beam33

Page 34: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK WITH BRIDGE:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 2x beanbags

Diagram:

Key:

students walk forwards along balance beam slowly and steadily

students concentrate on heel to toe movements students aim to complete the above whilst avoiding

the bridge in the middle of the beam by stepping over it

once students reach the end of the beam they jump off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes students may trip on the bridge

Modifications/progressions: lunges between foam blocks instead of heel toe

movement students pirouette at the end of the balance beam

and repeat steps to the beginning include obstacles for students to avoid in between

the bridge

Activity Description: wooden rod placed in a perpendicular direction

above the beam students walk forwards along balance beam slowly

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Page 35: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK WITH HOOP BRIDGE HOOP:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 2x beanbags

Diagram:

Key:

and steadily students concentrate on heel to toe movements students aim to complete the above whilst avoiding

the bridge in the middle of the beam by stepping over it

once students reach the end of the beam they jump off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes students may trip on the bridge or the hoop

Modifications/progressions: lunges between foam blocks instead of heel toe

movement students pirouette at the end of the balance beam

and repeat steps to the beginning include obstacles for students to avoid in between

the bridge

Activity Description: students walk forwards along balance beam slowly

and steadily students concentrate on heel to toe movements students aim to complete the above whilst balancing

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Page 36: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK WITH BEANBAG ON HEAD:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 2x beanbags

Diagram:

Key:

a beanbag on their head once students reach the end of the beam they jump

off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes

Modifications/progressions: lunges between foam blocks instead of heel toe

movement students pirouette at the end of the balance beam

and repeat steps to the beginning include obstacles for students to avoid in between

the bridge

Activity Description: beanbags placed along balance beam students walk forwards along balance beam slowly

and steadily students concentrate on heel to toe movements

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Page 37: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALANCE BEAM WALK WITH BEANBAG THROW:Balance

Group size: 20 Size of Area: 10m x 5m Equipment: 1x balance beam , 2x beanbags

Diagram:

Key:

students aim to complete the above but when they come across a beanbag they bend down, pick up the beanbag and throw it towards the end of the beam

once students reach the end of the beam they jump off the beam safely using the motorbike landing

Teaching Points: heel to toe arms straight like an aeroplane eyes forward

Safety: students may fall off beam students may stub toes students may trip on the beanbags

Modifications/progressions: lunges between foam blocks instead of heel toe

movement students pirouette at the end of the balance beam

and repeat steps to the beginning include obstacles for students to avoid in between

the bridge

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Page 38: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

GROSS MOTOR ACTIVITIES

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Page 39: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

TEACHING AND LEARNING ACTIVITIES:

CONCEPT OR SKILL ACTIVITIES CRAWL ALONG LINE:Gross Motor

Group size: 20 Size of Area: 8m x 2mEquipment: 1x gym line

Diagram:

Key:

Activity Description: students crouch on all fours (hands and knees) students crawl along designated line following the

line if students wander off the line they must start from

the beginning again

Teaching Points: keep head up opposite hand to leg movement

Safety: students may graze knees

Modifications/progressions: increase length of line students must follow

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Page 40: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

CRAWL AROUND OBSTACLE COURSE:Gross Motor

Group size: 20 Size of Area: 5m x 5m Equipment: 4x cones, 3x skipping ropes, 5x beanbags

Diagram:

Key:

Activity Description: students crouch on all fours (hands and knees) obstacle course is set up with equipment within area students begin at one end of the course and must

crawl through the obstacle course without touching any of the equipment

if students make contact with any of the equipment they must start the course again

once students reach the end of the course, they turn around and complete the course again taking a different path

Teaching Points: keep head up opposite hand to leg movement

Safety: students may graze knees students may hit equipment and get hurt

Modifications/progressions: increase length of obstacle course increase number of obstacles

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Page 41: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

CRAWL THROUGH WOODEN SHAPES:Gross Motor

Group size: 20 Size of Area: 10m x 10m Equipment: 5x wooden shapes

Diagram:

Key:

Activity Description: students crouch on all fours (hands and knees) wooden shapes set up in a line (triangle, square,

circle shapes) approx. 2m apart students begin at one end and crawl through each

shape whilst attempting to not touch the edges if students touch the edges of the shapes they may

continue once student reaches last shape they run back to the

beginning and repeat above steps

Teaching Points: keep head up opposite hand to leg movement

Safety: students may graze knees students may hit edge of shapes and get hurt

Modifications/progressions: decrease size of shapes increase number of shapes increase distance between each shape

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Page 42: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

CRAWL THROUGH WOODEN BOXES: Gross Motor

Group size: 20 Size of Area: 10m x 10m Equipment: 5x wooden shapes

Diagram:

Key:

Activity Description: students crouch on all fours (hands and knees) wooden shapes set up in a line or in an obstacle

course like setup students begin at one end and crawl through each

box whilst attempting to not touch the edges if students touch the edges of the boxes they may

continue once student reaches last shape they run back to the

beginning and repeat above steps

Teaching Points: keep head up opposite hand to leg movement

Safety: students may graze knees students may hit edge of shapes and get hurt students may get stuck in boxes

Modifications/progressions: decrease size of boxes increase number of boxes

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Page 43: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

WALK ALONG LINE:Gross Motor

Group size: 20 Size of Area: 6m x 1m Equipment: 1x gym line

Diagram:

Key:

Activity Description: students begin at one end of the designated line students follow the line by walking a long it if students wander off the line they must start from

the beginning again

Teaching Points: keep head up one foot after the other

Safety: students may fall over

Modifications/progressions: increase length of line

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Page 44: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

WALK THROUGH OBSTACLE COURSE:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 4x cones, 3x skipping ropes, 5x beanbags

Diagram:

Key:

Activity Description: obstacle course is set up with equipment within area students begin at one end of the course and must

walk through the obstacle course without touching any of the equipment

if students make contact with any of the equipment they must start the course again

once students reach the end of the course, they turn around and complete the course again taking a different path

Teaching Points: keep head up one foot in front of other

Safety: students may trip over equipment

Modifications/progressions: increase length of obstacle course increase number of obstacles

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Page 45: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

WALK ON WOODEN SHAPES:Gross Motor

Group size: 20 Size of Area: 10m x 10mEquipment: 5x wooden shapes

Diagram:

Key:

Activity Description: wooden shapes lied flat along ground students walk on the shapes without falling off if students fall off they stand back on the shape and

continue once they make one circuit of the shape, students

walk to the next shape and repeat the above steps

Teaching Points: keep head up one foot in front of other

Safety: students may trip over equipment students may stub their toes on the shapes

Modifications/progressions: increase number of shapes walk over shapes blindfolded

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Page 46: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RUN ALONG LINE:Gross Motor

Group size: 20 Size of Area: 10m x 2m Equipment: 1x gym line

Diagram:

Key:

Activity Description: students begin at one end of the designated line students follow the line by running along it if students wander off the line they must start from

the beginning again

Teaching Points: keep head up one foot after the other

Safety: students may fall over

Modifications/progressions: increase length of line

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Page 47: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RUN BETWEEN CONES:Gross Motor

Group size: 20 Size of Area: 10m x 2mEquipment: 5x cones

Diagram:

Key:

Activity Description: students begin at one end students run from the beginning around each cone

until they reach the end once they reach the end of the designated running

area, students turn around and run back making sure to run around the cones

Teaching Points: keep head up one foot after the other

Safety: students may fall over students may trip over cone

Modifications/progressions: increase length of running area increase number of cones decrease distance between each cone

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Page 48: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RUN THROUGH OBSTACLE COURSE:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 4x cones, 3x skipping ropes, 5x beanbags

Diagram:

Key:

Activity Description: obstacle course is set up with equipment within area students begin at one end of the course and must

run through the obstacle course without touching any of the equipment

if students make contact with any of the equipment they must start the course again

once students reach the end of the course, they turn around and complete the course again taking a different path

Teaching Points: keep head up one foot in front of other

Safety: students may trip over equipment

Modifications/progressions: increase length of obstacle course increase number of obstacles

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Page 49: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

RUN AND JUMP OVER FOAM BLOCKS:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 5x foam blocks

Diagram:

Key:

Activity Description: course set up with foam blocks at even intervals students begin at one end and run through course when they come across a foam block, students jump

over block without touching it and then continue running

once students reach end of course, students turn around and repeat above steps

Teaching Points: keep head up one foot in front of other

Safety: students may trip over foam blocks

Modifications/progressions: increase length of obstacle course increase number of obstacles

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Page 50: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMP IN HOOPS:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 5x hoops

Diagram:

Key:

Activity Description: hoops set up in a straight line students begin at one end of hoops students jump into hoop students aim to not make any contact with the hoops

and land on both feet without taking an extra step students repeat above steps, jumping into each hoop

until they reach the end once students reach the end, they then turn around

and repeat above steps until they end up back at the beginning

Teaching Points: crouch with knees bent look forward contact ground with front part of foot

Safety: students may trip over hoops students may slip on hoops students may lose balance and fall over

Modifications/progressions: increase number of hoops increase size of hoops = bigger jump required

Activity Description:50

Page 51: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMP ON POLLYDOTS:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 15x pollydots

Diagram:

Key:

pollydots spread around area close enough to jump between each

students begin at one end of area students jump onto pollydot students aim to not make any contact with the

ground and land on both feet without taking an extra step

students repeat above steps, jumping onto each hoop until they reach the end

once students reach the end, they then turn around and repeat above steps until they end up back at the beginning

Teaching Points: crouch with knees bent look forward contact ground with front part of foot

Safety: students may slip on pollydots students may lose balance and fall over

Modifications/progressions: increase number of pollydots increase distance between pollydots = bigger jump

required

Activity Description: foam blocks placed around area

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Page 52: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMP OVER FOAM BLOCKS:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 15x foam blocks

Diagram:

Key:

students begin at one end of area students jump over each foam block students aim to not make any contact with the foam

blocks and land on both feet without taking an extra step

students repeat above steps, jumping over each foam block until they reach the end

once students reach the end, they then turn around and repeat above steps until they end up back at the beginning

Teaching Points: crouch with knees bent look forward contact ground with front part of foot

Safety: students may trip over foam block students may lose balance and fall over

Modifications/progressions: increase number of foam blocks increase distance between foam blocks = bigger

jump required

Activity Description: students begin by standing on top of block students then jump off box and land with motorbike

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Page 53: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

JUMP FROM BOX:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 1x block

Diagram:

Key:

landing in front of box students attempt to land without taking an extra step once students have completed the jump they repeat

the above steps

Teaching Points: crouch with knees bent look forward contact ground with front part of foot

Safety: students may trip over fall if block is too hight students may lose balance and fall over

Modifications/progressions: increase height of block

Activity Description: students begin at one end of the designated line students follow the line by hopping along it

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Page 54: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

HOP ALONG LINE:Gross Motor

Group size: 20 Size of Area: 10m x 2m Equipment: 1x gym line

Diagram:

Key:

if students wander off the line they must start from the beginning again

Teaching Points: look forward bend knee lean body forward

Safety: students may fall over

Modifications/progressions: increase length of line

Activity Description: pollydots spread around area close enough to hop

between each54

Page 55: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

HOP ON POLLYDOTS:Gross Motor

Group size: 20 Size of Area: 10m x 2m Equipment: 10x pollydots

Diagram:

Key:

students begin at one end of area students hop onto pollydot students aim to not make any contact with the

ground and land on one foot students repeat above steps, hopping onto each

hoop until they reach the end once students reach the end, they then turn around

and repeat above steps until they end up back at the beginning

Teaching Points: lean body forward look forward bend knee when hopping

Safety: students may slip on pollydots students may lose balance and fall over

Modifications/progressions: increase number of pollydots increase distance between pollydots = bigger hop

required

Activity Description: obstacle course is set up with equipment within area students begin at one end of the course and must

hop through the obstacle course without touching 55

Page 56: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

HOP THROUGH OBSTACLE COURSE:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 4x cones, 3x skipping ropes, 5x beanbags

Diagram:

Key:

any of the equipment if students make contact with any of the equipment

they must start the course again once students reach the end of the course, they turn

around and complete the course again taking a different path

Teaching Points: look forward bend knees when hopping use arms for balance

Safety: students may trip over equipment

Modifications/progressions: increase length of obstacle course increase number of obstacles

Activity Description: students begin at one end of the designated line students follow the line by skipping along it if students wander off the line they must start from

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Page 57: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SKIP ALONG LINE:Gross Motor

Group size: 20 Size of Area: 10m x 2m Equipment: 1x gym line

Diagram:

Key:

the beginning again

Teaching Points: look forward one foot in front of another lean body forward

Safety: students may fall over

Modifications/progressions: increase length of line

Activity Description: obstacle course is set up with equipment within area students begin at one end of the course and must

skip through the obstacle course without touching 57

Page 58: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SKIP THROUGH OBSTACLE COURSE:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 4x cones, 3x skipping ropes, 5x beanbags

Diagram:

Key:

any of the equipment if students make contact with any of the equipment

they must start the course again once students reach the end of the course, they turn

around and complete the course again taking a different path

Teaching Points: look forward one foot in front of the other lean body forward

Safety: students may trip over equipment

Modifications/progressions: increase length of obstacle course increase number of obstacles

Activity Description: 2x students/helpers hold one end of skipping rope

each helpers coordinate skipping rope

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Page 59: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SKIP WITH LARGE ROPE:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 1x large skipping rope

Diagram:

Key:

student jumps in skipping rope for as many turns as possible

student can start stationary next to skipping rope or can have a running start, whichever they feel more comfortable with

Teaching Points: count yourself in watch the rope jump high with both feet

Safety: students may trip over skipping rope students may get hit with skipping rope

Modifications/progressions: increase speed of rope turns

Activity Description: students have their own small skipping rope student holds each end of rope with one hand rope begins lying flat on floor with student standing

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Page 60: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SKIP WITH INDIVIDUAL ROPE:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 1x small skipping rope

Diagram:

Key:

in front of it student pulls rope over their head and attempts to

jump in skipping rope for as many turns as possible if student gets caught up with rope, they continue to

try

Teaching Points: count yourself in watch the rope jump high with both feet

Safety: students may trip over skipping rope students may get hit with skipping rope

Modifications/progressions: increase speed of rope turns complete backward rotations instead of forward

rotations of the rope

Activity Description: students hop around area imitating a kangaroo students must avoid obstacles and one another

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Page 61: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

KANGAROO JUMP:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 5x cones, 5x beanbags, 5x skipping ropes

Diagram:

Key:

Teaching Points: watch where you are moving bend your knees

Safety: students may trip over equipment students may collide with one another

Modifications/progressions: increase number of obstacles

Activity Description: students hop around area imitating a frog students must avoid obstacles and one another

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Page 62: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

FROG JUMP:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 5x cones, 5x beanbags, 5x skipping ropes

Diagram:

Key:

Teaching Points: watch where you are moving bend your knees use arms to help balance

Safety: students may trip over equipment students may collide with one another

Modifications/progressions: increase number of obstacles

Activity Description: students walk around area imitating a crab students must avoid obstacles and one another

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Page 63: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

CRAB WALK:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 5x cones, 5x beanbags, 5x skipping ropes

Diagram:

Key:

Teaching Points: watch where you are going bend knees keep wrists strong

Safety: students may trip over equipment students may collide with one another

Modifications/progressions: increase number of obstacles

Activity Description: students walk around area imitating a bunny students must avoid obstacles and one another

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Page 64: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BUNNY HOP:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 5x cones, 5x beanbags, 5x skipping ropes

Diagram:

Key:

Teaching Points: watch where you are going crouch down and make your self tiny kick your legs up high at the back

Safety: students may trip over equipment students may collide with one another

Modifications/progressions: increase number of obstacles

Activity Description: students walk around area imitating a bear students must avoid obstacles and one another

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Page 65: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BEAR WALK:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 5x cones, 5x beanbags, 5x skipping ropes

Diagram:

Key:

Teaching Points: move slowly and steadily keep your knees straight stick your bum straight up in the air

Safety: students may trip over equipment students may collide with one another

Modifications/progressions: increase number of obstacles

Activity Description: wooden ladder set up flat along floor students walk along sides of ladder imitating a bear students must attempt to stay on the ladder the

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Page 66: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BEAR WALK ALONG LADDER:Gross Motor

Group size: 20 Size of Area: 10m x 5m Equipment: 1x wooden ladder

Diagram:

Key:

entire time once they reach the end of the ladder, students turn

around on ladder and repeat above steps

Teaching Points: move slowly and steadily keep your knees straight stick your bum straight up in the air

Safety: students may fall over students may trip on ladder

Modifications/progressions: add obstacles onto ladder sides for students to avoid

Activity Description: students begin at top of wedge students lie flat on their back with their arms

extended straight above their head, tight against 66

Page 67: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

PENCIL ROLL ON WEDGE:Gross Motor

Group size: 20 Size of Area: 5m x 5m Equipment: 1x floor mat, 1x wedge

Diagram:

Key:

their ears students hold this position whilst rolling over on the

mat once students reach end of wedge, students repeat

above steps

Teaching Points: arms and elbows straight and tight lock knees and point toes turn from hips

Safety: students may roll off side of wedge students may get into awkward position and hurt

themselves

Modifications/progressions: increase length of wedge

Activity Description: students lie flat on their back with their arms

extended straight above their head, tight against their ears

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Page 68: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

PENCIL ROLL ON MAT:Gross Motor

Group size: 20 Size of Area: 5m x 5m Equipment: 1x floor mat

Diagram:

Key:

students hold this position whilst rolling over on the mat

once students reach end of mat, they rotate and roll the other way

Teaching Points: arms and elbows straight and tight lock knees and point toes turn from hips

Safety: students may roll off mat students may get into awkward position and hurt

themselves

Modifications/progressions: increase length of mat

Activity Description: students begin at top of wedge students lie flat on their back with their arms tight

beside their body68

Page 69: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LOG ROLL ON WEDGE:Gross Motor

Group size: 20 Size of Area: 5m x 5m Equipment: 1x floor mat, 1x wedge

Diagram:

Key:

students hold this position whilst rolling over on the wedge

once students reach end of wedge, students repeat above steps

Teaching Points: arms and elbows straight and tight beside body lock knees and point toes turn from hips

Safety: students may roll off side of wedge students may get into awkward position and hurt

themselves

Modifications/progressions: increase length of wedge

Activity Description: students lie flat on their back with their arms tight

beside their body students hold this position whilst rolling over on the

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Page 70: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LOG ROLL ON MAT:Gross Motor

Group size: 20 Size of Area: 5m x 5m Equipment: 1x floor mat

Diagram:

Key:

mat once students reach end of mat, students repeat

above steps

Teaching Points: arms and elbows straight and tight beside body lock knees and point toes turn from hips

Safety: students may roll off mat students may get into awkward position and hurt

themselves

Modifications/progressions: increase length of mat

Activity Description: students begin at top of wedge facing forwards spotting is provided by teacher to protect student’s

neck and support their movement70

Page 71: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

FORWARD ROLL ON WEDGE- with assistance from teacherGross Motor

Group size: 20 Size of Area: 5m x 5m Equipment: 1x floor mat, 1x wedge

Diagram:

Key:

students place hands in front and to the side of them and tuck their chin to their chest

students complete forward roll with help of spotter once students reach end of wedge, students repeat

above steps

Teaching Points: tuck chin into chest use hips to start

Safety: students may roll off side of wedge students may get into awkward position and hurt

themselves

Modifications/progressions: increase length of wedge

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Page 72: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

VISUAL MOTOR ACTIVITIES

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Page 73: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

TEACHING AND LEARNING ACTIVITIES:

CONCEPT OR SKILL ACTIVITIES BALLOON TAP IN HOOP:Visual Motor

Size of Area: 2m x 2m Equipment: 1x hoop, 1x balloon

Diagram:

Key:

Activity Description: students each get their own hoop and their own

balloon students begin by standing in hoop students tap the balloon up in the air to themselves students aim to keep the balloon close so they do

not step outside of the hoops if student loses balloon outside of hoop they collect it

and then repeat above steps

Teaching Points: keep your eyes on the balloon stay within hoop move upper body to reach balloon

Safety: students may slip on hoop

Modifications/progressions: change hoop to pollydot have two balloons going at one time

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Page 74: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALLOON TAP ALONG LINE:Visual Motor

Size of Area: 10m x 2m Equipment: 1x gym line, 1x balloon

Diagram:

Key:

Activity Description: students get their own balloon students begin by standing at one end of the line students tap balloon in front of them and walk along

line, attempting to stay in control of the balloon by tapping it whilst also staying on the line

if students lose control of the balloon, or step off the line they may continue from where they are

once students reach the end of the line, they turn around and repeat above steps until they reach the beginning

Teaching Points: keep your eyes on the balloon stay on the line use both hands to control balloon

Safety: students may trip over stray balloon

Modifications/progressions: increase length of line have two balloons going at one time

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Page 75: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALLOON TAP AROUND CONES:Visual Motor

Size of Area: 10m x 2m Equipment: 8x cones, 1x balloon

Diagram:

Key:

Activity Description: students get their own balloon students begin by standing at one end of the

designated area cones are spread out in a line in front of students students must tap the balloon if front of them and

walk along the area, making sure to walk around the cones

students are not permitted to touch cones students attempt to stay in control of the balloon by

tapping it whilst also staying clear from the cones if students lose control of the balloon, or make

contact with a cone, they may continue from where they are

once students reach the end of the area, they turn around and repeat above steps until they reach the beginning again

Teaching Points: keep your eyes on the balloon watch where you are going tap balloon gently and up above your head

Safety: students may trip on cone

Modifications/progressions: increase number of cones decrease distance between each cone so students

are required to change direction more often

Activity Description:75

Page 76: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALLOON TAP TO PARTNER:Visual Motor

Size of Area: 3m x 2m Equipment: 1x balloon

Diagram:

Key:

students divided into pairs, with 1x balloon per pair students stand approx 2m apart facing one another one student begins with balloon and taps to their

partner partner catches the balloon and then throws the

balloon up in the air and taps it back to their partner students repeat above steps If too easy, after ten consecutive tap/catch

sequences students take a step back from one another

Teaching Points: keep your eyes on the balloon tap balloon gently and up above your head

Safety: students may collide if standing too close

Modifications/progressions: increase distance between students

Activity Description:76

Page 77: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALLOON TAP TO PARTNER BETWEEN HOOP:Visual Motor

Size of Area: 4m x 2m Equipment: 1x balloon, 1x hoop

Diagram:

Key:

students divided into pairs, with 1x balloon per pair and 1x hoop per pair

students stand approx 2m apart facing one another, with hoop suspended in between them

one student begins with balloon and taps it to their partner through the hoop

partner catches the balloon and then throws the balloon up in the air and taps it back to their partner through the hoop

students repeat above steps If too easy, after ten consecutive tap/catch

sequences students take a step back from one another

Teaching Points: keep your eyes on the balloon tap balloon gently and up above your head try not to hit the hoop with the balloon

Safety: students may collide if standing too close students may collide with hoop

Modifications/progressions: increase distance between students

Activity Description:77

Page 78: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALLOON TAP WITH BAT:Visual Motor

Size of Area: 4m x 2m Equipment: 1x balloon, 1x rolled up paper

Diagram:

Key:

students have their own balloon and 1x rolled up paper

students tap balloon with rolled up paper bat, attempting to keep it in the air and above their head

if student drops balloon, they continue students repeat above steps

Teaching Points: keep your eyes on the balloon tap balloon gently and up above your head keep your arm up ready to tap

Safety: students may hit themselves with the paper bat

Modifications/progressions: students to stand in hoop and not move from it students to stand on pollydot and not move from it

Activity Description:78

Page 79: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALLOON KICK AND CATCH:Visual Motor

Size of Area: 2m x 2m Equipment: 1x balloon

Diagram:

Key:

students have their own balloon students drop balloon towards floor and attempt to

kick it up to themselves before catching it again students then repeat above steps

Teaching Points: keep your eyes on the balloon time your kick

Safety: students may lose balance when attempting to kick

and fall over

Modifications/progressions: students to stand in hoop and not move from it students to stand on pollydot and not move from it

Activity Description:79

Page 80: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALLOON KICK TO PARTNER:Visual Motor

Size of Area: 3m x 2m Equipment: 1x balloon

Diagram:

Key:

students divided into pairs, with 1x balloon per pair students stand approx 2m apart facing one another one student begins with balloon and kicks it to their

partner partner catches the balloon and then kicks the

balloon back to their partner students repeat above steps If too easy, after ten consecutive tap/catch

sequences students take a step back from one another

Teaching Points: keep your eyes on the balloon try to contact balloon with top of foot

Safety: students may collide if standing too close

Modifications/progressions: increase distance between students students must stand in hoops

Activity Description:80

Page 81: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

ROLL BALL TRIANGLE TO PARTNER:Visual Motor

Size of Area: 3m x 2m Equipment: 1x medium sized foam ball

Diagram:

Key:

students divided into pairs, with 1x foam ball per pair students sit facing one another with legs creating a

triangle shape one student begins with ball and rolls it to their

partner without making contact with legs partner traps ball using their hands and then repeats

the above steps

Teaching Points: keep your eyes on the ball use both hands to push ball forwards thumbs together when trapping ball

Safety: students may get hit with ball if they miss trapping it

Modifications/progressions: increase distance between students add obstacles in between students that they must try

to avoid

Activity Description:81

Page 82: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

ROLL BALL ALONG LINE TO PARTNER:Visual Motor

Size of Area: 3m x 2m Equipment: 1x medium sized foam ball

Diagram:

Key:

students divided into pairs, with 1x foam ball per pair students kneel facing one another over a gym line one student begins with ball and rolls it to their

partner, attempting to keep the ball rolling along the gym line

partner traps ball using their hands and then repeats the above steps

Teaching Points: keep your eyes on the ball use both hands to push ball forwards thumbs together when trapping ball

Safety: students may get hit with ball if they miss trapping it

Modifications/progressions: increase distance between students

Activity Description:82

Page 83: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BOWLING:Visual Motor

Size of Area: 3m x 2m Equipment: 1x medium sized foam ball, foam bowling pin set

Diagram:

Key:

bowling pins set out approx 3m away from student student has foam ball student begins standing and rolls ball with both

hands along the ground aiming to knock down as many pins as possible

students repeat above steps

Teaching Points: keep your eyes on the ball use both hands to push ball forwards

Safety: students may trip over pins when collecting their ball

Modifications/progressions: increase distance between students and pins

Activity Description:83

Page 84: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALL BOUNCE:Visual Motor

Size of Area: 3m x 2m Equipment: 1x medium sized ball

Diagram:

Key:

students have their own ball students begin by bouncing ball on the spot students attempt to keep control of the ball if students are controlling the ball well they should

move around the area whilst bouncing the ball

Teaching Points: keep your eyes on the ball bounce to hip height

Safety: students may get hit with ball students may trip over ball

Modifications/progressions: students jog around whilst bouncing ball

Activity Description:84

Page 85: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALL BOUNCE AROUND CONES:Visual Motor

Size of Area: 5m x 2m Equipment: 1x medium sized ball, 5x cones

Diagram:

Key:

students have their own ball cones set up in an even line students begin at the start of the line and work their

way between each cone by walking and bouncing the ball

students must attempt to make no contact with the cones whilst controlling the ball

once students make it to the end of the line, they turn around and repeat above steps

Teaching Points: keep your eyes on the ball bounce to hip height

Safety: students may get hit with ball students may trip over ball students may trip over cone

Modifications/progressions: students jog around whilst bouncing ball

Activity Description:85

Page 86: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALL BOUNCE ON PLANK:Visual Motor

Size of Area: 5m x 2m Equipment: 1x medium sized ball, 1x wooden plank

Diagram:

Key:

students have their own ball students begin at one end of the plank students step up onto the plank and walk along it

whilst bouncing the ball with one hand along the ground next to the plank

students attempt to walk across the plank smoothly without stopping and starting

students attempt to bounce the ball without hitting the plank

once students reach the end of the plank, they turn around and repeat the above steps

Teaching Points: keep your eyes on the ball bounce to hip height

Safety: students may get hit with ball students may fall off plank

Modifications/progressions: students jog along plank whilst bouncing ball

Activity Description:86

Page 87: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

BALL BOUNCE ON PLANK:Visual Motor

Size of Area: 3m x 2m Equipment: 1x medium sized ball, 1x wooden rocker

Diagram:

Key:

students have their own ball and their own rocker students begin by standing and balancing on rocker students then attempt to bounce ball in front of them

whilst keeping balance on the rocker students continue to bounce ball if they lose balance or lose control of the ball

students simply continue once they have themselves in the correct position again

students repeat above steps

Teaching Points: keep your eyes on the ball bounce to hip height use your arms to help balance

Safety: students may get hit with ball students may fall off rocker

Modifications/progressions: students sit on rocker

Activity Description:87

Page 88: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SCOOTER ADVENTURE:Visual Motor

Size of Area: 8m x 5m Equipment: 1x scooter board

Diagram:

Key:

students have their own scooter board students lie on their belly on the scooter board students have their legs bent so they are in the air

and use their arms to move around students scoot around the designated area getting

use to their surroundings and the control of the scooter

Teaching Points: watch where you are going use your hands to control which direction

Safety: students may run over their own hands if they do not

move them out of the way when scooting students may fall off scooter board

Modifications/progressions: students sit on scooter board

Activity Description:88

Page 89: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SCOOTER LINE:Visual Motor

Size of Area: 8m x 5m Equipment: 1x scooter board, 1x gym line

Diagram:

Key:

students have their own scooter board students lie on their belly on the scooter board students have their legs bent so they are in the air

and use their arms to move around students scoot around following the designated line

of the gym, attempting to follow the curves and turns of the lines without straying from the line itself

once students reach the end of the line, they turn around and repeat above steps

Teaching Points: watch where you are going use your hands to control which direction

Safety: students may run over their own hands if they do not

move them out of the way when scooting students may fall off scooter board

Modifications/progressions: students sit on scooter board

Activity Description:89

Page 90: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SCOOTER CONES:Visual Motor

Size of Area: 8m x 5m Equipment: 1x scooter board, 5x cones

Diagram:

Key:

students have their own scooter board students lie on their belly on the scooter board students have their legs bent so they are in the air

and use their arms to move around cones set out in a line students begin at start of line and scoot around each

cone until they reach the end once students are at the end they turn around and

repeat above steps

Teaching Points: watch where you are going use your hands to control which direction

Safety: students may run over their own hands if they do not

move them out of the way when scooting students may fall off scooter board

Modifications/progressions: students sit on scooter board

Activity Description:90

Page 91: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SCOOTER OBSTACLE COURSE:Visual Motor

Size of Area: 8m x 5m Equipment: 1x scooter board, 5x cones, 5x beanbags, 3x skipping ropes

Diagram:

Key:

students have their own scooter board students lie on their belly on the scooter board students have their legs bent so they are in the air

and use their arms to move around obstacles set out in designated area (equipment) students begin at start of area and must scoot their

way through the obstacle course students attempt not to make contact with any

obstacles on their way through students begin at start of line and scoot around each

cone until they reach the end of the area once students are at the end they turn around and

repeat above steps taking a different route

Teaching Points: watch where you are going use your hands to control which direction

Safety: students may run over their own hands if they do not

move them out of the way when scooting students may fall off scooter board

Modifications/progressions: students sit on scooter board

Activity Description: students have their own scooter board

91

Page 92: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

SCOOTER UNDER ROD:Visual Motor

Size of Area: 8m x 5m Equipment: 1x scooter board, 10x beanbags, 1x rod, 2x cones (to hold up rod)

Diagram:

Key:

students lie on their belly on the scooter board students have their legs bent so they are in the air

and use their arms to move around rod set up so it is suspended above ground students scoot under the rod making sure not to

touch it with any part of their body (must be careful of head and legs)

once students scoot under the rod, they must scoot to the “nest” and collect 1x beanbag

once they have collected the beanbag, they store it on their scooter and then repeat above steps until they reach the beginning where they offload their beanbag

above steps repeated until all beanbags have been successfully collected

Teaching Points: watch where you are going use your hands to control which direction

Safety: students may run over their own hands if they do not

move them out of the way when scooting students may fall off scooter board students may hit rod and hurt themselves

Modifications/progressions: students sit on scooter board increase length between start/finish

Activity Description: students have their own “easy catch” students throw easy catch up in the air and attempt

92

Page 93: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

EASY CATCH:Visual Motor

Size of Area: 4m x 4m Equipment: 1x easy catch

Diagram:

Key:

to catch it if they do not catch it, they must read out what

number and what colour end the easy catch has landed on before retrying

above steps repeated

Teaching Points: keep your eye on the easy catch have your hands out ready to catch

Safety: students may get hit with easy catch if they do not

catch it students may trip over easy catch

Modifications/progressions: students throw to one another in pairs and attempt to

catch

Activity Description: students have their own “cone rope ball” (ball

attached to cone with rope)93

Page 94: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

CONE ROPE BALL:Visual Motor

Size of Area: 4m x 4m Equipment: 1x “cone rope ball”

Diagram:

Key:

students hold cone in dominant hand with ball hanging on rope

students attempt to get ball back into cone by flicking ball up

students repeat above steps

Teaching Points: keep your eye on the ball use your wrists to flick the ball upwards

Safety: students may hit themselves with the ball

Modifications/progressions: students use non dominant hand

Activity Description: students have 1x medium size ball students stand approx 2m from rebound net

94

Page 95: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

THROW TO REBOUND NET:Visual Motor

Size of Area: 4m x 4m Equipment: 1x medium sized ball, 1x rebound net

Diagram:

Key:

students throw ball at net and attempt to hit the net in the middle before attempting to catch ball

students repeat above steps

Teaching Points: keep your eye on the ball have arms out ready to catch

Safety: students get hit with the ball students may trip over stray ball if they missed the

catch

Modifications/progressions: students use non dominant hand to throw/catch students throw/catch from greater distance

Activity Description: students stand if front of “launching end” of launch

board with beanbag resting at opposite end95

Page 96: Web viewA typical PMP will focus on gross motor, vestibular, visual motor, auditory, tactile, lateralisation, body awareness, and spatial awareness activities

LAUNCH BOARD:Visual Motor

Size of Area: 4m x 4m Equipment: 1x launch board, 1x beanbag

Diagram:

Key:

students step down on top of launching end to propel beanbag into air

students attempt to catch beanbag students repeat above steps

Teaching Points: keep your eye on the beanbag have arms out ready to catch

Safety: students get hit with the beanbag students may trip over launch board

Modifications/progressions: students use non dominant hand to throw/catch students throw/catch from greater distance

96