Teaching balance and locomotor skills through movement activities
Hello, I hope you are well. Please find the order attached dealing with child motor development exercises. School physical education programs offer the best opportunity to provide physical activity to all children and to teach them the skills and knowledge needed to establish and sustain an active lifestyle. Physical education teachers assess student knowledge, motor and social skills, and provide instruction in a safe, supportive environment
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¶ … 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.
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.
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 (Campbell and Musumeci, 2005)
Sources:
Allen E. K & Marotz, L. 2007. Developmental Profiles: Pre-birth through Eight, 5th edn. Delmar Publishers: Albany, NY.
Berk, L. 2008. Infants, children & adolescents, 6th edn. Pearson/Allyn and Bacon: Boston, MA.
Campbell, L & Musumeci, J. 2005. Active children: Healthy now and later, Research in practice series. ECA: Watson, ACT, Australia.
Copple, C. 2006. Basics of developmentally appropriate practice: an introduction for teachers of children 3-6. National Association for the Education of Young Children: Washington, D.C.
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