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PHYSICAL EDUCATION CURRICULUM FRAMEWORK

ELEMENTARY SCHOOL

Loudoun County Public Schools Leesburg, Virginia

Revised August, 2008

Dr. Edgar B. Hatrick Sharon D. Ackerman Superintendent of Schools Assistant Superintendent,

Instruction Peter R. Hughes Sheila J. Jones Director, Curriculum & Supervisor, Health, Physical Instruction Education, & Driver

Education

Curriculum Revision Committee

Barbara Eason Sharon Welch

Michael Kilgannon Noel Blakeney Jenny Aubel Brad Moss

Daniel Craig Todd McClelland

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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

• Perform activities that develop physical fitness

• Changes that occur to the body during exercise and activity

• Safety concerns that are relevant to physical fitness

Second Grade 2.3, 2.5

• Participate in short periods of sustained, moderate to vigorous activity

• Perform activities that develop physical fitness

• Activities that develop physical fitness

Third Grade 3.3, 3.5

• Practice activities that can be used to increase level physical fitness.

• Participate in short periods of sustained moderate to vigorous activity that causes an increase in heart and respiration rates

• Activities that develop health-related fitness

• Safety concerns that are relevant to physical fitness

Fourth Grade 4.3a, 4.3b, 4.3c, 4.5

• Demonstrate activities that can be used to measure level of physical fitness

• List activities that increase aerobic capacity such as walking, running cycling, swimming etc.

• Set goals to improve personal fitness

• Components of health-related fitness

• The FITT principle of health-related fitness

• The importance of a healthy lifestyle

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

• Components of health-related physical fitness

• Activities that will help improve physical fitness level

• The FITT principle of health-related fitness

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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

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Table 2.3: Teaching Suggestions and Resources Lifetime Fitness and Wellness

Suggestions Resources and Helpful Hints Recommended Equipment • Mats

• Sit and Reach Box

• Tape Measure

• Stop Watch

• Tape or Chalk

• Pedometers

• Batons

• Hoops

• CD Player

• Motivational Music Applications • Workout Zoo

• Fitness Cards

• Tag Games

• Fitness Stations

• Challenge Course

• Wellness Zone Testing Inappropriate Teaching Techniques • 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

Safety Protocol • 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 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 Organization Teaching Cues/ Progressions Assessment

Instant Activity/ Warm Up

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

When a student gets tagged they have to freeze Anyone can rescue a tagged player by asking them to say a word that begins with the designated letter Travel safely within the boundaries

Teacher observation

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

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.

Closure Have the students stop and stretch Review how to identify whether an activity is aerobic

Students will go through a previously taught stretching routine

Make sure students do not bounce when they stretch Remind them to hold each stretch for 10

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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



Students are in a circle with adequate personal space

One student goes to the center and starts an exercise Everyone does the same exercise until the signal to switch Current leader chooses a new leader

Teacher observation and feedback to students

Lesson Focus Student partners Students will alternately jog laps with a partner Students decide who starts and how many laps they will do One partner walks in place or stretches while the other jogs Partners record each lap they completed

Students will be assessed on the ability to keep moving continuously Students set personal goals and partner goals

Closure Students are in a circle with adequate personal space

Teacher leads group through cool down and stretching routine Review concept of aerobic capacity

Teacher will remind students not to bounce, and to hold each stretch

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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

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Educational Gymnastics

Table 3.1: Grade Level SOL Requirements Educational Gymnastics

Grade Level SOL



Kindergarten K.1.a,K.1.b

• Demonstrate walking, running, hopping, jumping, landing, galloping, sliding, skipping

• Demonstrate bending, pushing, pulling, stretching, turning, twisting, swinging, swaying, rocking, balancing, rolling

• Identify two critical elements of a locomotor skill

• Identify two critical elements used in non-manipulative skill movements

First Grade 1.1a,1.1d

• Demonstrate all locomotor skills for Kindergarten level

• Demonstrate simple educational gymnastics sequences

• Identify walking, running, hopping, jumping, landing, galloping, sliding, skipping

• Identify balancing, rolling, transferring weight

Second Grade 2.1b,2.2a

• Demonstrate an educational gymnastics sequence

• Demonstrate concepts of over, under, around, in front of, behind and through

• Identify the skills balancing, rolling, and transfer weight

• Apply basic concepts of movement relationships

Third Grade 3.1d

• Select and perform an educational gymnastics sequence with at least four skills

• Identify skill category of balance, roll, and transfer of weight

Grade 4 4.1c

• Select and perform an educational gymnastics routine demonstrating at least five skills

• Recognize that the routine should include traveling, weight transfer and balance

Grade 5 5.1a

• Select and perform an educational gymnastics routine demonstrating at least six skills

• Recognize that the routine should include traveling, weight transfer and balance

• Recognize that the routine should have smooth transitions, change directions, speed and flow

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Table 3.2: Skills and Critical Elements Educational Gymnastics

Skill Critical Elements Balance on a Variety of Body Parts

• 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

Flight (Jumping and Landing)

• 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) Weight Transfer • 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

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Table 3.3: Teaching Suggestions and Resources Educational Gymnastics

Suggestions Resources and Helpful Hints Recommended Equipment • Gymnastics mats at least 2” thickness

• Hoops • Gymnastics ribbons • Balance beams • Wedge mat

Applications • Perform simple gymnastics skills • Perform a sequence of gymnastics skills • Demonstrate basic circling skills with gymnastics ribbons • Demonstrate balance skills on the balance beam

Inappropriate Teaching Techniques

• 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

Safety Protocols • 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

Responsible Behaviors • Appropriate behavior in line • Proper listening skills • Proper etiquette

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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



Centipede Put students in groups of 4 Students travel in a line following each other On signal the head drops to the rear The second student becomes the new head

Remind the students not to cut through another centipede After 2-3 minutes of changing leaders and locomotor skills, the teacher leads stretching

Watch for students to keep their groups together and perform the designated locomotor skill

Lesson Focus Set up safari obstacle course in the gym Use gymnastics mats with pictorial signs that indicate the skill for each mat (see map)

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

Visual assessment of each animal walk Peer assessment of animal walks Checklist of animal walks being assessed

Closure Students line up, stretch, and review the skills

Review animal habitats and stretch like a cat or other animals

Student responses, observation

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

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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



Switch & Rotate With a partner, travel within the boundaries using the designated locomotor skill On the signal, rotate positions with the follower If switch is called, the group just turns around Teacher leads stretching after the warm-up activity

Traveling safely within the boundaries

Lesson Focus

Space mats in rows Connect two mats with velcro so that they are flat on the ground

Introduce gymnastics body shapes: tuck, pike, straddle, layout Review jumping and landing techniques Combine jumping and landing with a tuck, pike, or straddle shape while in the air

Visual assessment of jump shapes Peer assessment of jumps Students should mark the best jump on performance document

Closure Dismissal line and stretching

Review landing position while stretching

Questions students to ensure understanding

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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

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Movement Skills

Table 3.6: Grade Level SOL Requirements Movement Skills

Grade Level SOL


What Students Should Know

Kindergarten SOL – K.1a, K.2

• Locomotor skills - walking, running, jogging, skipping, hopping, jumping, galloping, leaping, sliding

• Non-locomotor skills - balancing, stretching, twisting, turning, curling, pushing, pulling

• The critical elements of several locomotor skills

• Personal space • The importance of moving safely in

general space • Identify three levels (high, medium,

low) First Grade 1.1a, 1.2

• 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

• Identify all locomotor skills • How to move in general space

without touching others • How to identify various pathways,

levels, speeds, and directions

Second Grade 2.1, 2.2

• Demonstrate with mastery locomotor and non-locomotor skills

• 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

Third Grade 3.1a, 3.2b

• Use locomotor and non-locomotor skills in complex movement situations

• 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

Fourth Grade 4.1a, 4.2a, 4.2b, 4.2c

• Use movement skills in complex activities and game situations

• Changing pathways, speeds, relationships, and directions will improve performance in game situations

• Peer coaching

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

• The use of locomotor and non-locomotor skills in offensive and defensive strategies (fakes, change in direction, guarding)

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Table 3.7: Skills and Critical Elements

Grades K-3 Movement Skills Skill Critical Elements

Walking • 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

Running • 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

Skipping • 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

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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

• 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

Pathways • 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”)

Relationships • Over, under, around, through, beside, in front, behind Directions • Right, left, forward, backward, sideways, diagonal

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Table 3.8: Teaching Suggestions and Resources Movement Skills

Suggestions Resources and Helpful Hints Recommended Equipment

• Floor grid, hula hoops, jump ropes • CD player, drum, • Locomotor skill cards, pathway cards

Application • 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

Responsible Student Behavior

• Follow directions • Move safely without touching others • Respect others • Remain on task

Inappropriate Teacher Practices

• Introducing skills that are not developmentally appropriate for the age and skill level of the students

• Performing activities in unsafe environments Safety Protocols • Reinforce knowledge of personal and general space

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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)



Students in personal space or squad lines

Follow the leader Choose a student to perform a movement or exercise that can be accomplished in personal space, others follow Switch leaders

Observe to ensure that all students are active

Lesson Focus Students scattered within boundaries in their own personal space Gridlines taped on the floor are helpful for determining personal space

Bubbles Students blow up imaginary personal huge bubble, unzip it, and get inside When moving through general space students must keep space around them so the bubble does not break Students will walk, skip, and gallop in general space If their bubble touches anyone, the students have to go to the sideline to blow up the bubble again, then return to the game

Observe which students keep their bubble intact and which students need reinforcement Check for students who are able to move safely in general space

Closure Students line up to leave class and stretch while reviewing

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


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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 Teaching cues/ progressions Assessment

Instant activity/ warm up

Students are in personal space Gridlines taped on the floor for determining personal space

Introduction Tag Four students hold rubber chickens to indicate taggers Students move safely using indicated locomotor skill If tagged, students go to the teacher & introduce themselves then go back to the game Switch taggers every 2 minutes

Observe to ensure that all students are active and moving safely in general space Choose a slow locomotor skill that is safe if there are problems

Lesson Focus Students scattered within boundaries in their own personal space

Fast and Slow Drums Teacher beats a drum at slow, medium, and fast speeds Discuss appropriate locomotor skills for different drum beats and move to the drumbeats Change speeds often Add pathways and directions to enhance the lesson

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


Ask who was able to move safely and change speeds What were the challenges? Discuss game activities that require change of speed

Student responses Observation

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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



Students are in personal space with a short jump rope

Jump to music Stretch Put rope away

Observe individual jump rope ability

Lesson Focus Groups of 4-6 with a long jump rope Demonstrate critical elements of long jump rope skills: turning jumping in continuous jumping exiting

Progression K- run through 1st Grade- jump once 2nd grade – jump twice Add another jump for each grade level Change turners after 2 minutes

Self-assessment Thumbs up if they feel comfortable jumping in and out of the long rope Thumbs up if their group cooperated


Ask students cues for turning and jumping in


Rubric: Locomotor Skills

1. Proficient • 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

2. Competent • 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

3. Needs Improvement • 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

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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.

• Use locomotor skills in a rhythmic pattern

• Respond to action words, rhyme, and movement stories with or without music

• Two critical elements for all locomotor and non-locomotor skills

• Directions, levels, pathways for movements

Grade 1 1.1a, 1e, 1.2, 1.5, 1.5a, 1.5b

• 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

• Three critical elements for all locomotor skills

• Body shapes, pathways, levels, directions, relationships to objects

• Sequence of steps to simple dances taught in class

Grade 2 2.1, 1c, 2.2, 2b, 2.4.

• Perform basic folk and creative dance sequences

• Perform various dance and rhythmic activities with a variety of props

• Relationships to others • Sequences of steps for folk

dances taught in class

Grade 3 3.1, 1c, 3.2, 2a, 2b, 3.4, 4a, 4c.

• Perform simple dances in various formations

• Develop a creative dance sequence with repetition

• Directions of clockwise and counterclockwise

• Sequence of steps to 3 simple dances taught in class

Grade 4 4.1, 1b, 4.2, 2c, 4.4, 4c, 4.d

• Perform a variety of dances with international and regional American styles

• Create a dance that has an obvious beginning, middle and end

• Steps to a minimum of 3 dances taught in class

Grade 5 5.1,1b, 5.2, 2.a, 2d, 2.e.

• Perform different types of rhythm/dance sequences

• Steps to one dance in each of the following formations: partner, circle and line

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Table 3-13: Skills and Critical Elements Dance and Rhythmic Activity

Skills Critical Elements Locomotor Skills Skipping, walking, galloping, sliding, hopping, jumping, leaping, and

running Non-locomotor Skills

Turning, twisting, rolling, balancing, stretching, jumping & landing, curling, bending, swinging, swaying, and transferring weight

Spatial Awareness

Personal space, and general space

Pathways Straight, curved, and zigzag Body Shapes Round, narrow, wide, and twisted Directions Right/left, up/down, forward/backward, clockwise, and counterclockwise Relationships to objects

On/off, under/over, in front of, behind, next to, around, through, and in/out

Relationships to others

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

Speed Slow, medium, and fast

Table 3-13: Skills and Critical Elements Virginia Reel

Skills Critical Elements Directions Right/Left Forward/Backward Diagonally Relationships Front to Front Right to Right Left to Left Front to Back Movements Right/Left Hand

Star Do-Si-Do Right/Left Arm Swing

Turning out Bridge Assess the students after they have had several opportunities to practice the dance. Sample Assessment (Dance)

Name: Teacher: The Virginia Reel _______ 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.

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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 • 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

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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 Review skipping cues When students are tagged they should go to the side and complete the hopscotch pattern

General space Critical elements of skipping

Lesson Focus

Individual Partner Group

Practice each sequence before performing the entire dance Practice with a partner, switch leaders Practice with a group in a line, switch leaders

Sample Dance Assessment

Closure Bunny Hop Tag Have the students stop, freeze and perform a designated stretching exercise during the closure activity

Remind students of safety rules for tag If a student is tagged he/she should freeze and raise hand, another student can “unfreeze” them by performing the dance sequence with them

Observe students who have been tagged and assess activity

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.

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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 Rotate clockwise Choose 3 stretching exercises to complete before starting the lesson focus

Fill in the amount of repetitions at each station

Lesson Focus

Divide the class into 2-3 groups Each group will have 2 lines of partners standing across from one another

Practice each sequence before doing the entire dance. 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

Sample Dance Assessment (see 3-13)

Closure Review the movements with a partner Perform 3 partner stretches

Demonstrate Right/left hand star Do-Si-Do Right/left arm swing


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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:

• 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

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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 What Students Should

Be Able To Do What Students Should Know

Kindergarten K.1c,K.3,

• Roll and throw underhand and throw overhand to a target

• Throw a ball with two hands

• One critical element of rolling and throwing underhand (Tic-Tock) and overhand (Make a T and bend elbow)

First Grade 1.1b,1.2,

• Roll and throw underhand and throw overhand to a target

• Throw a ball with two hands to a partner

• Two critical elements of rolling and throwing underhand and overhand

• Two critical elements of a two-handed throw

Second Grade 2.1a,2.2a

• Roll and throw a variety of objects underhand and overhand

• Throw overhead with two hands

• How to use different force for various situations

• Two critical elements for a two-handed overhead throw

Third Grade 3.1a,b,3.2

• Throw underhand and overhand to a moving target

• Roll using 3-step approach • Chest and bounce passes with a

partner

• 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

Fourth Grade 4.1a,4.2

• 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

• How to adapt the elements of the throw for a moving partner (trajectory, force, speed)

Fifth Grade 5.2

• Throwing underhand, two handed and overhand in game situations by applying the principles of throwing

• Principles of accuracy, force, and follow-through when throwing

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Table 4.2: Grade Level SOL Requirements

Catching Grade Level

SOL What Students Should

Be Able To Do What Student Should Know

Kindergarten K.1b,c,

• Catch a soft object tossed to self • Catch a gentle bounce pass

• One critical element of catching

First Grade 1.1b,1.2

• Catch object thrown underhand and overhand by partner

• Catch a bounce pass from partner

• Two critical elements of catching

Second Grade 2.1a,2.2a,

• Catch objects thrown from various distances and levels

• Three critical elements of catching

Third Grade 3.1a,b

• Move to catch objects • Critical elements (isolated, small parts of the whole skill or movement) for catching while moving

Fourth Grade 4.1a,4.2

• Move to catch objects in a game situation, adjusting to levels and distances

• Principles for adapting catching skills to various force, levels and trajectory

Fifth Grade 5.2,

• Move to catch object in a game situation, adjusting to force, levels, and distance

• Principles for adapting catching skills to a variety of situations

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Table 4.3: Skills and Critical Elements One-Handed and Two-Handed Throwing and Underhand Roll and Catching Skill Critical Elements Throwing Overhand • 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

Throwing Underhand

• 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

Catching • 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

Rolling • 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

Chest Pass • Thumbs behind ball • Hold ball at chest • Step toward the target • Extend arms towards target while turning thumbs down • Follow through towards the target

Bounce Pass • Thumbs behind ball • Hold the ball at chest level • Step toward the target • Extend arms toward the floor • Follow through toward the target

Two-Handed Overhead Pass

• Hold the ball behind the head • Step toward the target • Extend the arms over the head • Follow through toward the target

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Table 4.4: Teaching Suggestions and Resources Underhand, Overhand and Two-Handed Throw, Catch and Underhand Roll

Teaching Suggestions Resources and Helpful Hints Recommended Equipment • 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

Applications

• 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 on-task 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 Safety Protocols • Inappropriate equipment for the skill

being taught • Ample spacing between students for safe

practice • Ensure that students understand rotation

Responsible Student Behavior • Share equipment • Take turns using equipment • Listen and follow directions • Follow safety protocols

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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



Jump rope to music for 3 minutes Students will stretch after jump ropes have been returned

Use cues about various jumping techniques – bell, scissor, skiers etc. Demonstrate triceps stretch and overhead reach

Observations

Lesson Focus 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 Step towards the pins with the opposite foot Release the ball close to the floor

Peer Assessment Thumbs up for stepping with the opposite foot.

Closure In dismissal line Review the critical elements while stretching.

Observation

Rolling Skill Assessment: Grades 1-2 1 Proficient Student exhibits 3 critical elements of rolling.

Student consistently demonstrates understanding of the bowling rotation.

2 Competent Student exhibits 2 critical elements of rolling. Student demonstrates understanding of the bowling rotation.

3 Needs Improvement Student exhibits one or less critical elements of rolling. Student has difficulty with the bowling rotation.

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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


Instant Activity/ warm up

Grab bag fitness Students are divided into groups of 4 and number themselves 1-4 Student pulls activity card from grab bag and all in group perform that activity to music

Review exercises on cards Each exercise or activity is timed for 20 seconds, then next card is pulled

Students remain active

Lesson Focus

Overhand throw for distance Divide the class into an even number of groups One team will be the throwing 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

Overhand throwing cues Catching cues

Observe : Overhand throwing critical elements Following rules of the game

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Closure While stretching, review the critical elements for overhand throwing and catching

Highlight critical elements

Check for student understanding using questions and answers

Overhand Throw Skill Assessment Grade 3-5 1 Proficient Student exhibits 4 or more critical elements of overhand

throw Student consistently demonstrates understanding of rules

of the game 2 Competent Student exhibits a minimum of 2 critical elements of

overhand throw Student demonstrates cooperation while participating in a

game situation 3 Needs Improvement Student exhibits one or less critical elements of overhand

throw Student has difficulty following directions for the activity

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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



Dribble Tag Each student has a basketball 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

Review figure 8 and cues for dribbling

Observe dribbling skill

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)

Hand out one card from the playing card deck to each pair of students On signal, the students begin passing 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 When all of the cards have been passed out, the students add up their points

Observe critical elements of bounce pass and chest pass Peer assessment

Closure In dismissal line Review the critical elements while stretching

Student response Observation

47

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

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Volleying

Table 4.8: Grade Level SOL Requirements Volleying

Grade Level SOL What All Students Should Be Able To Do


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

Identify the amount of force needed to volley a variety of objects

Grade 2 2.1

Volley with one or both hands in self space Volley an object with a partner

The amount of force needed to continuously volley

Grade 3 3.1

Demonstrate 2 critical elements used in volleying an object

Identify the skills needed to direct the ball to various targets

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

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Table 4.9: Skills and Critical Elements Volleyball Skills

Skill Critical Elements Forearm 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

Overhead Pass • Hands shaped in triangular shape above the forehead

• Elbows bent • Finger pads contact ball • Arms extended

Movement Cues • 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

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Table 4.10: Teaching Suggestions and Resources Volleying

Suggestions Resources and Helpful Hints Recommended Equipment • Inflated round balloons

• CD Player

• Motivational Music

• Volleyballs or volleyball trainers

• Punch balls, beach balls, playground balls

• Nets Applications • 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 • 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

Safety Protocol • 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

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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.



Balloon Bucket Partners move throughout the area while volleying a balloon

Remind the students to go to empty spaces in the area Hit the balloon gently

Observe student cooperation

Lesson Focus Create groups of two or three Emphasize tapping the balloon gently in an upward direction

Partners face one another and practice volleying Use volleying cues such as gentle touch, extend, move under the ball Partners may count or spell as they volley

Teacher observation Use challenges to encourage continuous volleying Set volleying goals suitable for the group Allow ample space

Closure Have students sit and face partner in a straddle position Have the students pass the balloon back and forth keeping their feet together

Discuss simple games that can be played when volleying

Ask for students to assess their success at volleying

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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


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 While the first person is volleying, the remaining team members perform a variety of exercises listed on the exercise cards

Teacher observations

Lesson Focus Students will focus on volleying technique and rotation through drill

Groups of three are in a triangle 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

Teacher assessment using rubrics

Closure Partner Straddle Volley back to back ball pass passing & figure 8

Review skill cues for the overhead pass


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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.

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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. • Use the inside of the foot to

accurately pass a ball

• Move to kick a stationary ball to a target

• Stop or redirect a ball with various parts of the foot

• The non-kicking foot directs the ball to the target

• 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

Grade 3.1, 1a, 1b, 3.2, 2a, 2b, 3.4, 4a, 4c. • Demonstrate critical elements for

kicking to stationary and moving target

• Drop and kick a ball in the air

• Three critical elements for kicking

• Which part of the foot to use when striking the ball for the most power

Grade 4.1a, 2a, 2b, 2c, 4a, 4b, 4c. • Pass a ball using the correct form

to another person

• Pass a ball to while moving

• Drop kick a ball to a target

• A minimum of 4 critical elements for kicking a ball

Grade 5.1, 2b, 2c, 5a, 5b. • 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

• A minimum of 5 critical elements for kicking a ball to a target

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Table 4.13: Teaching Suggestions and Resources Kicking

Suggestion Resources and Helpful Hints Required Equipment • Size 3 ball for Kindergarten

• Size 4 balls grades 1-5 Suggested Additional Equipment

• Hoops, cones, goals, flag belts, jerseys, shin guards, poly spots, indoor soccer balls

Applications

• 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

Inappropriate Teacher Techniques

• 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 Safety Protocols • 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

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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/



Ball Skills Tag Select 3 students to tag All students will skip inside the boundaries

Review tag rules Review skipping cues When students are tagged, they go to the side and complete 10 ball taps

General space Critical elements of skipping Ball taps

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

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

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 Student perform ankle rotations while reviewing

Students will place hand on the part of the foot they should use to pass the ball


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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/



Soccer Fitness Circuit 30 Second Circuit Curl-ups, ball push-ups, ball taps, speed dribble, jump rope, hamstring & calf stretches

Review rotation order

Dribbling with the feet Ball taps

Lesson Focus

Passing 3 V 1 Set up multiple grids of 5-yard squares using the cones Divide students into groups of 4 Place one defender inside the square

Passing in a game situation 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

Self-assessment

Closure

3 V 2 Groups of 5 with 2 in the middle

Look for the defenders to part and try to pass between them


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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

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Dribbling With Hands and Feet

Table 4.16: Grade Level SOL Requirements Dribbling With Hands and Feet

Grade Level SOL



Grade K

• Move a ball safely in personal and general space using feet or hands

• One critical element of dribbling with hand and feet both stationary and moving

• How to maintain personal space while dribbling

Grade 1 SOL –1.1, 1.1b, 1.1c, 1.2

• Demonstrate control of ball while moving safely in personal and general space

• Two critical elements of dribbling with hands and feet

• How to perform the skill while stationary and moving

Grade 2 SOL – 2.1, 2.1a, 2.2, 2.2a, 2.2b

• 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

• Basic movement concepts to be used with dribbling (around, in front of, behind, beside)

Grade 3 SOL – 3.1, 3.1a, 3.1b, 3.2, 3.2a, 3.2b

• 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

• 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

Grade 4 SOL – 4.1, 4.1a, 4.2, 4.2a, 4.2b, 4.2c

• 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 self-assessment to reinforce critical elements of dribbling

• Four critical elements for dribbling

• The movement principles of relationship, force, direction, and speed in combination with dribbling skills

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Grade Level SOL



Grade 5 SOL – 5.1, 5.2c, 5.2d, 5.2e

• 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)

• Identify the critical elements of dribbling

• Associate improvement in performance with use and application of principles of practice

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Table 4.17: Teaching Suggestions and Resources Dribbling With Hands and Feet

Suggestions Resources and Helpful Hints Recommended Equipment • Cones

• Soccer Balls • Basketballs • CD player/music • Poly spots

Applications • 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 Safety Protocols • 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

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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



Ball for each student Partners for Dribble Follow the Leader

On signal the partners dribble around the field with one following the other On signal they switch leaders Continue for 3 or 4 minutes

Observe ball control and ability to move safely in general space

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

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

Teacher will observe game play Teacher will provide feedback after each round of game play Teacher will pull students aside for further help/correction

Closure Students return balls to appropriate place and line up Review dribbling cues while stretching

Questions: What are the 4 steps of dribbling? What are 3 rules of this activity?


Sample Rubric/Assessment Sheet Manipulative Skills: Dribbling Name Knees Bent Push With Inside

or Outside of Feet Ball Close

to Body Eyes Up

Mary Smith 1 1 1 2 James T. 2 2 2 1

Assessment Key: 1 – Demonstrates Proficiency; 2 – Developing; 3 – Not Yet Demonstrating

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Striking With an Implement

Table 4.19: Grade Level SOL Requirements Striking With an Implement

Grade Level SOL



Kindergarten

K.1c

• Strike a staionary object with an implement

• The correct grip for the implement

First Grade

1.1,1b,1c, 1.2,

• 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,

3.1 b,3.2a, 3.2b

• Demonstrate 2 critical elements for specific striking skills

• Use the skills in small sided games

• A minimum of 2 critical elements for striking with a bat, hockey stick or other implement

• How to cooperate in game situations

Fourth Grade

4.1a, 4.2a

• Demonstrate 3 critical elements for specific striking skills

• Demonstrate safety rules regarding the use of implements in game situations

• How to strike or direct an object to a specific location

• How the relationship of striking an object affects its trajectory


Fifth Grade

5.1b,5.1c

• Demonstrate 4 critical elements for striking with an implement

• Safely demonstrate the use of implements in game situations

• Students will identify ways to show cooperation, teamwork, and good sportsmanship


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Table 4.20: Skills and Critical Elements Striking With an Implement

Skill Critical Elements Striking With a Hockey 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

Striking With Paddles and /or Rackets

• 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

Striking With a Baseball/ Softball Bat

• 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

Passing/Shooting With a Lacrosse Stick

• 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

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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


• 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 • 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

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Table 4.22: Teaching Suggestions and Resources Striking With a Hockey Stick

Suggestion Resources and Helpful Hints Recommended Equipment Hockey sticks, pucks, wiffle balls, yarn balls, bean bags, goggles,

goalie mask, and goals Applications • 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


• 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

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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


• 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


• Students will display cooperation, teamwork and good sportsmanship in game activities

• Striking another student or checking is not permitted

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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


• 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 • 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

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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/



Fitness Tag Tag balls Exercise card

Choose 3 taggers who have an exercise card

When student is tagged, go to the sideline and complete the exercise on the card

Play 2-3 rounds

Finish the warm-up with appropriate flexibility exercises

The student uses proper technique while stretching to improve flexibility

Lesson Focus

Hockey Dribbling

Introduction to Hockey

Explain safety rules and protocols

Demonstrate grip

Explain high sticking rule

Five Point Game

Each student has a puck and a hockey stick

Each players starts the game with 5 points

Players lose points for going outside of the boundaries or for losing control of the puck

Add cones

The student will demonstrate the proper technique for grip, stance, and dribble

Closure Review the safety rules with a partner

Perform 3 partner stretches

Students will demonstrate how high the hockey stick is allowed to go on the backswing and follow-through


70

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

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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/


Instant Activity/ warm Up

Hockey dribble with exercises (5 minutes)

Warm up by dribbling the hockey puck inside the boundaries to music

Stop the music and alternate exercises with dribbling

The student will demonstrates the proper grip

The student uses proper technique while warming up and stretching to improve flexibility

Lesson Focus

Hockey passing and defense The class is divided into small groups of 3-4 Each group plays against another of the same size Play in a space with boundaries

Students try to complete 3 passes in a row while the other team is trying to intercept the passes

If intercepted, the other team tries for 3 in a row

Extend to 4 or more passes as needed

The student will demonstrate safe offensive and defensive techniques

Closure Put equipment away and stretch in place

Explain key aspects of using offensive and defensive techniques and good sportsmanship in game activities


72

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

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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.

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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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