KHS 139

1. KHS 139 Sept. 20

2. Agenda • Developing Physical Literacy Article • Fundamental Movement Skills Levels of Skill Proficiency • Lab #1 – Coop Game

3. Basic Movement Patterns • - 10 Movement patterns which all skill themes are built upon • Sending (throwing, striking) • Receiving (Catching, collecting) • Accompanying (dribbling, carrying) • Evading (dodging, faking, screening) • Locomotions (moving from one place to another) • Landings (on feet, on hands, while rotating) • Statics (balances, supports, hangs) • Swings (from supports, from hangs) • Rotations (about axes of the body - longitudinal, medial, lateral) • Springs (from the arms, from the legs) • What basic movement patterns did you identify in the following pictures?

4. As a group, write down the movements you see in the pictures below:

5. Skill Themes/Fundamental Movement Skills Children who miss out on developing fundamental movement skills are unlikely to take part in sport or activities that require proficiency in the skills, which will restrict their choice of lifelong health promoting activities. (Canadian Sport For Life, 2009)

6. What are Skill Themes • Form the foundation for success in sport and physical activity. • They are adapted to match the skill level of the students. • Initially we focus on one skill at a time, then in later grades we combine skills and use in a more complex setting

7. Characteristics of a Skill Theme Approach • 1 – Competence in performing a variety of locomotor, nonmanipulative, and manipulative motor skills is the major purpose of the skill theme approach. • 2 – Provides experiences appropriate to child developmental level, as opposed to age or grade level. • 3 – Scope and sequence of skill themes are designed to reflect the varying needs and interests of students over a period of years.

8. Skill Themes / Fundamental Movement Skills Children Moving • Locomotor • Manipulative • Non-manipulative • Sask PE • Curricula • Locomotor • Manipulative • Non-locomotor • PHE Canada • Locomotor • Object • Manipulation • Stability

9. Locomotor Skills • Walking • Running • Hopping • Skipping • Galloping • Sliding • Chasing, Fleeing, and Dodging

10. Manipulative • Throwing • Catching/Collecting • Kicking • Punting

11. Non-Manipulative • Turning • Twisting • Rolling • Balancing • Transferring Weight • Jumping and landing • Stretching • Curling

12. Movement Concepts • Body (Sask PE Curricula) (what the body does) • body parts, body shapes, body actions • Space awareness (where the body moves) • Effort (how the body moves) • Relationships (with whom, or with what the body moves)

13. Body Awareness • Shapes the body makes – many shapes can be formed by the body such as long and short, wide/narrow, straight/twisted, stretched/curled, symmetrical/assymmetrical. • Balance or weight bearing – Different part of the body support or receive the weight. Different numbers of body parts can be used as supports.

14. 3) Transfer of body weight – Moving body weight from one body part to another, such as walking. Leaping, rolling, etc. 4) Flight – Differs from transfer in that it is an explosive movement that involves lifting the body from the floor or apparatus for an extended period of time.

15. Space Awareness • Children who develop a keen space sense will be better able to move safely as they travel through physical education environments. • There are five various aspects of space: 1) Location – personal space or general space. 2) Directions – The possibilities in which the body or parts aim to move. Up and down, left and right, forward and backward, clockwise and counter clockwise.

16. 3) Levels – Are horizontal layers in space where the body and its parts are positioned or can move. Low – space below the knees (crawling) Middle – between knees and shoulders (cathcing) High – space above the shoulders (stretching) 4) Pathways - Describes a path a movement takes through space. Straight or zig zag, circular, curved, angular 5) Extensions – Relationship of the body parts to the entire body.

17. Effort • Defines how the body moves. • They are defined by observable characteristics that can be taught to children. • Time – Fast or slow. Concept of slow hard for kids to grasp because they see PE as being the fastest. - When travelling fast take frequent breaks to avoid undue fatigue.

18. Force – Firm and light. - Force to a child often means as hard as possible so use activities that would use different levels of force. • Flow - Free – the performer is lost in the movement. The movement is in control, not the performer. (Ex. Swinging a bat) - Bound – are stoppable, cautious, and restrained. (Ex. Pushing a heavy object)

19. Relationships • Defines with whom or with what the body moves. • Gives meaning to the interaction between individuals and their environment. • Relationships of body parts - Children needs to know the names of body parts before you can do this. - Focus on making shapes and using body parts in relation to each other.

20. 2) Relationships with objects or people - On/off, along, through, over, under, around, and surrounding apply primarily yo objects. - Near, far, in front, behind, alongside are for person to person relations 3) With people – alone in mass, solo, partners, groups, between groups

21. Movement Analysis • How and why of movement - effective and efficient movers • Basic Movement Patterns (10) • Skill Themes/Fundamental Movement Skills (3) • Fundamental movements that apply to many different sports and physical activities (how they are used depends on the physical activity) • Verbs and action words (e.g., jump, gallop, turn, kick) • Movement Concepts (4) • describe how the skill will be performed, the quality of movement • modifiers that enrich the range and effectiveness of a movement • adverbs, which modify the verbs (e.g., jump lightly, gallop with a partner, turn fast, kick high)

22. People often confuse basic movement patterns, skill themes and movement concepts. • Basic Movement Patterns – 10 Movement patterns which all skill themes are built upon • Skill Themes – always verbs – they are movements that can be performed. • Movement Concepts -are adverbs – they describe how a movement is performed. - Are the ideas used to modify or enrich the effectiveness of skill development.

23. Pick a sport – List the skills themes used to play the sport. • There is a lot of cross over of skills between sports, therefore, if children learn these skills they will have a better chance of playing multiple sports. • For elementary students it is really important to focus instruction on the skill themes themes.

24. Levels of Skill Proficiency • Age or grade is not an accurate predictor of developmental level. • In any class there is a wide range of abilities and that range only increases with age. • Too easy – child will become bored and lose interest. • Too hard – child will become frustrated and want to do something else.

25. Pre-Control Level (Beginner) • Characterized by: - lack of ability to consciously control or intentionally replicate a movement. - child doesn’t come close to performing the skill correctly. - correct performances are surprises. - ball seems to control the child • Example – A child dribbling a soccer ball will spend more time chasing it. **Most pre-school and kindergarten children are at this level.

26. Control Level (Advanced Beginner) • Characterized by: - Movements appear less haphazard. - Movements conform to child’s intentions. - More consistent and reps are somewhat alike. - Skill correctly performed more frequently. - Intense concentration is needed because skill is not automatic. **Some primary children are at the control level. Some children involved in youth programs will be moving into the next level but only for skills associated with their sport.

27. Utilization Level (Intermediate) • Characterized by: - Increasingly automatic movements. - Able to use a variety of movement in a number of ways without having to think about it. - Skill can be used in predictable situations and sometimes in unpredictable situations. Ex – Dribbling a basketball in a game situation. **As children get older the gap between skill levels widens. Children involved in sport are often in utilization level for skills associated with their sport but not with other skills.

28. Proficiency (Advanced) • Characterized by: - Automatic movements that seen effortless. - Challenged by applying skills to various environments that may be sudden or unpredicatable. ** Rarely will elementary students be at this level unless they are extensively involved in after school sports.

29. Two Key Points: 1) Generic Levels of Skill Proficiency apply to all the skills we teach. 2) Children are at different skill levels for different skills. ** Your challenge as a teacher is to accommodate the varying skill levels of the students in your class.

30. Skill Themes in Games • Main purpose of games is to develop of skills. • We develop games around the skills used, with the intent that those skills are then used in more specialized game action. • Our challenge is to provide experiences that allow children to apply the cognitive, affective, and psychomotor skills they have learned.