Grade One Movement Perspective

Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons.

The student will:

1. Demonstrate increasing competency in many physical activities and become increasingly proficient in a few physical activites.
2. Become more able to apply movement concepts and develop movement patterns and skills.

Competency — Beginner to Intermediate level of skill learning

Proficiency — Advanced level of skill learning

It is expected that students will:

• move safely in a variety of alternative environments
• use Basic Movement Patterns and Movement Variables to participate in alternative-environment activities
• demonstrate a basic understanding of movement principles related to stability and force used in alternative environment activities

• Children participate in a variety of activities in an alternative environment, which may be land- or water-based. The selection of activities will depend on the climate, resources and facilities available in the school or community .
• Have students walk around the school observing the paths and walks and the features that assist walkers (e.g., landmarks, handrails, steps, obstacles).
• Plan a 20-30 minute walk or hike that will involve a rest or refreshment stop.
• Have students brainstorm, then draw items needed for an alternative environment activity (e.g., clothing, food, first aid kit).
• Discuss, demonstrate and practise rules, safe use and care of equipment, and appropriate clothing and footwear, before and after activities (e.g., lacing skates; holding onto, stopping, and turning a toboggan; lining up; taking turns).
• Make use of lessons at the local community centre and collaborate with staff to provide instruction in skating, swimming, skiing skills and so on.
• Have students practise specific movements without equipment (e.g., for skiing: stopping, turning).
• Have students participate in a bike rodeo and complete activity sheets on bicycle safety.
• Have students draw the activities they like to participate in outside of school.
• Have students describe, list or draw safe use of playground equipment.

• Observe students when they engage in outdoor activities, aquatics or fitness, or when they are in community spaces such as the ice rink. Look for evidence that they are trying to:
  • move safely (PSVS)
  • follow safety rules
  • practise the safe use and care of equipment PSVS)
  • transfer and use the Movement Variables (concepts) and Basic Movement Patterns (skills) they have demonstrated in school
  
  
• Gather a box of clothing and equipment (e.g., hats, scarves, gloves, boots, ice skates, swim suits, towels, goggles, roller blades, knee pads), and ask one child, or partners, to select the appropriate clothing and equipment for safe participation in an alternative environment activity. As students demonstrate their understanding of appropriate clothing, look for evidence that students can explain the reasons for their selections. (CCT, C, TL)

• Ask students to work with a partner to create a mime sequence representing a safety rule for one of the alternative-environment activities. Invite the class to guess which safety rule is being represented. Look for evidence that children accurately represent the safety rule, and observe the other children’s ability to identify it. (C, PSVS, CCT)

Educational Rhythmics and Dance

It is expected that students will:

• move safely through space when creating movement sequences, with or without music (PSVS)
• demonstrate basic dance steps, alone and with others
• perform simple rhythmic sequences using Movement Variables of Body, Space, Effort and Relationships, with a partner and with equipment
• demonstrate body awareness when performing rhythmic and dance activities
• use movement to respond to a variety of stimuli
• demonstrate a capacity to use the body for expression and communication through movement
• expand personal movement vocabulary (C)
• demonstrate a basic understanding of movement principles related to stability and force used in rhythmic and dance activities (C)

Sample Learning Experiences

Through rhythmic and dance experiences, children in grade one gain an awareness of their own and other cultures, enhance their self-esteem and learn to solve problems, express feelings and cooperate with others . (PSVS, CCT)

• Use simple movement sentences to reinforce body and space awareness, locomotor and non-locomotor skills and control (e.g., hop forward, walk slowly).
• Explore specific skills such as body actions (swing, sink), relationships (mirroring, following), formations (lines, circles) and effort and qualities (time, force). (N)
• Provide a variety of stimuli (e.g., vocabulary, poetry, story) to create movement. (e.g., Show me how you would walk in snowshoes. "Show me different ways you can move to this piece of music.) (CCT, C)
• Model and create clapping patterns and other non-locomotor movements to music to display a variety of qualities. (e.g., force, speed) (CCT, C)
• Use the Basic Movement Patterns to create movement sentences and teach them to a partner (e.g., two movements performed for eight beats each with a change in direction).(C, PSVS, CT, IL)
• Learn dance patterns from various cultures (e.g., European, South American, Aboriginal, African).(PSVS, C)
• Discuss the origin of dances and find out about that country or culture. (C, PSVS, IL)
• Create patterns of non-locomotor movements by choosing rhythmic patterns (such as: clap 4 times, slap knee 2 times, tap head 3 times). (CCT, N)

It is expected that students will:

• move safely in personal and general space, demonstrating body awareness (PSVS)
• demonstrate ways to send an object using a variety of body parts and implements
• demonstrate ways to receive an object using a variety of body parts and implements
• demonstrate ways to retain possession of an object
• demonstrate a basic understanding of movement principles related to stability and force used in game activities
• demonstrate a basic understanding of a few simple movement strategies used in game activities
• design and play simple games using Basic Movement
• Patterns and Movement Variables of Body, Space, Effort and Relationships
• use critical thinking and problem solving skills to create or modify simple games (CCT)

Simple game activities play an important role in a child’s development of physical skills and of attitudes toward physical activity. Cooperative activities and simple games promote active participation opportunities for students to apply and practise the movement concepts and skills they are learning .

• Move in general space using a variety of locomotor movements (e.g., skip, hop, gallop, run).
• Move in general space, changing directions, levels, and pathways and demonstrating control. Then add equipment to practise activity-specific motor skills, such as dribbling, throwing and catching.
• Use scarves, then beanbags, balls and hoops, to develop hand-eye coordination. Music can be used to establish a beat.
• Use equipment (e.g., balls, beanbags, scoops, paddles, sticks) to explore striking skills with hands, feet, implements and so on.
• Find three ways to move an object in personal and general space and then share with others. (CCT, C, PSVS)
• Bounce a ball using two hands, then one hand.
• Create simple throwing and catching sequences, alone, against the wall and with a partner. (PSVS, CCT)
• Explore ways to move a ball using different parts of their feet, demonstrating control and stopping on signal.
• Use equipment (e.g., hoop and beanbag, scoop and ball) to create simple cooperative games with a partner. (CCT, PSVS)
• Use floor hockey sticks with beanbags, then foam or plastic pucks, to stick handle around cones or chairs.

It is expected that students will:

• perform and refine a safety sequence consisting of a run, take off from one foot, with a landing on two feet (forward, backward, or sideways) and immediately follow with a safety/shoulder roll (PSVS)
• select, perform and refine Basic Movement Patterns—Landings, Locomotions, Statics, Rotations, Swings, Springs—varying elements of Body, Space, Effort and Relationships
• select elements of Body, Space, Effort and Relationships to create individual movement sequences (CCT)
• select and combine locomotor and non-locomotor skills in movement sequences, alone or with others, using small and/or large equipment (PSVS, CCT)
• perform sequences of movements using small and/or large equipment
• demonstrate a basic understanding of movement principles related to stability and force used in gymnastics activities
• solve movement problems using creative and critical thinking skills (CCT)

Students develop skills and understandings of the concepts and principles associated with the locomotor and non-locomotor Basic Movement Patterns — Locomotion, Landings, Swinging, Rotating, Springing, Statics. Students use the Movement Variables to create and solve movement challenges and tasks, alone or with others, with or without equipment .

• Discuss and practise safety procedures and routines, including taking out, setting up, taking down and putting away equipment. (PSVS, C)
• Participate in a variety of warm-up games and activities to introduce and/or review some of the Basic Movement Patterns and Movement Variables.
• Work individually on mats to explore Basic Movement Patterns and Movement Variables from each of the categories—Body, Space, Effort and Relationships.
• Use movement sequences (sentences) for students to explore themes and concepts.
• Describe and pace a movement sequence as students perform. (e.g., Show me a three-point balance with three parts of your body touching the ground and hold it for five seconds.) (CCT)
• Invent their own sequences, individually or with a partner, to perform for others. (CCT, C)
• Create a booklet with drawings of their favorite balances, shapes and sequences. (CCT, C)
• Explore the Basic Movement Patterns and Movement Variables with small and large equipment using a station approach. (IL)
• Create movement sequences to music using lumni sticks or any small equipment and incorporating movement concepts. (CCT)
• Have students with physical or intellectual disabilities perform with a partner or special education assistant.
• Jump from benches and boxes showing different body shapes during the flight phase and controlled landings.
• Provide refinement cues and feedback that will help students refine their landings on the feet, on the hands, and while rotating (safety/shoulder rolls).

It is expected that students will:

• demonstrate ways to run, jump and throw safely (CCT, PSVS)
• demonstrate ways to send an object to a target
• perform simple motor skills involved in individual and dual activities
• perform locomotor and non-locomotor skills individually and with objects
• demonstrate a basic understanding of movement principles related to stability and force used in individual and dual activities

• Explore different ways to run (e.g., change speed, directions, levels) and then transfer these skills to accompanying and evading activities and games (e.g., tag ).
• Show how different creatures would move across or in a space. (CCT, C)
• Practise jumping and landing (two feet to two feet, one foot to two feet, one foot to one foot) in the sand, playing hopscotch, over ropes, floor lines, carpet squares and so on.
• Work individually or with a partner to practise different ways to skip and to create simple skipping routines. (PSVS, CCT, IL)
• Use objects (e.g., scarves, beanbags, balls) and practise throwing by transferring one, two, or three objects from hand to hand (lead-up to juggling).
• Throw various objects (e.g., Frisbees, softballs, beanbags) at targets and play target games, such as dodge ball, bowling or bocci.
• Introduce the performance cues for throwing specific objects such as Frisbees (e.g., stance, step, follow-through).
• Use visual aids to show what performing these skills looks like (e.g., pictures, charts, graphs, illustrations, videos), being sure to include a variety of role models. (C, PSVS, N)
• Throw quoits at sticks (horse-shoes), softballs at clubs (bowling), or beanbags at balls (curling) to practise aiming and sending skills.