This section provides a brief explanation of a process that teachers can use to develop movement learning experiences and tasks. This process involves four functions that a teacher performs during a lesson: adapting, extending, refining and applying/challenging.

Note: The descriptions of extending, refining, applying and challenging that follow are based primarily on the work of the following authors: Rink, (1998); Graham et al (1998); Graham (1992); Wall & Murray (1994). These resources are listed in Physical Education 1-5: A Bibliography for the Elementary Level.

Adapting

Adapting involves making adjustments to the program to accommodate diversity in student needs and interests. For more details, see the Adaptive Dimension section in Part One.

Extending

Extending consists of making an activity easier or more difficult so that it matches the developmental level of the student. Tasks are arranged in a sequence that progresses from simple to more complex tasks, taking students from a beginner to a more advanced level of performance. Tasks are extended so that students experience a relatively high rate of success-approximately 80%.

When tasks are too easy or too difficult, students are likely to get bored or frustrated. This may in turn lead to a negative attitude toward physical activity and make it difficult to reach the objectives of the program.

The following are examples of how tasks can be extended.

· Use Movement Variables from each of the categories-Body, Space, Effort and Relationships. For example:

·Vary the parts of the body. Students progress from using both hands to bounce a ball consecutively to dribbling with one hand.

·Vary the levels. Students jump from knee level (e.g., off a bench) and perform a landing on the feet. Then they jump from hip level. When ready, they jump from shoulder level.

·Vary the time. Students balance on one foot for 15 seconds, then for 30 seconds, then for one minute.

·Vary the speed. Students perform a particular rhythmic pattern or dance at a slow and then at a more rapid tempo.

·Vary the relationship. Students perform a sequence of gymnastics movement patterns alone and then they perform it in unison with a partner or group.

· Perform the movement skill while traveling. Students can progress from performing a task while stationary to performing the same task while traveling. It is more difficult to throw (catch, strike, dribble, rotate, spring) while traveling than while stationary. For example:

·Students catch a thrown object while stationary and then catch the object while running.

·Students strike a ball while stationary and then strike it while still airborne after jumping off the floor (e.g., volleyball spike).

· Combine with other movement skills. For example:

·Students practice catching a ball. Then they practice catching and immediately throwing the ball (e.g., softball).

·Students practice balancing on head and hands (headstand). Then they practice performing a forward roll out of the headstand.

· Increase the number of examples of a concept. For example:

·Students are asked to show a rotation around the lateral/broad axis. Students are then asked to show three different rotations around the lateral/broad axis.

·Students demonstrate three different exercises that contribute to increased range of motion (flexibility) of the shoulder joint.

· Vary the number of persons. For example:

·Students dribble a ball individually, then progress to using the skill in relationships of two-on-one, two-on-two, three-on-three and so on.

·Students perform supports and balances individually, then use these skills to construct partner structures and then use them to construct more complex group pyramid structures.

· Vary the size of the space. For example:

·When students are dribbling a ball (with hands or feet), the size of the space can be reduced to make the task more difficult or increased to make the task easier.

·When throwing and catching, students stand progressively farther away from each other.

· Vary the objectives of the task. For example:

·When batting, students progress from a task where the objective is just to hit the ball, to tasks where the objective is to strike the ball so that it lands in specified areas of the field.

·Students engage in tasks where the objective is throwing for distance. The objective is then changed to that of throwing for accuracy.

· Vary the equipment (size, weight, height, quantity, arrangement). For example:

·Students juggle two scarves, then three scarves.

·For younger or weaker students, volleyball nets and basketball baskets are lowered; lighter, smaller and shorter sticks (bats, skis, racquets) are used; the size of targets or goals is increased.

· Vary the rules. For example:

·Every player on a team must touch the ball once before it can be kicked for a goal.

·For students at a beginner level, the volleyball serve is eliminated from play.

· Break a complex skill into parts. Parts are practiced separately. They are then put back together and practiced as a whole. For example:

·A folk dance is broken into smaller parts. One part is practiced and then another part is combined with the first one. Parts continue to be added until the whole dance has been learned.

·In a basketball lay-up progression, the lay-up action is practiced while standing a short distance from the basket. Once this action has improved sufficiently, the student takes one step prior to performing the lay-up. Then the student takes two steps, then three steps, until eventually the entire lay-up sequence is performed.

Refining

Refining consists of providing students with cues (feedback) that help them improve the quality of their performance. This may involve providing feedback to the entire class or to only one or two students. The following are examples of feedback that helps students to refine tasks:

You're losing your balance and having to take a step when you land because your heels are not staying down on the floor. Next time you land, imagine that the floor is very sticky and that your heels remain glued to the floor. Reach to receive the ball. Remember, toe-ball-heel.

Feedback about performance may be provided in different ways-verbally and nonverbally (gestures) by the teacher, by other students (peer coaching), visually through the use of videotape, etc.

The cues provided for students at a beginner level of skill learning are not the same cues that are used for students at an advanced level. Beginner level cues are concerned with helping students learn how to perform the skill well (an efficient, mechanically correct performance). Students at the advanced level have learned how to perform the skill-they have incorporated the beginner cues into their movement patterns. Advanced level cues help students learn how to apply the skill effectively in more complex contexts. The emphasis is on using the skill in combination with other skills and in the more complex settings of sports, games, gymnastics and dance.

Refining helps students learn skills more rapidly and perform them more correctly than they would if they had to learn them by trial and error. Refining also decreases the likelihood that students will learn the incorrect technique and have to "unlearn" it at a later date.

If too many cues are provided, students will quite likely forget them all. It is better to pick the one or two cues that will be most helpful, focus on those cues until students have learned them, then go on to other cues.

Applying/Challenging

The main objective of challenge/application tasks is that of maintaining students' interest so that they will continue to work on the task. In these tasks, the focus shifts from how to perform the movement efficiently to doing something with the movement. Challenge/application tasks are designed to challenge students in order to keep them motivated. They provide an incentive for students to continue working on a task that they would otherwise abandon early due to a lack of interest. Challenge/application tasks provide opportunities for students to test their ability.

When students' interest in the task is maintained, they will continue working on the task for a longer period of time. The teacher has more time to provide feedback and the students spend more time practicing the movement.

The following are examples of challenge/application tasks:

· Students can be challenged to beat the clock. Can your group keep the ball in the air for one minute? Can you hold that balance for more than 10 seconds? Try to hold it for 20 seconds this time.

· Students can be challenged to repeat the task a certain number of times in a row. How many times in a row can you hit the ball? How many times in a row can you and your partner volley the ball before it falls to the ground? How many times in a row can you repeat that rhythmic pattern? Can you land and `stick' 5 landings in a row? See if you can bounce the ball for each letter in your first name (or use the name of your town, school, pet, friend).

· Students can be challenged to perform the task in different settings. See if you can hold that balance on five different pieces of equipment. See if you can design a simple game (gymnastics sequence, dance) that incorporates these three skills. Can you find three ways of performing this skill outside on the playground?

· Getting videotaped or performing in front of an audience may also serve as incentives for students to continue working on a task.

Developing Movement Learning Experiences and Tasks

A Brief Look at the Process of Making Adjustments

Adapt/Extend		Refine	Apply/Challenge
What? making adjustments in the program to accommodate diversity in students' needs increasing or decreasing the level of difficulty of the movement task making the task simpler or more complex matching the task to the level of development of the student adjusting the task so that students succeed about 80% of the time Why? tasks that are too easy or too difficult lead to boredom or frustration lack of success may lead to negative attitudes toward physical activity How? use the Movement Variables proceed from stationary to traveling or vice-versa increase or decrease the number of movements increase or decrease the number of participants modify the equipment introduce defenders (opponents) perform the task to a particular rhythm		What? making the movement task more mechanically correct (efficient) by adhering more closely to the mechanical principles involved making the movement task more effective-aesthetically, expressively, rhythmically, visually, etc. making the movement task more strategically correct in a particular situation, performing the appropriate movement at the best possible moment (knowing what to do and when to do it) Why? help students learn skills more rapidly and correctly than by trial and error so that students do not have to waste time later on "unlearning" bad habits due to insufficient instruction or feedback How? provide one refinement (performance) cue at a time-do not overload provide feedback that focuses on (is congruent with) the given cue beginner level-provide cues that focus on how well the skill is performed (efficiency) advanced level-provide cues that focus on how well the skill is used (effectiveness)	What? providing students with an incentive to continue working on a task or project that would otherwise be abandoned early due to lack of interest (Challenges are used to maintain the students' interest in the task. They do not substantively change the task. In other words, applying or challenging does not noticeably increase or decrease the level of difficulty of the movement task.) Why? so that students will continue to focus on the cue for a longer period of time, giving the teacher more time to provide feedback, and the students more time practicing and internalizing the cue How? use the Movement Variables in game like settings, have students keep score ask students to repeat the task a specified number of times have students compete against the clock provide opportunities for students to perform the task in a different environment have students perform in front of an audience

Extending the Learning Experience of Landings

This chart is intended as an example of possible adaptations that can be made to extend a task to meet students' needs.

Extending to make the task easier or simpler	Extending to make the task more difficult or more complex	Extending to make the task very difficult or very complex
1. Landing on the feet 2. Landing on the hands in a forward direction 3. Landing while rotating backward (shoulder roll) 4. Landings that require the absorption of a weak force Landing from a low level-short vertical distance, for example: · land on feet from a knee-high surface · land on hands from kneeling on the floor · perform a shoulder roll from one knee and opposite foot on floor Landing near the point of take-off--short horizontal distance, for example: · from stand on floor, jump and land on two feet 1/2 body-length away · from squat with feet on a line, push off with feet and land on the hands forward-feet are now 10 cm in front of the line · from squat, place hands on the floor 1/2 body-length away from the feet, and perform a shoulder roll forward Landing at slow speed, for example: · from stand, jump and land on two feet · from stand, land on hands forward · from stand, shoulder roll forward	1. Landing on the hands 2. Landing on the hands in a backward direction 3. Landing while rotating sideward (shoulder roll) 4. Landings that require the absorption of a medium force Landing from a medium level-medium vertical distance, for example: · land on feet from a hip-high surface · land on hands from half-stand on the floor · perform a shoulder roll from half-stand on the floor Landing farther from the point of take-off -medium horizontal distance, for example: · from stand on a spring board, spring and land 1 body-length away · from squat with feet on a line, push off with feet and land on the hands forward-feet are now 30 cm in front of the line · from squat, push off such that hands contact the floor one body-length away from point of take-off, and perform a shoulder roll forward Landing at medium speed, for example: · slow run, leap and land on two feet · walk and land on hands forward · walk and shoulder roll forward	1. Landing while rotating 2. Landing on the hands in a sideward direction 3. Landing while rotating forward (shoulder roll) 4. Landings that require the absorption of a strong force Landing from a high level-long vertical distance, for example: · land on feet from a head-high surface · land on hands from stand on the floor · perform a shoulder roll from stand on the floor Landing far from the point of take-off -long horizontal distance, for example: · from stand on a springboard, spring and land 1 1/2 body-length away · from squat with feet on a line, push off with feet and land on the hands forward-feet are now 30 cm in front of the line · from squat on springboard, push off such that hands contact the floor 1 1/2 body-length away from point of take-off, and perform a shoulder roll forward Landing at fast speed, for example: · fast run, leap and land on two feet · run and land on hands forward run and shoulder roll forward

Developing a Lesson

Example

Concept: Sending

Sub-concept: Throwing

The dominant organizing concept of this example is the Basic Movement Pattern, Sending. The main objective of this example would be the correct performance of throwing movement skills. Movement Variables may be used to design or modify throwing learning experiences, but they are not the focus of the unit or lesson. Students may, for example, be asked to throw using an over arm action while remaining in personal space... while traveling in general space... at a high level... in a forward direction, and so on. Throughout these activities, the focus is on throwing using a correct over arm throwing action-movement skill development-rather than on understanding the Movement Variables.

Using the Movement Variables when Developing Lessons

The Basic Movement Patterns, combined with the Movement Variables, enable teachers and students to design an unlimited number of movement learning experiences. They can be used to make tasks easier or more difficult (extend), to create challenges and to provide opportunities for students to apply movement skills.

Using the Movement Variables assists teachers to become less dependent on pre-designed activities. They can develop learning experiences for their students.

Students who have learned to use the Movement Variables can assume more responsibility for designing their own learning experiences and thus become more self-directed, independent learners.

The Movement Variables lend themselves well to exploratory, problem-solving and guided-discovery instructional approaches. These approaches tend to elicit more creative and critical thinking than the direct style of teaching that is often used to teach physical education.

In preschool and in the primary grades, students spend a considerable amount of time developing their vocabulary. Movement experiences that focus on the Movement Variables contribute not only to the acquisition of movement terms (verbal language) but also to the development of an expressive and

creative movement repertoire. The Movement Variables provide opportunities for students to not only "learn to move", but also to "move to learn."

The Movement Variables provide a common movement vocabulary that can enhance communication between students and teacher. In traditional sport/activity-based programs, the terms that students learn are often quite specific to each sport or activity and consequently are quite limited in terms of carry-over (transfer) from one sport or activity to another. The Basic Movement Patterns and the Movement Variables constitute the two major movement classifications in the physical education curriculum. Together they provide a movement vocabulary that is consistent, uniform and transferable. A more standardized vocabulary is less fragmented and confusing, is easier for both teachers and students to learn, and should simplify the teaching of physical education.

The Movement Variables are explored, applied and revisited at each grade level, in different ways, contexts and environments.

Using the Basic Movement Patterns and Movement Variables

to Develop Learning Experiences

Basic Movement Patterns (Concepts)	Movement Skills (Sub-concepts)	Movement Variables can be used to develop learning experiences in the form of movement problems to be solved
Sending	Throwing Striking	Can you throw the beanbag (ball, Frisbee): Body: With other parts of your body? (vary the body parts) Space: High up into the air? Down low? (vary the levels) Effort: Alternating hard and soft throws? (vary the force) Relationships: Into the bucket? Through the hoop? (vary the relationship to small equipment) Find three (five, ten ) different ways to strike the ball (puck, balloon, bean bag): Vary Body (parts, actions, shapes) Vary Space (area, directions, levels, etc.) Vary Effort (force, time, flow) Vary Relationships (to a partner, etc.)

Repeat as above for each of the other Basic Movement Patterns Receiving Accompanying Evading Locomotions Landings Statics Swings Rotations Springs

Can you... Let me see you... Show me how you... Show me... (three, four, five) ways to... Who can...in such a way that... See how many ways you can... How would you... What would happen if... Do it again, but this time try... Create (invent, design, discover)... Find a way to... Find three (five, ten) different ways to... What can you do to...

Movement Variables Terminology

Body Parts of the Body · that body weight is transferred onto and from · that lead the movement · that support weight · that produce, apply and absorb force; etc. Actions of the Body Actions of body parts · flex · extend · rotate · abduct · adduct · pronate · supinate · circumduct · grasp · squeeze · bend · open · close, etc.; Actions of the whole body: · vibratory-wriggle, squirm, fidget, shake · rising-grow, lift, evaporate, rise, inflate, swell · sinking-melt, shrink, deflate, stoop, drop, let go, collapse, flop · stopping-stop, perch, freeze, congeal; · non-traveling-explode, turn, twist, pivot, whirl, twirl, swirl · traveling-slither, shuffle, stride, step, waddle, spin, trot, dash, dart, skate, creep, climb, crawl, gallop, slide, drag, hop, skip, walk, run, etc. Shapes of the Body · straight (narrow, pencil · wide (wall) · round (ball) · twisted (screw, spiral) · symmetrical · asymmetrical · angular · closed · open, etc.

Effort Force (Weight) · strong-weak · heavy-light · rough-gentle · explosive-gradual, etc. Time (Speed) · fast-slow · accelerating-decelerating · constant rhythm/speed; etc. Flow · bound-free · interrupted-sustained, etc.

Space Areas (Locations) · general space · personal (self) space · center (central) · edge (boundary; limits) Directions · forward - backward · sideward (sideways) · rightward - leftward · upward - downward · around - clockwise, counter clockwise Levels · low · medium (middle) · high Orientations · horizontal · vertical · inclined (oblique; leaning) · upside down (inverted) · right side up (upright) Pathways · on the floor/ground · in the air · straight · curved · angular · zigzag · random Range (Size, Amplitude, Distance) · large · medium · small · near - far · long - short

Relationships Body Parts · relationships of body parts to each other, to the body as a whole, to other persons, to equipment · above - below · apart - together · behind - in front of · meeting - parting · near - far · over - under · between - around · perpendicular to · parallel to · at right angles to, etc. Partners and Groups · mirroring - matching · alternating - taking turns · complementing - one behind the other; one after the other · face to face; back to back; side by side · close together - far apart · meeting - parting · copying - contrasting (doing the opposite) · leading - following · acting - reacting · lifting - being lifted · supporting - being supported · pushing - pulling · cooperative - win-win · competitive; win-lose · with - against · one against one (two, three...) · two against two (three, four...) · with a partner · together as a group, etc. Small and Large Equipment · over - under - through · near to - far from · behind - in front of · above - below · alongside - beside · onto - on - off from · toward - into - out of, etc. Other Relationships The body or its parts in relation to: · boundaries (outside of, on, over, within) · music, sounds, stories, words, poems, beat patterns, pictures, etc.