FUNDAMENTAL MOVEMENTS

FUNDAMENTAL MOVEMENTS

Fundamental movements contain games and activities that incorporate various ways of locomotion, non- locomotion and object manipulation. These games are guided towards helping children develop the necessary skills that they will be using during individual and team sports later on in their life.

Locomotion skills include any type of movement that makes a student move, either on two feet, hands or both hands and feet. Some examples of bipedal locomotor movements are walking, jogging, running, leaping, sliding/shuffling, galloping, hopping, jumping, and skipping. Some examples that involve hand and feet are crab walk, monkey walks; bear walks, inchworm, cartwheels, rolls (front, back, shoulder) and so on. Non-locomotor skills include any type of static or stationary skills that the student can perform. These non-locomotor skills involved balances and supports such as knee scale, straddle stand, front/read support, plank, etc.

Object manipulation skills are those that utilize how to control and experiment with various types of objects. Students learn how to manipulate various sized balls, beanbags, hula-hoops, rackets and so on. By engaging students in Fundamental Movements, they will acquire a vast amount of skills that are transferable to the sports and activities they will be playing in. The development of fundamental movement skills and motor skills is critical to establishing the foundation for participation in many sports and physical activities.  A child who has not had the opportunity to develop these basic motor skills experiences difficulties or barriers when participating in sport experiences, or later school-based programs that involve more difficult skills.

“Students will need to develop various locomotor skills throughout a variety of physical activity settings.” - The Physical EducatorMUSICAL ROBOTS

Category: Fundamental Movements Source: Games: Principles & Practices

Grade level: K-2 Activity level: Moderate

Fundamental Techniques: Locomotor, stability and non-locomotor.

Tactics: Follow the beat of the drum

Progressions of Learning: Competency l; performing sequences of movement skills, concept of

speed and space, flow in the performance of movement skills.

Equipment: Playing area, drum and object to give the beat

Formation: Scatter

Description of Play/Progression:

Layer 1: The students’ start in scatter formation in the defined playing space. On the start of the

drum, the students move around in the playing space, following the lines on the floor. They

cannot get off a line, nor jump from one line to the other.

Layer 2: Introduce different movement patterns: walking (forward and backwards), skipping

(forward and sideways), running (forward and backwards), and jumping (hop landing on two feet

simultaneously.

Modifications:

The tempo varies: it goes faster and slower, therefore the student has to adjust to the tempo. This

game can also be played with music. When the music is on, the students move. When the music

stops, the students have to freeze.

Safety: Remind the students to keep their head up and use the space carefully.

Tennis Ball Progressionskills, awareness of the body and its parts, concept of space.

Equipment: Playing area, music, and different balls.

Formation: Scatter and make teams of three.

Description of Play/Progression:

Layer 1: The students are separated into groups of three and are scattered in the defined playing

space. One person is named the starting leader. When the music starts, the leader starts to move in

the defined space. The other two teammates fallow their leader, and do everything that he does.

When the music stops, the leader goes to the back of the line, and the second person becomes the

new leader.

Layer 2: Mirror the teams of three become teams of two. The two students face each other. The

leader starts to move and the mirror mimics. Change when the music stops.

Layer 3: Add a ball. The students will have more possible movements.

Modifications: Start with non-locomotor movements and then progressively add locomotor

movements.

Safety: Remind students to keep their head up and use the space carefully. When the ball is used,

it is to stay in their hand the entire time (no throwing).

Follow The Leader

Leader: Red

Follower: GreenSAVE THE BALLOON

Category: Fundamental Movements Source: Games, Principles & Practices

Grade level: 3-4 Activity level: Moderate

Fundamental Techniques: Locomotor, non-locomotor and manipulation skills.

Tactics: Prevent balloon from falling using body parts.

Progressions of Learning: Competency I, ll: performing and repeating sequences of movement

skills, using different body parts and communicating with other students.

Equipment: 1 balloon per student, playing area.

Formation: Scatter, individual, team.

Description of Play/Progression:

Layer 1: Every student gets a balloon and finds its own spot in the defined playing space. The

students start static (non-locomotor), moving the balloon with different body parts, and

progressively moving (locomotor) with their balloon and different body parts.

Layer 2: In groups of two, make passes with the balloons (starting non-locomotor, progressing to

locomotor).

Layer 3: Separate class into two big groups and make passes with the balloons.

Modifications:

Find different ways so that the balloon does not touch the floor. You can also make two groups

that try to keep their balloons off the floor. When the balloon touches the floor, you lose it. After

a determined period of time, the team with the fewer balloons on the floor wins.

Safety: Remind the students to use space carefully, keeping their head up, scanning.

Save the Balloon

Students: Green

RED LIGHT, GREEN LIGHT

Category: Fundamental Movement Source: Christopher McNeil

Grade level: K-4 Activity Level: Low

Fundamental techniques: Locomotor, stability and non-locomotor skills.

Tactics: Following directions, moving one way, changing speeds and stopping, etc.

Progression of learning: Competency l, locomotor skills, principles of balance and coordination,

speed and distance, etc.

Equipment: Playing area, pinnies (red, yellow, green).

Formation: Line and scatter

Description of Play/Progression:

Layer 1: Students (representing cars) are placed at one end of the playing surface on a designated

starting line. The teacher picks on student to stand at the center of the playing surface with their

back to the classroom. This student becomes the traffic light. The student holds a green pinnie in

on hand and a red pinnie in the other. When the green pinnie is up, the cars are allowed to move

forward. When the red pinnie comes up, the cars must stop. If the car does not stop, the police

office (teacher) pulls the car over and must restart from the starting line. The objective of the

game is for the cars to make it passed the light without the police officer pulling them over for

moving on a red light. The first student to pass the traffic light becomes the new traffic light.

Layer 2: Students are placed in pairs, given a pinnie and now represent a big truck pulling a

trailer. One student holds one end of the pinny and is placed in front (the truck) while the other

student holding to the other end is in back (the trailer). Students must move together in order to

make it across the traffic light. If pulled over, students switch roles.

Modifications: Students must use different locomotor movements (lunges, crawling, etc.). When

in pairs, truck faces forward and trailer faces backward. Implement yellow light (slow down).

Safety: Use moderate speed that can be slowed down easily. No blocking other students from

moving forward. When moving in pairs, move together and not independently.

Green Light, Red Light

Referee: BlueCars: Pink

Traffic light: Yellow StarGUESS THE NUMBER

Category: Fundamental Movement Source: Stef’s Phys. Ed. Games Binder

Grade level: 3-6 Activity Level: Moderate

Fundamental techniques: Locomotor and non-locomotor skills.

Tactics: Agility, reaction time, teamwork awareness

Progression of learning: Competency l, ll; locomotor skills, communicating with others, concept

of space.

Equipment: Playing area

Formation: Teams

Description of Play/Progression:

Layer 1: The class is divided into two equal teams, and each team is designated a zone in the

playing area. The two teams’ zones are next to each other and the players are not allowed to step

into the other team’s zone. The goal of the game is for each team to create a number in their zone

using their bodies, and to have the other team guesses what number it is. When the other team

figures out the number, the playing forming the number must get up and run away from the other

team who are chasing them. The team is safe once they face the safety line at the end of the

playing area. This is then repeated with the chasing team now forming a number.

Layer 2: Give teams a specific number to form and make students use different movement

patterns such as skipping, hopping, or jumping.

Layer 3: Students can now choose any number from 0-9 that the other team must guess. Avoid

using a running pattern because it is the one that is the easiest to perform.

Modification: Add a time limit when forming a number (ex: 2 minutes). Change how far the

safety line is from the team’s zone.

Safety: Keep heads up to avoid running into each other. Remind students to use soft tags.

Guess The Number

Guessing Team: PinkNumber Team: BlueHOOP ATTACK

Category: Fundamental Movement Source: Games, Principles & Practices

Grade level: K-6 Activity level: Low-Moderate

Fundamental Techniques: Locomotor, non-locomotor and manipulation skills.

Tactics: Moving around in space, experimentation, and adaptability.

Progressions of Learning: Competency I; performing and repeating sequences of movement

skills, awareness of the body and its parts with an object.

Equipment: Playing area, hula-hoop per student, pinnies, music.

Formation: Scatter

Description of Play/Progression:

Layer 1: Students are given a hula hoop are told to find their own place within the playing

surface. Students are not allowed to locomote. In their space, they practice ways of manipulating

the hula-hoop while making sure to keep it close (no throwing or rolling).

Layer 2: Students are asked to put their hula-hoops down on the floor and then told that they can

only stand outside it. They must find ways that they can move around and/or over the hula-hoop

in their spot. Hula-hoops must stay on the floor and students are not allowed to touch it until told

to.

Layer 3: Students pick up the hula-hoop and are allowed to locomote around the playing space.

Once again, they practice ways of manipulating the hula-hoop and try to find ways of locomoting

with it.

Layer 4: Students drop hula-hoops back on the ground and move around the playing surface

maneuvering around the hula-hoops. When the teacher yells “HOOP”, the students must find an

unoccupied hula-hoop and stand in it. Students help other students by signaling that there is some

around them. When every student is in standing in a hula-hoop, students are told to continue

moving around space.

Layer 5: When the teacher shouts a color, the students must find a hula-hoop of that color and

place one foot inside it. More than one student is allowed to put their foot in the same hula-hoop.

Modifications: Hula-hoop colors are uneven (ex: lots of yellow, one pink), students are paired

up, pursuit and evade game play (last 3 students to find hoop become taggers).

Safety: Remind the students to keep their head up using space carefully. When crowding the hula

hoop, no pushing or shoving. The hoops should stay close to the body (no throwing allowed).

Hoop Attack

Students: Yellow

Hula hoops: Red, Blue, PurpleRun Sheep, Run

Category: Fundamental movement Source: Elementary Games

Grade Level: K-4 Activity level: Moderate - High

Fundamental Techniques: Locomotor and non-locomotor skills.

Tactics: Speed, attentiveness and concentration.

Progression of Learning: Competency I, II: Opposition, using the space available, recovering.

Equipment: Cones, pinnies, playing area.

Formation: Scatter

Description of Play/Progression:

Layer 1: The class is placed in a designated safe zone at one end of the gym. On “Go” the

students must walk out of the safe zone and venture off to other areas of the gym. When the

instructor yells “ Run sheep, run!” the students must quickly run back to the safe zone.

Layer 2: The teacher choses 5 students to be the “wolves”. These 5 students must go stand behind

any one of the several cones scattered in the gym. On “Go” the students must walk out of the safe

zone and venture off to other areas of the gym. When the teacher yell “Run sheep, run!” the

students must quickly run back to the safe zone before the “wolves” can catch them. The

“wolves” may only chase the “sheep” when the signal “Run sheep, run!” is called out. When a

“sheep” is caught they then become a “wolf”. If the gates to the safe zone close and there are still

sheep left outside they become “wolves” as well.

Modification:

The “wolves” must only use a certain locomotor pattern. There can be more or less “wolves”. If a

“sheep” cannot out run the “wolf” they may use a safe position.

Safety: Students must be aware of others at all times. No tripping is allowed. When catching an

opponent there is no grabbing, hitting or kicking permitted, only a light tap.

Run Sheep, Run!

Wolves: Red

S

Sheep: GreenOff the Line, On the Line

Category: Fundamental movement Source: Elementary Games

Grade Level: K-4 Activity Level: High

Fundamental techniques: Locomotor and non-locomotor skills.

Tactics: Concentration, attentiveness, and rhythm.

Progression of Learning: Competency l, ll: Principles of balance, using the space, concepts

related to the body.

Equipment: Playing area, drum.

Formation: Scatter

Description of Play/Progression:

Layer 1: Students must scatter around the gym and find their own space away from others. On

“Go” the students must start moving around by walking or running and trying to avoid others.

Layer 2: The teacher then introduces the walk drumbeat. The students must coordinate the pace

of the beat with the pace of their walk. The drum beat speeds up to a run beat and the students

must keep up and adjust themselves.

Layer 3: The teacher then introduces the skip and shuffle drum beat. The students must

coordinate the pace of the beat with the pace of their movement. Now they must be able to

differentiate the types of beats.

Layer 4: On “Go” the students must walk around the gym while only stepping on the colored

lines. They are not allowed to jump from line to line and they may only change lines where two

or more lines intersect. When the teacher begins a locomotor beat the students must jump off the

lines and perform the locomotor pattern all over the playing space. When the beat stops the

students must quickly get back on the lines and continue walking around.

Modification: Other locomotor patterns may be introduced. Teacher may increase and decrease

the pace of each beat. Students must walk only on certain colored lines.

Safety: Students must be aware of others at all times. When students come to a point that they

must cross each other on a line they may step off to do so.

Off the line, on the line

Lines: Green, Blue and PurpleStudents: Yellow