Embedded Files
Locomotor and Non-Locomotor
Locomotor and Non-Locomotor
Locomotor skills are: physical actions that move your body from one place to another. Forward, Backward, Sideways, Upward. Non-Locomotor skills are: movements that do not move your body from one place to another.
P.E National Standard 1: The physically literate individual demonstrates competency in a variety of moor skills and movement patterns. Hawaii State Standard 1: Movement forms: Use motor skills and movement patterns to perform a variety of physical activities Hawaii State Standard 1: Cognitive Concepts: Understand movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical Education. PE.K-2.1.1: Fundamental Skills: Use basic locomotor skills in initial (immature) form alone, with a partner, and in a small groups. PE.K-2.2.1: Safety and Play Etiquette: Use basic movement concepts related to space, time, effort, and relationship (i.e., personal space, fast/slow, strong/light, under/over.
Learning Intention Year Long: Student will demonstrate effective listening skills. Success Criteria: 1. Student is able to follow instructions.
Learning Intention: After being shown how to perform a variety of motor skills and given the time to practice the motor skills students will be able to perform them with music in the form of dance. Success Criteria: 1. Listen carefully to the instructions and observes the examples given. 2. Support each other by helping each other and with the movements, encouraging each other when mistakes are made, not criticizing others. 3. Demonstrating different ideas of movement when creating movement to nursery rhymes(Example: Jack and Jill went up the hill) and physically demonstrating through movement, the concepts of science and nature (life span of a moth, a flower, Ice cube (Solid), Melting into water (Liquid), vaporizing(Gas). Life span of a balloon (flat, short, big, bigger, biggest, tall, taller, tallest, fast/slow, even/uneven, 5. Working with a partner toward a common goal in Line, circle and square dancing. Moving forward and backward with a partner, kicking in time with a partners. 6. Maintaining rhythm and speed of the music with the movements of their partner and other students (pairs) in the circle. 7 . Demonstrating specific movement associated with the dance they are learning (chicken Dance) Chirping, wiggling, and wiggle).
During recess time, students do fundamental skill activities that they have learned in class. Below is the set up for them to practice these skills. River Stones small, medium, Large. High Tops medium and high. Balance Beam, Bunny Hop, Jumping, Running, Weaving, Galloping, Sliding, Skipping, Through, Leaping-Over, Group of 4-5 Relay Race down and back, Walk to the start of the course and start again.
1. High Steppers and River Stones.MOVHigh Tops Medium, High Tops High
2. Hilltops, Balance Beam, Hopping.MOVBalance
River Stones & High Tops
Stepping
3. Hopping and Jumping.MOVBalance Beam, Stepping, Bunny Hop, Jumping
PreK-1, Locomotore Skills, Cousre, Ewa Beach Elementary School 9-18-18, .MOVBalance, Running, Stepping, Bunny Hop, Jumping
5. Jumping and Running.MOVBunny Hop, Jumping, Running, Weaving
7. Weaving.MOVEntire Course
Students Working with Little to No Assistance.
1. Teacher Introduction MOVSkills Being Introduced
2. Teacher Verbally Assisting MOVSkills Still Being Taught
3. Students working independently .MOVStarting to Work Independently
4. Students Working Independently 2.MOVWorking independently
3. Students working independently .MOVWorking Independently
6. Students working Independently 6.MOVEntire Course
8. Student's Working Independently.MOVPage updated
Report abuse