DOCUMENT RESUME ED. 237 509 SP 023 456- TITLE Leaps and-Bounds. A Guide for ETV Movement,. Education. Series.: INSTITUTION Hawaii State Dept. of Education, Honolulu.Office of Instructional Services. PUB DATE Aug 82 NOTE 154p. PUB TYPE Guides - Classroom -Use Gui.des (For Teachers) (052) EDRS PRICE MF01/PC07 Plug Postage. DESCRIPTORS Body Ima4e; Educational Television; Instructional .materialS; Kinesthetic Perception;-*Lesson Plans; Motor Development; *Movement Education;,Perceptual Motor Coordination; *Physical Activities; -Physical Education; Primary. Education; PsychoMotorSkills; -*Young Children IDENTIFIERS *Leaps and Bounds (Television Series) ABSTRACT In physical education at the elementary level, students are taught to move with efficiency inall situations, to have knowledge about movement, and to valuemovement as an essential part of life-. Teachers stress problem solving,discovery,-and concept learning in teaching physical educationto young children. To assist teachers and students, kindergarten7grade 2, indeveloping a firm foundation in movement, the television series"Leaps and .Bounds" was developed albng,with this accompanying teacher's' guide.There is A total of 16 programs, each 15 minutes long andcovering a spedific Skill area, in this television series. Skillareas are arranged sequentially from basic body anarenessandcontrol concepts to the more. complex skills of kicking and striking. This guide for"Leaps and Bounds" has been designed to take the teacherthrough the 16-prograM television series step-by-step.Each program has been divided'into two major areas in the guide:pr,Ogram and lessons. The heading "program" and its Subheadings (movementconcepts, objectives, focus,. for the teacher, focus for the child, follow-up, and references) refer specifically to .the televisionpresentation. "Lessons" and its subheadings (lessonconcepts, lesson focus, learning activities,:- culminating activities, and follow-up) refer to the three follow-up lessons designed for eachprograM in the "Leaps and Bounds" series. (Ma) * ****************** *** *** ** **** ** ** ** ********* * Reproductions supplied by EDRSare the best that can be made * * from the original document. * **************************' US. DEPARTMENT OE EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (env , Thy document has peen reproduced as Z 0 rn from the person of organization iginating (t changes have Geer* Made to irnorgva- tegthnection quality uTh Paint% Of view 0, (Minions stated In this glace- TO THE EDUCATIONAL RESOURCES mord do not n.t.55,-.0V ft,PV Malt OffiCial N1E position Of policy INFORMATION CENTER (ERIC)" uJ OVe '1 Series dti _1% osoucet'On. The Honorable George R. Arlyoshl Governor, State of Hawa II BOARD OF EDUCATION William A.K. Waters, Chairperson June C. Leong, First Vice - Chairperson John Penebacker, Second Vice-Chairperson Rev. Darrow L.K. Alone Janie Nakarnatsu, J.D. Margaret K. Apo Meyer M. Ueoka Mako Araki Noboru Yonarnine Sherwood M. Hera Randal Yoshida Dr. Hatsuko F. Kawahara Dr. Nancy Foon Young Dr. Dennis H. Thompson. Superintendent of Education Dr. Lloyd K. Mlgita, Deputy Superintendent Bartholomew A. Kano, State Librarian James Edington, Assistant Superintendent Office of Business Services Dr. Evelyn Klinckmann. Assistant Superintendent Office of Instructional Services Ronald Nakano. Assistant Superintendent Office of Personnel Services Francis M. Hatanaka. District Superintendent Central District Office Lokelani Lindsey, District Superin dent Maul District Office Dr. Kiyoto Mizuba, District Stiperintendent Halvall District Office Dr. Mftsugi Nekashima, District Superintendent Kauai District Office Atndy Nil, District Superintendent Leeward District Office Dr. Margaret Y. Ode, District Supedntendent Honolulu District Office Kengo Takata, District Superintendent Windward District Office FOREWORD The purpose of this teacher's guide Is to assist elementary teachers and administrators in the implementation of 'Leaps and Bounds,'! a sequentially organized ETV movement program for kindergarten to grade two students. It is hoped that this guide will help in continued development and improvement of the physical education program. r. Donnis H. Thompson .Superintenden TABLE OF CONTENTS FOREWORD INTRODUCTION PROGRAM I- BOGY '44ARENESS AND CONTROL I PROGRAM II - BODY AWARENESS AND CONTROL 12 PROGRAM III- BODY AWARENESS AND-CONTROL III 21 PROGRAM IV - LOCOMOTOR SKILLS I 30 PROGRAM V-LOCOMOTOR SKILLS II 39 PROGRAM VI - LOCOMOTOR'SKILLS LII 48 PROGRAM VII - CREATIVE MOVEMENT, 57 PROGRAM VIII = TUMBLING I 65 r.1 PROGRAM IX-- TUMBLING II 75 PROGRAM X - APPARATUS 86 PROGRAM XI - ROPE JUMPING 9.5 PROGRAM XII - UNDERHAND THROW AND CATCH 105 PROGRAM XIII - OVERHAND THROW AND BALL DODGING, 114 PROGRAM XIV - PROJECTING THE BALL 123 PROGRAM XV - KICKING 132 PROGRAM XVI - STRIKING 142 ii INTRODUCTION nyscal education at the elementary level is no longer viewed primarily in-terms of games i- dance-and sports. The content of physical edUcation_ -centers around.experiencesTlesigned to develop a. foundation for movement. Students are taught to move with efficienCy in all-situations, -to have knowledge about movement and tovaluemovement as an essential part of life, .Teachers'no longer direct but stress problem solving, discovery' and concept learning-in teaching physical education to young children. To assist teachers and students, kindergarten - grade 2, develop a firm foundation in movement the television. seriel: Lea s and_13ounds was developed with this accompanying teacher's The Programs 1 There is a total of 16 programs iiTthis television series. Each prograM is 15 minutes in length and covers a specific skill area These skill areas are arranged sequentially from the basic Body Awareness and Control conceots of programs 1, 2 and 3 to the more complex skills of kicking and striking in programs 15 and 16.. , The programs are produced in two segments. In. segment.1, Sue Hanson ,from-the University of Hawaii and co-author of Educating_Children_for PIO-ern-ant deMbristrates the specific skill areas being covered with a sm Tl group of students. This group is made up of seven students: two kindergartners, three first graders and. two second graders. In ,segment 2 of each program the focus is on a physical education class from within the public schdol system in the State of Hawaii involved in ac vities.based on the skill areas presented,in segment 1. By this design it is hoped that the .viewing audience will get a visual representation of what will be expected of them in the folloW-uplessons which are' found in'this teacher's guide. Students will see their peers mastering the skills presented and be encouraged to try the skills themselves. Teachers should look carefully at the various ways in which the,plass- room in Segment 2 is managed and how each act=ivity is dealt with by its television. counterpart. Although,duplicatingthe exact management 'techniqUes used in the television presentation is not necessary, teachers. may find'them helpful. in deciding how to approach management of movement lessons. Each program will be aired for in- classroom use six times.on separate days) within a two-week period..This is to ensure that-classes will have ample time for viewing the program and engaging in the three follow-up lessons prescribed in this guide- for every program.There will be two additional air dates prior-to the six air dates scheduled for in-classrooth previewing ofthe program. \These preview.dates will be Scheduled two weeks prior to the Anclassroom_air dates.. If you look at the-chart below you will see that you can preview ProgramI two weeks -before the first scheduled in-classroom viewing date. Later on the day of the-first in- classroom Viewing,-you will be able to preview Program 2 which will be aired two weeks from that day A d so on. WEEK. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY -1 Preview Program I 2 Preview Preview Program I Program I Program I Program I Program I in -class in -class in-class viewing : viewing viewing Preview Preview Proiram II Program II =4 Program I Program I PrOgram I in-class in-class inclass viewing viewing viewing Preview Preview . Program II Program II The Guide The guide for Leaps and_Bdunds has been designed totake-the teieher, through the sixteen-program television-- series step-by-step. One will find that this guide is quite comprehensive. For some the teaching of movement will be'a new experience. For this reason much,of this guide is written in dialogue form, allowing the teacher to fead: directly from the guide to the class in going through the leSsons prescribed. The document haS been designed with a spiral binding for ease in use. Ms teachers become more comfortable with tbconcepts and skills being presented, and as their own style of presentation developOthey may Wish to wean themtelves from the guide. We encourage teachers to do so .as long as all aspects of the lessonsamcovered. Each program has beenAivided into two major areas in the guide: 1) PROGRAM and 2) LESSONS. The heading PROGRAM and its subheadings (MOVEMENT CONCEPTS,'OBJECTIVES, FOCUS FOR THE-TEAtHER, FOCUS FOR THE' CHILD, FOLLOW-UP AND REFERENCES) refer specifically to the television presentation. MOVEMENT ,CONCEPTS pertainStn the concepts to be presented in the particular program. OBJECTIVES delineates the behavioral objectives of the program. FOCUS, FOR THE TEACHER presents a general description and the'keyrpointsof the television presentation. FOCUS