Balance -- Static and Dynamic Planned Outcome

¶ … Balance -- Static and Dynamic

Planned Outcome

To work on balance by traveling along lines on the floor and by starting and stopping a variety of locomotor movements with control. Note the students who lose their balance or are unable to stop with control when the music stops. Watch for correct execution of locomotor skills.

Implementation

Children find a spot on any line on the gym floor. Allow a reasonable amount of time, then instruct them to "freeze." Start the music. The children walk forward, following lines on the floor. Stop the music. The children freeze like statues. Comment on the "great statues" as they freeze without moving. As the activity continues, challenge students to travel on the lines using different locomotor skills.

Resources

Upbeat music, boom box, lines to move on Safety Awareness

Ensure that the space is clear of obstructions and that students walk enough to not be a fall risk.

Evaluation of Experience

Assessment is the first step in developing the Individual Education Program (IEP) for an individual with disabilities. It focuses on identifying activity needs of the individual, and is the interpretation of measurements obtained through testing. Assessment is also used to make decisions about placement and program planning. It forms the foundation for the instruction given to an individual with disabilities so she can safely and successfully participate in physical education class. This activity should help highlight any gross deficits in motor strength, skill and function (Allen and Marotz, 2007).

Future Provisions

Challenge students to travel in different directions along the lines. Use music with different tempos and ask students to match that speed.

Reflections on Your Role

The role of the teacher is informal evaluation of students for psychomotor, cognitive, and effective issues in a valid, reliable, and objective manner.

Goal you can work on to improve your skills

One could read further on stages of motor development, variation in skills presentation and various techniques to spur development in this age group (Berk, 2008)

2-3 years:

Planned Outcome

Checklist with names and locomotor skills. Mark locomotor skills of those students who need additional instruction.

Implementation

Review moving in general space safely and the locomotor skills (use cues) that are pictured on the Tic-Tac-Toe game board. Place the Tic-Tac-Toe game board in a specific area, preferably off the floor. Assign partners and have them write their first name on one of the game boards. Assign one partner "X" and one "O." "X" places an "X" in any square on the Tic-Tac-Toe game board using the overhead marker. Partners look and read the locomotor skill marked. On a signal, both partners perform that skill in general space until they hear another signal (15 seconds for younger students, 30 seconds for older students). For example, if "X" marks galloping, both gallop in general space. They then return to their Tic-Tac-Toe game board. "O" takes their turn. When a player marks three in a row horizontally or vertically, they get to choose any of the locomotor skills on the board for both partners to perform. Once a game is complete, change partners and have students write their names on the game board, and play again.

Resources

Home made game board, pencil

Safety Awareness

Ensure that the space is clear of obstructions and that students walk enough to not be a fall risk.

Evaluation of Experience

This experience should help elucidate any deficits in locomotor, auditory or cognitive areas (Copple, 2006).

Future Provisions

The experience can be conducted with more complex physical tasks, series of commands or with a different competitive framework than tic-tac-toe.