movement skills: locomotion - passport for life · 2019. 12. 11. · movement skills: locomotion...

GRADES

10-12

1

Passport for Life is a program of

Movement Skills: LocomotionObjective: To assess student locomotor ability in multiple directions of movement.

Rationale: The ability to run efficiently and fluidly is a key component of numerous activities, games, sports and leisure pursuits. Therefore, locomotor skills are necessary for effective performance in many physical activities.

Set-Up: Use a flat, clean surface, free of obstacles or debris. Place the four pylons as indicated in the diagram below, ensuring that angle ABC and angle ABD are each 45 degrees. Make sure the distance between pylons is accurate.

Ensure that an open space of at least 3 metres is available on all sides of the assessment area.

Start

3 metre safety zone

3 metre safety zone

10 metres

3 metre safety zone

3 metre safety zone

5 metres

5 metres

EQUIPMENT:

4 pylons/cones 1 clipboard

1 stop watch 1 pencil

1 assessment recording form

A

BD

C

GRADES

10-12

2


Instructions:As quickly as possible, the student follows a pre-determined path (marked by 4 pylons) using a pre-determined variety of locomotor movements.1. To begin, the student stands to the right of pylon A, facing pylon B.

2. On the tester’s prompt, the student runs forward as fast as he/she can and slightly past pylon B (10 metres).

3. At pylon B, the student then performs an appropriate cross-over step (right leg crosses over left to travel to the left) on a 45 degree angle to pylon C (5 metres).

4. The student cuts around pylon C, then performs a rightward side shuffle returning to the outside of pylon B (5 metres).

5. The student then performs an appropriate cross-over step (left leg crosses over right to travel to the right) on a 45 degree angle to pylon D (5 metres).

6. The student cuts around pylon D, then performs a leftward side shuffle returning to pylon B (5 metres).

7. The student goes around pylon B and backpedals towards the final pylon A (10 metres), completing the task.

Start

Forw

ard

Run

Shu�

e St

epShu�

e Step

Back

war

d Ru

n

1

2 3

Cross Over Step - Left

Cross Over Step - Right

B

C D

A

GRADES

10-12

3


Accommodation Options for Students with a Disability:

SUGGESTED EQUIPMENT

scooter board tether (e.g., short rope, towel)

Set-Up: Have a volunteer stand near each pylon to serve as an audible marker and to remind students what to do next.

Instructions:1. To begin, the student stands to the right of pylon A, facing pylon B.

2. On the tester’s prompt, the student moves forward as fast as he/she can and slightly past pylon B (10 metres).

3. As the student gets closer the volunteer should verbally guide the student to move around them and pylon B and perform an appropriate left diagonal movement (e.g., cross-over with right leg over left to travel to the left either on feet or crabwalk, zigzag motion in wheelchair etc) on a 45 degree angle to pylon C (5 metres).

4. The student cuts around pylon C, then performs a rightward side shuffle returning to the outside of pylon B (5 metres).

5. The student then performs an appropriate left diagonal movement (e.g., cross-over with right leg over left to travel to the left either on feet or crabwalk, zigzag motion in wheelchair etc) on a 45 degree angle to pylon D(5 metres).

6. The student cuts around pylon D, then performs a leftward side shuffle returning to pylon B (5 metres).

7. The student goes around pylon B and backpedals towards the final pylon A (10 metres), completing the task.

GRADES

10-12

4


Additional Accommodation Options:Motor

• The student uses a scooter board or any other form of moveent to get taround the pylons and back as fast as they can.

Sensory • The student has a partner who places a tether (a short rope or piece of towel) between them and

guides the student on the course.

Behavioural and/or Intellectual• The student uses a scooter board or any other form of moment to get to the line and back as fast as

they can.

Assessment:

Observers are looking for • a strong acceleration (speeding up) to a fast speed • a well-planned slowing down to the first pylon • controlled right-ward cutting action (not a rounded corner) • converting fluidly into a side movement to the pylon 5 metres away • followed by a cutting action at this pylon fluidly converting from a side movement to a backwards movement • the backwards movement should show a speeding up, • then a deceleration to a controlled stop

Observers are looking for the overall quality of competence in this movement sequence. Slight deviations from proper form are permissible (for instance, arms may not be exhibiting perfectly reciprocal movements with legs when running).

Observers are looking for signs of lack of control (e.g., tripping, stumbling), signs of lack of balance (e.g., flailing arms, sliding, falling down) and overall smoothness or fluidity of the movement.

Complete the assessment twice. Allow 30 seconds between trials (or 60 seconds for the accommodated option). On the recording form, record the trial results in each column and the better trial in the rating column.

Use the teacher rubric to determine the level the student achieves in each trial. On the recording form, record the trial results in each column and the better trial in the rating column.

GRADES

10-12

5


TEACHER RUBRIC

Grades 10-12 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDLocomotion Stumbles on the

start, and/or trips or stumbles during movement forward or back pedaling

Exhibits a conversion to a moving slower before making cutting moves

Overshoots or undershoots the pylons

Does not exhibit a side movement

Performs the backwards movement very tentatively with low speed (less than a jog)

A mature movement* pattern is not evident.

Stumbles on the start; uses extra movements(shuffling or stutter steps) during cutting forward to side movement OR side movement to backwards movement

Motion appears rounded at the corners

Uses extra movement (alternate legs, and/or wrong foot and/or backpedal) when performing cross-over step or side shuffle

The speed forward or backward is limited but approaching medium speed

Mature movement* pattern is developing

Demonstrates a speed up and slow down for both the forward and backward sections (medium speed or higher)

Illustrates a clear sideways motion

Illustrates a clear cross-over step

Minimal number of corrective or slowing movements at each corner

May lack fluid conversion from forward to sideway motion and from sideway to backward motion

Able to control body motion to allow cutting and stops to occur at each pylon

Mature movement* pattern is evident.

Moves quickly to the pylon with a mature movement* pattern, cuts efficiently (90 degrees)

Converts fluidly to a sideways movement with speed, and then cuts efficiently from side shuffle to backwards movement

Shows an increase and decrease in forward and back pedal speed and a controlled stop

Motion/angles appear straight and not rounded

Mature movement* pattern is evident.

* Mature movement pattern includes: arms moving opposite to legs with bent elbows, brief period where both feet are off the ground, narrow foot placement landing on the heel-toe (not flat-footed or on toes).


GRADES

10-12

1

Movement Skills: Object ControlObjective: To assess student ability to throw and catch a ball with dynamic movement – a task that requires accurate direction, velocity and trajectory while traveling forward.

Rationale: Predicting object motion in order to pursue and intercept an object combines multiple skills and is necessary to achieve effective participation in a variety of physical activities. It requires efficient locomotion towards a target, sending the object in a controlled manner by coordinating hand and foot actions, and ball trajectory in order that it bounce off a wall, to hit a target area on the floor and be suitable to catch.

Set-Up: Ensure that the gymnasium floor is clear of debris and obstacles. On the floor, tape three lines – each 1 metre in length and parallel to the wall – at 2.0 metres, 2.75 metres and 3 metres from the wall. The target box is between the 2.0-metre line and the 2.75-metre line and is 1 metre wide (the length of the taped lines). Tape the perimeter of the target area. It should measure 1 m x 0.75 m. Tape a spot on the floor 4 metres from the 3-metre throwing line to serve as a starting point for the student.

2 metres2.75 metres3 metres

start

run

4 metres

1 metre

EQUIPMENT:

flat, non-slip surface 1 clipboard

clear wall space (i.e., no nets, boards or attachments) 1 pencil

1 tennis ball 1 assessment recording form

gym-friendly tape


GRADES

10-12

2

Instructions:The student will stand from a seated position, turn and travel 4 metres, then throw the ball at the wall, have the ball bounce in the target area and catch the ball after the bounce.

1. The student sits 4 metres from the 3-metre release line, facing the opposite direction from the intended target with the tennis ball in both hands.

2. The student then rises, turns, and travels to the 3-metre release line, throws the ball at the wall, aiming to have the ball bounce in the target area and then catches the ball after the bounce.

• The student must travel in a forward direction to cover the 4 metres to the release line.

• Although momentum may carry the student over the 3-metre line, both the throw and the catch must occur behind that line.

3. The student has one practice trial and then completes the assessment twice.


SUGGESTED EQUIPMENT:

Boccia-style ramp (2 hockey sticks taped together, pvc pipe, etc.)

Skipping ropes (i.e. to create *tactile lines)

Ball - provide options for students who may need a different sized ball

Tchoukball net

Audible ball Gym-friendly tape


GRADES

10-12

3

Set-up: Set up the Boccia ramp and tape lines down to to create a target box and sending line as appropriate for the student.

*Tactile lines are created by taping a rope along the line that students use as boundaries. This allows students with a visual impairment to be able to feel the raised line if they cannot see it. It is important to tape the rope securely for safety (i.e., tape should run along top of the rope the entire length.

Instructions:

1. The student will start in the same position but the target area and starting line are flexible to best accommodate the student’s abilities. The send should still occur as a moving send, but the point at which it is released is flexible. The student may roll the ball and trap it on the floor or use a Boccia ramp to send the ball so that it rolls or bounces to the wall traveling throught the target box and then receives the ball without going over the line.

2. The ball does not need to reach a particular target area on the return but the student should trap it after the bounce.

Additional Accommodation Options:Motor

• The student uses another body part to send and receive the ball.• The student uses a target (e.g., a piece of paper, another ball etc. depending on the student’s ability) to receive the ball rather than receiving it himself or herself.• The student has a partner receive the ball.

Sensory • Use a ball with a bell or rice inside or wrap plastic around a ball for an auditory cue.• Place a skipping rope underneath the gym-friendly tape on the floor to create a tactile sending line.• The student has a partner that taps the target as student aims for an auditory cue• The student has a partner that provides verbal feedback to assist with receiving the ball

Intellectual• The student sends the ball against a Tchoukball net and catches it after after it rebounds off the net.


GRADES

10-12

4

Assessment:Observers look for the following:• whether the student is able to rise and turn without stumbling or falling• whether the student travels forward using a mature movement pattern• whether the student moves in a continuous fluid motion towards the target• whether the ball bounces in the target area (or rolls for the accommodated option)• whether the student traps the ball• whether the student crosses the throwing line (3.0 m) on the floor when sending or trapping

The student has one practice trial and then completes the activity twice. Allow 5-10 seconds between trials. Use the teacher rubric to determine the level the student achieves in each trial. On the recording form, record the trial results in each column and the better trial in the rating column.

TEACHER RUBRIC

Grades 10-12 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDObject Control

Stops and/or stumbles during the rise and/or pivoting start

Stops and/or falls during forward motion

Speed of execution is tentative with low speed

Mature movement* pattern is not evident

Stops and/stumbles during transition to sending action

Student steps/moves over the line to send the ball, the ball bounces (or rolls) well short of the target area

Stumbles during the rise and/or pivoting start

Stumbles and/or uses extra steps (shuffles to side) during forward motion

Speed of execution is limited but approaching medium (e.g., jogging) speed


Stumbles during transition to sending action

Ball bounces (or rolls) in target area and student fumbles to catch or trap ball, or requires multiple steps/movement to intercept the ball. A fumbled or sloppy catch or trap is permissible.

Demonstrates a continuous transition from rise to forward motion but may lack fluidity

Speed of execution is medium (e.g., jogging) speed

Mature movement* pattern is evident

Controls body during transitions from start to finish of skills

Ball bounces (or rolls) in the target area but student must move (1 step or major trunk motion) to catch or trap the ball with one or both hands. Student does not cross line to catch or trap.

Demonstrates a fluid and efficient motion from rise to forward motion

Speed of execution is beyond medium (e.g., jogging) speed

Mature, efficient movement* pattern is evident

Controls body fluidly from transition to transition to coordinate all skills

Ball bounces (or rolls) in target area. The student catches or traps the ball with one hand (or body part) in a controlled manner without major body movement. No steps (or movement) taken to catch or trap ball.

Mature movement* pattern includes arms moving opposite to legs, with bent elbows; a brief period where both feet are off the ground; narrow foot placement landing on the heel-toe (not flat-footed or on toes).


GRADES

10-12

1

Movement Skills: Object ManipulationObjective: To assess student locomotion, object control and manipulation skills – a task that involves change of direction and both upper and lower body with a ball.

Rationale: Being able to predict the motion of a ball in order to pursue, intercept and kick an object requires efficient locomotion towards the ball and controlled kicking behaviour through the coordination of hand and foot actions.

Set-Up: Ensure that the gymnasium floor is clear of debris and obstacles. On the floor, tape a line that runs parallel to the wall. This line should be 3 metres away from the wall and 1.5 metres in length. Tape a spot on the floor 4 metres distant from the 3-metre (release) line to serve as a starting point for the student.

EQUIPMENT

flat, non-slip surface gym-friendly tape

clear wall space (i.e., no nets, boards, or attachments)

1 clipboard and pencil

1 soccer ball 1 assessment recording form

3 metres

4 metresstart

run punt kick


GRADES

10-12

2

Instructions:The student will turn and travel to the 3-metre line, then punt kick a soccer ball against the wall from behind that line and catch the ball after it bounces off the wall.

1. The student stands 4 metres away from the 3-metre release line, facing the opposite direction from the intended target (the wall), with the soccer ball in both hands.

2. The student turns, travels to the 3-metre release line, performs a punt kick that hits the wall and then catches the ball after it bounces off the wall.

• A punt kick means that the ball is in both hands and is dropped and kicked before it hits the floor.

• The student must travel in a forward direction to cover the 4 metres to the release line.

• Although momentum may carry the student over the 3-metre release line, the student must kick and catch the ball in the air from behind that line.

3. The student has one practice trial and then performs the assessment twice.

4. Allow 5-10 seconds between trials.


GRADES

10-12

3

SUGGESTED EQUIPMENT

batting tee skipping ropes (i.e. to create *tactile lines)

ball - provide options for students who may need a different sized ball

gym-friendly tape

Set-Up: Position a foam implement or batting tee by the release line chosen by the student.

*Tactile lines are created by taping a rope along the line that students use as boundaries. This allows students with a visual impairment to be able to feel the raised line if they cannot see it. It is important to tape the rope securely for safety (i.e., tape should run along top of the rope the entire length.

Instructions:1. Model different ways the ball can be sent away from the body (e.g., use a tee and hit the ball with

an arm or implement).

2. The student can move closer or further away from the wall as needed.

3. The student stands facing the opposite direction from the intended target (the wall).

4. The student turns, travels to the chosen release line, performs a send that hits the wall and then traps the ball after it bounces off the wall. A trap can be done with their upper body or lower body.

5. The student has one practice trial and then performs the assessment twice.

6. Allow 5-10 seconds between trials.



GRADES

10-12

4

Additional Accommodation Options:Motor• The student has a partner that provides support with stability during the sending and/or

trapping phase of the skill.

Sensory• The student has a partner that taps the target for an auditory cue to provide verbal feedback to

help describe the result.• The student uses an auditory ball to complete the send.

Behavioural and/or Intellectual • Model the assessment first.• Provide verbal or visual prompts as required.

Assessment:Observers are looking for

• whether the student is able to contact the ball• whether the ball bounces back over the line• whether the student moves to catch or trap the ball• whether the student is able to turn using a mature pivoting motion • whether the student travels forward using a mature movement pattern • whether the student moves in a continuous fluid motion towards the target


GRADES

10-12

5

The student has one practice trial and then completes the activity twice. Allow 5-10 seconds between trials. Use the teacher rubric to determine the level the student achieves in each trial. On the recording form, record the trial results in each column and the better trial in the rating column.

TEACHER RUBRIC

Grades 10-12 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDObject Manipulation

Stops and/or trips during the pivoting start

Stops and/or falls during forward motion

Speed of execution is tentative with low speed

Mature movement* pattern is not evident

Stops and/trips during transition to sending action

Unable to contact the ball. Unable to punt (or send) with sufficient propulsion to return ball back to the line for both trials. Ball trajectory uncontrolled.

Stumbles during the pivoting start

Stumbles and/or uses extra steps or movement (shuffles to side) during forward motion

Speed of execution is limited but approaching jogging speed


Stumbles during transition to sending action

Punts (or sends) the ball over the line for at least one attempt. May or may not catch (or trap) the ball. Trajectory of ball must be within proximity of the student

Clearly illustrates a continuous transition from start to forward motion but may lack fluidity

Speed of execution is jogging speed

Mature movement* pattern is evident

Controls body during transitions from start to finish of skills

Punts (or sends) ball over the line for both attempts and catches (or traps) at least one without moving more than a couple of steps (or small movements)

Demonstrates a fluid and efficient motion from start to forward motion

Speed of execution is beyond jogging speed

Mature, efficient movement* pattern is evident

Controls body fluidly from transition to transition to coordinate all skills

Punts (or sends) and catches (or traps) the ball on both trials with minor movement (a step)

Mature movement* pattern includes arms moving opposite to legs, with bent elbows; a brief period where both feet are off the ground; narrow foot placement landing on the heel-toe (not flat-footed or on toes).

movement skills: locomotion - passport for life · 2019. 12. 11. · movement skills: locomotion...

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