DOCUMENT RESUME ED 374 113 SP 035 443 TITLE Physical Education K-4. Movement with Meaning. Curriculum Support Series. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. REPORT NO ISBN-0-7711-1202-5 PUB DATE 94 NOTE 417p.; For a related document, see SP 035 442. Printed on colored paper throughout. PUB TYPE Guides Classroom Use Teaching (For Teacher) (052) EDRS PRICE MFO1 /PC17 Plus Postage. DESCRIPTORS *Class Activities; Developmental Stages; Elementary Education; Evaluation Methods; Foreign Countries; *Lesson Plans; Manipulative Materials; *Movement Education; *Physical Activities; *Physical Education; Psychomotor Objectives; *Psychomotor Skills IDENTIFIERS Manitoba ABSTRACT This activity book was designed to complement the theory and suggestions for teachers in its companion document, Basic Movement Skills (K-3), printed in 1990. It has an activity-based focus, concentrating on exercises that contribute to development of all basic movement skills. Each activity highlights the main,skill focus and addresses any secondary focus. To help in the selection process, each activity is classified as a skillprogression, a learning station, a warm-up, a game, or a rhythmic activity. Variations and teaching hints are included. Following a discussion of class management and organization, safety, and class routine suggestions, lesson plans are provided for running, jumping, hopping, galloping, skipping, ball rolling, ball bouncing, catching, underhand throwing, overhand throwing, striking, kicking, static balance, and dynamic balance. It is emphasized that the two documents be used together.(LL) ***********************************************************'************ Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** PhysicalMovementEducation with Meaning K-4 .111,111N1.0 LC EDUCATIONALMc' c4U S.Educational DEPARTMENTCENTER RESOURCES Researt (ERIC)OF ELOCATiON INFORMATIONImprovement MATERIAL"PERMISSION HAS TO BEEN REPRODUCE GRANTED THIS BY 6 0 MinorThisOf1011141ingreceived document changes born ti havethe has person been madeorreproduced orcianitatiOn to morose as reproductionDEmintPants°, RI do position vniernOt neC011ainlyOrquality o OpouOnS pokeyCurriculum slatedrilpre14111 ,n this °Mastdocu SupportSeriesINFORMATIONTO THE EDUCATIONAL CENTER RESOURCES(ERIC)." S c2f) PhysicalMovementEducation 1994with Meanhng K-4 Curriculum SupportSeries 4 andManitobaEducation Training ligt Z. 9 S-ZOZ I - II LL-0 NI'S! , theAcknowledgement process WinnipegSt.is givenJames-Assiniboia toSchool the following Division School #1schoolDivision divisions #2 who participated in AssiniboineSt.FortRiver BonifaceVital Garry East School SchoolSchool School School Division DivisionDivision Division Division #6#5# #3 9 #4 The committee wouldSevenTranscona/Springfield like Oaks tothank School Gayle Division School Rafter #10 Division for the illustrations,#12 and Tim ThecomputerRafter committee and program Tom wouldCherveny, set up,also input,St.like James-Assiniboialiaisonto andthank editing. during Joyce the MacMartin, editingSchool andDivision, Manitobaproduction forEducationthe of this document.and Training,8 who served as a 9 Ili AcknowledgementsManitoba Education and Training wishes to acknowledge members of the editingManitoba Joanneof theMovement MovementBruce Skills with Committee MeaningWinnipegFort Garry document:who School wereSchool responsible Division Division #1 #5 for the writing and TracyJimTerriCarolNicole Cannon GrantGerman Cloutier-BurstonGagnon AssiniboineRiverSt.Portage Boniface East La School PrairieSouth School Division SchoolSchool Division DivisionDivision#9 #4 #3#24 TimJanePatRobertHeather PeacockRafter Pogson Senecal Willoughby St.SevenAssiniboineSt. VitalJames-Assiniboia Oaks School SouthSchool Division School Division School #6 Division #1 Division # 3 #2 Appreciationplayed an important is Dickalso La extended supportive Page to rolethe retiredin theJack writingmembers Parrington of thisof the supplement:committee who IV Purpose:IntroductionThis activity book observation,was(booksupport the 1) seriesgoalto increaseassessment, of document, the Manitobathe andunderstandingBasichas Movementprogram Movementbeen designed implementation ofSkills basicSkills committeeto movement(K-3), complementandprintedin skillfollow the the development, infirst up1990.curriculum withdocument Ita skills.choosingmore activityThere activitiesAs arebased the 14 title,that focusof Movementthese are in meaningful askills second with and Meaning,documentarein developing identifiedsuggests, (book allin2). book thethe basicbook1 as focuses movementfollows:on Balance:OverheadManipulation:Transport: Static Throwing,Running, Rolling,Balance,Hopping,Striking,Bouncing, Dynamic KickingJumping, Catching,BalanceGalloping,Underhand Skipping Throwing, game,secondary or rhythmic focus.Each activity Theyactivity arehighlightsto classified help guidethe mainas the a skillskillreader progression,focus in andselecting addressesstation,appropriateanywarm-up,V theactivities. three-ringEach binder activity approach is set up so using it is possible the same to formatadd more and activities presented to witheach section.Valuableactivity.Variations informationThis activity and onbook teaching philosophy, should hints not characteristics beare used also withoutlisted ofat the thethe first initial,bottom document.' formative, of each equipmentanddevelopmentallymovementprogress mature at isto phasestheir outlined. identify appropriateown of in rate.each Itwhat is importantskill, phaseactivities teaching they to so behave theyhints, able reached, have progressions,to observe positive and then, theexperiences and students' to appropriate choose and thecommentgame.Key vehicle points As onstudents When are.to the develop outlined choosingcharacteristics are theparticipating, on an skilleach activity and dividerof theteach observefor mature page;a lessonto the theirfor phase skill plan,more performance versus ofuse details that the teachingparticular game/activityrefer closely to bookjust skill.and the 1.as 14 activities for a lesson plan are PickChoosetype, one equipment,Guidelines an of activitythe 14time, for basicfrom choosing age,thatmovement and sectiondevelopmental skills that asissuitablethe stage. primary with focus. respect to space, EnsureProvidePromote safetyfor Classfair maximum play inManagement allpractices.activities.participation.and Organization Safety: (AllowEnsureUseStress lines runners workingstudents and not or inare barethetheirwearing wall feet,own as nopersonalappropriate the sockendlines. feet.)space. gym (Studentsclothes who'and touchfootwear. the wallforUseChoose most inequipment tag activities early games years'that that,areis safe.automaticallyactivities.are developmentallyNerf or sponge caught.) ballsappropriate.commencing are recommended an activity. Remind11; students of thesafety rules before 17 VII ClasswithOrganize equipmentroutine and name suggestionsset up students and other to groups. duties. Designate monthly captainsto help wall.AskHighlightcircle students Students finger-tip names to then linedistance on checkclassup on apart. liststheirlines with name withoutThen, different to find touching find their colours out theireachown and colourspace other,post awayandfind themagroup. from spaceon the on UseLineeverybody theup in"double alphabeticaland everything. line" concept order by for last partner names. organization. Students may keep Trythesedates,person different partnerscolour being ways ofpicked for clothes, theto for make month ahair, partner. up theneyes, groups change. types instead of Thisshoes, of strategy numbering etc. helps off, avoid i.e., theuse same birth Use the number line if there is one on the floor. Sort teams by odd and even Dismissnumbers,Use different students multiples ways using ofto apick coloursnumber, students or etc. group to be names "it" for to tagavoid games, the run i.e., for first the door. studentshelpsExplaingroup toleaders, the eliminateto be"tagger's changed,names disagreements rule" with the- a quietest,the certain tagger between letter,clothes is always students.student colour, right of teacher's thein tag week, games. choice, etc. This wayEnsureMaximize to returnthe the students toactivity. the gameare Avoidactive by performing eliminationas soon as atheytypecertain enterof activities exercise the gym. unlessor Teach task. there a simple is a warm-upClose each routine class or by allow reviewing play on the their charateristics ownwith some of the equipment skill emphasized. theduring movement the20 class with and meaning use positive concept. examples of different students21 to reinforceix ContentsClassIntroduction management V and organization vii JumpingRunningGallopingHoppingSkipping 1125396753 BallOverhandUnderhandCatching BouncingRolling 109 Throwing Throwing81 95 137 123 KickingStrikingDynamicStatic Balance 165 151Balance 179193 22 e 23 411 RUNNING KeyHeavy,straight Points flat-footed footand placement.Teaching steps Hints - Encourage lightand Armsforward/backwardStiff,higher unevenswinging to run stride withsideways motion. flight.- Focus - Stress on lifting a knees 24 BEST COPY AVAILABLE 25 -111111111111 1111111 O. 1111.111111:1111111111:1 .0 III1:111:1 CM MOMMUMMOMME -411111111 MUM MOM 511111111 I 1MMOMMEMOMM MIMIMOMMOMMMMEMME .11MMIMMOMME11MMEM MUM OMMICROMOMMOMMCOMM CMCMCOMMOOMENCE C MMOCONIMMIMMOMMIUMME OMMUMMONMEMMOMOMMOMOR OMMOOMMEMOMMOMMIMMEM 4 IMMEMMOOMMEMEMMEMMUM 1111111111111111111111111111111111111