rationale for pe activities - edts100 · pdf filerationale for pe activities this sequence of...

Rationale for PE Activities

This sequence of six activities aims to provide students in Kindergarten with

opportunities to learn vital movement skills, specifically in the area of athletics. The unit

is designed to be implemented in the lead up to a school-based athletics carnival.

Lessons focus on key aspects of standard athletics carnivals, including sprints, relays,

shot putt, javelin and novelty games (in this case, tunnel ball).

The unit develops in students the awareness of the importance of physical activity in

everyday life and the significance of warm up and cool down activities. It is a participant-

based approach to teaching a range of activities to involve students. Students are

usually working in pairs or small groups to work on the skills required for each activity.

This approach is important for younger students, as they still require teacher guidance

when learning vital movement skills.

One major aim of the unit is to simply have Kindergarten students feel part of the whole

school event. Learning these skills provides all students with the confidence they need

to be able to fully participate and most importantly, have fun while doing so.

The six lessons also provide a sound introduction to fundamental movement skills

including co-ordination, balance and precision when participating in these activities.

Interpersonal skills, such as sharing, communicating and teamwork are also explored in

the unit.

The lessons are integrated to include other Key Learning Areas to develop a link

between physical activity and everyday life. This link is particularly important for younger

students as they begin to understand the significance of being fit and active.

Overall, the unit ties together fundamental movement skills, specific skills for

participation in an athletics carnival and an opportunity for Kindergarten students to gain

confidence in the area of physical education.

Content Strand: Games & Sport

Non-locomotor – warm-up – stretching, bending, balance

Locomotor – running, walking

Manipulative skills – catching, throwing

Games – spatial awareness, pathways & directions, simple ball games, co-operation

games

Athletics – running (relay races, sprints, novelty races),

throwing (bean bags – shot putt, foam arrows – javelin)

Playing the game – safety, fair play, co-operation, formations (lines) and signals

(whistle)

Rationale/Aims -

To encourage students to value themselves and others

To promote physical activity

Develop and maintain positive relationships (fair play and co-operation)

Develop fundamental movement skills necessary for play, games and sport

To encourage movement skills and personal fitness

To promote participation in a school-based event

Six lessons

Athletics Carnival Preparation

Lesson 1 – Relay Race

Lesson 2 – Egg and spoon race

Lesson 3 – Sprints

Lesson 4 – Shot putt

Lesson 5 – Javelin

Lesson 6 – Novelty Games

Lesson Plan Format

Class: Kindergarten Date: Time: 2.10-2.40pm

Key Learning Area: PD/H/PE – Games & SportLesson Topic: Athletics Carnival Preparation – Lesson 1 - Relay Race

Prior Experience:- Students have been involved in the ‘dance 2be fit’ program - Students understand the importance of warming-up and stretching- Students have been introduce to correct motions for running

Syllabus Outcome(s):GSES1.8 – demonstrates fundamental movement skills while playing with and sharing equipmentMOES1.4 – demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiencesALES1.6 – develops a repertoire of physical activities in which they can participateIntegration with English: TES1.1 – recounts a personal or shared experience from a Physical Education lesson

Lesson Indicators: (specific behaviours that contribute toward achievement of syllabus outcome(s) stated above):

By the end of the lesson, the students will:- Demonstrate correct movement techniques - Identify the importance of warming up and stretching- Use relay batons sensibly and appropriately during sporting activities- Identify the rules involved in playing sport

Resources:4 different coloured batons/ or bean bagsTeam colour lists8 witches hats WhistleGrass area

Special Needs:Ensure when students are warming up that they use the correct techniques and carry and hand over the baton/bean bag sensibly.

List any safety issues that need to be considered:Ensure students are in close range and in eyesight at all times. Have students move into groups in an orderly fashion. Ensure all students have their shoelaces done up tightly to avoid any injuries. Make sure the ground is flat and clear from rubbish.

Timing(mins)

What is Taught (content of lesson):Set out in detail the knowledge, skills, understanding and values developed. Include question (Q) and anticipated answer (A) relating to the content of the lesson.

How it is Taught (teaching strategies/learning experiences):What teacher (T) will do; what students (Ss) will do.

7 mins INTRODUCTION:T has the Ss practice the responses to the whistle.Ss move their body using correct body movement techniquesT starts warm-up with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three timesT then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each way.T demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 seconds.T asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three times.T asks Ss to shakes their left leg four times and then their right four times.

T ensures all Ss shoelaces are done upT takes Ss out to the grass fieldT asks Ss to form a circleT instructs Ss to follow the stretchesT begins stretches from head through to toeT praises those Ss using correct techniqueT reminds Ss of colour groups and ask Ss to form one line for each colourT demonstrates how a baton is held, how the change over of the baton works, using butterfly grasp and the process of relayT has one S demonstrate with her to the class, just walking through itT places emphasis on moving to the back of the line once you have reached your team changeover

20 mins DEVELOPMENT:T guides Ss in moving their body correctly and holding the equipment safely

T instructs Ss to walk the first time through the relay raceT monitors all groups and corrects technique if neededT then instructs Ss to jog through the relay race, if happy with how Ss went with walking through it T encourages Ss to do their bestT increases the distance by 10 m and has Ss go through it again

3 mins CLOSURE:T leads Ss in the cool-down with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three timesT then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each way.T demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 seconds.T asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three times.T asks Ss to shakes their left leg four times and then their right four times.

T instructs Ss to form a circle for the cool down stretchesT makes mention of the colour groups that worked wellT asks two Ss to pack up the witches hatsT has the class follow her back to the classroom

Follow Up – Integration with English

After the lesson arrange the students in small groups and have them share what they did in the lesson.

Formation for Lesson One: Relay Race

T = Teacher

X = Ss in set line ups

Warm-up

Ss for form a circle with teacher among them

Development

Four teams set out with witches hats.

X X X XX X X XX X X X (Starting Line)

X X X XX X X XX X X XX X X X (Second line this is where the baton is handed over to the next runner, until all students from that one team have run)

Cool Down

Students form a circle for stretches with teacher standing among them.

= Ss form a circle

T

T

Lesson Plan Format


Key Learning Area: PD/H/PE – Games & SportLesson Topic: Athletics Carnival Preparation – Lesson 2 – Egg and spoon race

Prior Experience:- Students have been involved in the ‘dance 2be fit’ program - Students understand the importance of warming-up and stretching- Students have been introduce to correct motions for running- Students are familiar with the concept of change over and the importance of

sensible exchange of equipment during relays

Syllabus Outcome(s):GSES1.8 – demonstrates fundamental movement skills while playing with and sharing equipmentMOES1.4 – demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiencesALES1.6 – develops a repertoire of physical activities in which they can participateIntegration with EnglishWES1.9 – engages in writing tasks with the intention of conveying an idea or message


By the end of the lesson, the students will:- Demonstrate correct movement techniques - Identify the importance of warming up and stretching- Use and hold the egg and spoon correctly during sporting activities- Identify the rules involved in playing sport

Resources:4 different coloured wooden eggs4 large wooden spoonsTeam colour lists8 witches hats WhistleGrass area

Special Needs:Ensure when students are warming up that they use the correct techniques and handling the equipment sensibly.


Timing(mins)



7 mins INTRODUCTION:Ss practice the responses to the whistle.T asks Ss to start moving around the grass until the whistle is blown, a number is called and Ss form groups of that number Ss continue to group in numbers until a few Ss are left.Ss then gather in their own space for stretches. T starts warm-up with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three timesT then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each way.T demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 seconds.T asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three times.T asks Ss to shakes their left leg four times and then their right four times.

T ensures all Ss shoelaces are done upT takes Ss out to the grass field.T explains the grouping number game and goes through the whistle command in gaining the attention of Ss. Two whistle blows is freeze, one whistle blow is go.T asks Ss to space themselves out on the grass in four lines, just like dance2bfit.T instructs Ss to follow the stretchesT begins stretches from head through to toeT praises those Ss using correct techniqueT reminds Ss of colour groups and asks Ss to form one line for each colour behind the coloured marker.T demonstrates how the spoon needs to be held in line with the ground and how the arm needs to be like a hinge. Ss need to know that balancing the egg on the spoon is tricky and the aim is to keep it steady and take small steps.T demonstrates the arm pose and how to balance and walk with the egg on the spoonT places emphasis on moving to the back of the line once you have reached your team changeover

20 mins DEVELOPMENT:T guides Ss in moving their body correctly and holding the equipment safely

T instructs Ss to walk the first time through the relay raceT monitors all groups and corrects technique if neededT encourages Ss to do their best




After the lesson have the students write about and draw a picture of the egg and spoon race in their writing books.

Formation for Lesson Two: Egg and spoon race

T = Teacher


Warm up

Ss form groups and the teacher stated size.

Development

Ss are in formation similar to relay form

Cool downStudents form a circle for stretches with teacher standing among them

Change over for egg and spoon

= Ss form a circle

X X X X X X XX X X X X X X

XT

XX X X X XX X XXXXX X X

X X X XX X X XX X X XX X X X

X X X XX X X XX X X X

T

Starting line

Lesson Plan Format


Key Learning Area: PD/H/PE – Games & SportLesson Topic: Athletics Carnival Preparation – Lesson 3 – Sprints

Prior Experience:- Students have been previously participated in relay races- Students understand the importance of warming-up and stretching- Students have been introduce to correct motions for running

Syllabus Outcome(s):GSES1.8 – demonstrates fundamental movement skills while playing with and sharing equipmentMOES1.4 – demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiencesALES1.6 – develops a repertoire of physical activities in which they can participateIntegration with MathematicsNES1.1 – orders, reads and represents numbers 0-20


By the end of the lesson, the students will:- Demonstrate correct movement techniques - Identify the importance of warming up and stretching- Identify the rules involved in sprints - Name the number position they finished their race in

Resources:12 witches hats WhistleRecording sheetGrass area

Special Needs:Ensure when students are warming up that they use the correct techniques and that they run in straight lines.

List any safety issues that need to be considered:Ensure students are in close range and in eyesight at all times. Have students move into groups in an orderly fashion, so they can be lined up for sprints. Ensure the ground is flat and clear from rubbish. Ensure all students have their shoelaces done up tightly to avoid any injuries.

Timing(mins)



7 mins INTRODUCTION:T has the Ss practice the responses to the whistle.Ss move their body using correct body movement techniquesT starts warm-up with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three timesT then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each wayT demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 secondsT asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three timesT asks Ss to shakes their left leg four times and then their right four times

T ensures all Ss shoelaces are done upT takes Ss out to the grass fieldT asks Ss to form a circleT instructs Ss to follow the stretchesT begins stretches from head through to toeT praises those Ss using correct techniqueT reminds Ss of colour groups and ask Ss to form one line for each colourT tells the Ss what is involved with sprints and how it is important to run in a straight lineT has 4 Ss demonstrate how to line up and how to race from start line to the finish lineT goes through the start of the race, how they start running only after they hear the whistle

20 mins DEVELOPMENT:T keeps an eye over all Ss who are racing and those who are waiting for their turn

T selects 6 Ss to line up and get set for the start of the raceT blows the whistle and the Ss start to runT records the results and all Ss have a turn at running against other Ss equal in their ability levelT runs the sprints until all Ss have had a turnT remembers who came first and all the Ss who finished first will race against each otherT increases the distance to 20 m the second time around



Follow Up – Integration with Mathematics

After the lesson go through the numbers 1-10, then introduce cardinal numbers from 1st – 10th

Explain how the student who crossed the finish line as number 1 did actually come 1st place and so on.

Formation for Lesson Three: Sprints

T = Teacher


Warm upSs for form a circle with teacher among them

Development

Teacher directs Ss of in 6 lines to race, then organises them in equal ability groups and later increases distance to 20 m

Cool down


= Ss form a circle

T

X X X X X XOriginally 10 m, increase to 20 m

T

Lesson Plan Format


Key Learning Area: PD/H/PE – Games & SportLesson Topic: Athletics Carnival Preparation – Lesson 4 – Shot Putt

Prior Experience:- Students have been involved in the ‘dance 2be fit’ program - Students understand the importance of warming-up and stretching

Syllabus Outcome(s):GSES1.8 – demonstrates fundamental movement skills while playing with and sharing equipmentMOES1.4 – demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiencesALES1.6 – develops a repertoire of physical activities in which they can participateIntegration with English:WES1.9 – engages in writing texts with the intention of conveying an idea or message.


By the end of the lesson, the students will:- Demonstrate correct movement techniques for shot putt- Identify the importance of warming up and stretching before physical activity- Use equipment safely and participates in PE class- Compose a sentence and picture to demonstrate the skills learnt in physical

education

Resources:30 beanbags10 witches hats CD/tape playerMusic (up-beat, Hi5 suggested)WhistleGrass area

Special Needs:Ensure when students are warming up that they use the correct techniques and are putting the “shot putt” in a safe manner.


Timing(mins)



7 mins INTRODUCTION:

Statues: Ss move around circle (one direction) to music. When T stops recording at intervals, Ss are to stop moving. Ss who are caught moving are out, but move to another part of the field to participate.T demonstrates stretches – lower/upper legs, arms, back, etc. Each stretch 10 sec. End with all-over body shake.

T ensures all Ss shoelaces are done upSs form a circle in an area large enough for an arms-length between each person.

T stops music at intervals for musical statues.

Ss reform in a semi-circle with T out front. (T may need to assist with this)Ss copy actions performed by T to stretch muscles in body.

20 mins DEVELOPMENT:Shot putt technique1. T demonstrates lunging and pointing in direction of beanbag movement.2. Demonstrate correct way to hold shot putt (cradled in fingers), and show how to place beanbag beside the neck. (Each S given opportunity to practice, rotate through group.)3. T demonstrates release of bean bag (pushing the putt rather than throwing it)4. Each S has a chance to practice skills together. T directs through each step (one S from each group at a time)

T puts Ss in 10 groups of 3. Each team to stand behind leader.T gives each team 3 beanbags. (Remind Ss not to let go/throw bean bag without being asked)T asks Ss who are not at front of line to practice movement.

T uses whistle to stop class when needed (to demonstrate next step).

5 mins CLOSURE:Concentrate stretching on upper arms. Stretch all parts of body, each stretch 10 sec.Relaxation – lie on floor for 1 minute, silently, breathing exercises.

Ss reform in semi-circle with T out front. Ss copy actions performed by T to stretch muscles in body.


Ask the students to write a sentence and draw a picture to explain how to throw a shot putt (using a bean bag)

Formation for Lesson Four: Shot putt

T = Teacher



T stands out the front of Ss in a semi-circular shape

Development

Ss are organised into groups of 3, with one beanbag. 1 student uses beanbag, others practice movement. T roams out of the way of beanbags.

Cool down

T stands out the front of Ss in a semi-circular shape

T

X X X X X X X X X XX X X X X X X X X XX X X X X X X X X X

T T

T

= Ss form a circle

T

T

Lesson Plan Format


Key Learning Area: PD/H/PE – Games & SportLesson Topic: Athletics Carnival Preparation – Lesson 5 – Javelin

Prior Experience:- Students have been involved in the ‘dance 2be fit’ program - Students understand the importance of warming-up and stretching- Students have been introduced to throwing and pushing during shot putt

Syllabus Outcome(s):DAES1.7 – moves in response to various stimuliMOES1.4 – demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiencesINES1.3 – relates well to others in work and play situations.Integration with Mathematics:MES1.1 - describes length and distance using everyday language and compares lengths using direct comparison.


By the end of the lesson, the students will:- Listen to and follow directions on how to throw a “javelin”- Demonstrate safe use of equipment and sharing with others- Explain why it is important to warm up before physical activity

Resources:10 foam “javelins”10 witches hats CD/tape playerMusic (up-beat, Hi5 suggested), Hokey PokeyWhistleRecording folder and pencilGrass area

Special Needs:Attention to the way equipment is being handled, especially releasing the javelin and direction.

List any safety issues that need to be considered:Ensure students are in close range and in eyesight at all times. Demonstrate correct usage of equipment – have each group well spaced out to avoid collisions. Ensure students only collect the foam javelins once all students have thrown theirs and the results have been recorded. Ensure all students have their shoelaces done up tightly to avoid any injuries.

Timing(mins)



7 mins INTRODUCTION:Animals:T calls out an animal, Ss move in time to music mimicking the behaviours of the chosen animal.T demonstrates stretches:Ankles, calves, hamstrings, back of legs, arms, neck.

T ensures all Ss shoelaces are done upT plays/stops CD to indicate next animal to pretend to be.

T arranges Ss in semi-circle formation.Ss copy T’s actions to stretch all parts of body.

20 mins DEVELOPMENT:Throwing a javelin:1. T demonstrates a throwing action (review shot putt action) and asks Ss to copy. (Lunge back, step forward and release).

2. T demonstrates, Ss take turns in copying T’s stance and way to hold javelin. T assists as required.3. T shows how to put movements together while holding javelin.4. One person from each team throws their javelin after signal.5. One member of team to count how many steps the javelin was thrown.

In a circle, T shows class the movement needed to throw the javelin (without equipment)T demonstrates how to hold the javelin correctly.

T arranges Ss in groups of 2-3, each group given a foam javelin (to begin behind a witches hat, spread out to avoid collisions)

Ss take turns in groups to throw javelin (have one member on opposite side (about 3 m) to collect and measure distance in steps). Record the results.

5 mins CLOSURE:Hokey Pokey – as a fun activity, followed up by stretched for cool down (same pattern as warm up stretches.)

Ss asked to form a circle for Hokey Pokey.Ss remain in formation and copy T’s movements for stretching.


After collecting all the results from the measuring the distance in steps, discuss results with the students. Have the students record in their maths book anumber line from the 1-20 and plot on the line where the results were.

Formation for Lesson Five: Javelin

T = Teacher


Warm upSs are roaming around randomly positioned Ss move into semi-circular shape

with teacher out the front

Development

T demonstrates as a member of the circle

Ss in groups of 2-3 taking turn throwing foam javelins, one member approximately 3 m measuring distance.

Cool down


Approx. 3 m

X X X X X X X X X X XX X X X X X X X

X X X X X X X X X X X

= Ss form a circle

X X X X X XX X

X X X X X

XX X

X X XX X X

X X XXX X X X

T

T

T

Lesson Plan Format


Key Learning Area: PD/H/PE – Games & SportLesson Topic: Athletics Carnival Preparation – Lesson 6 – Novelty Games (Tunnel Ball)

Prior Experience:- Students have been involved in the ‘dance 2be fit’ program - Students understand the importance of warming-up and stretching- Students are familiar with the concept of moving back in an orderly fashion

Syllabus Outcome(s):MOES1.4 – demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiencesDMES1.2 – identifies some options available when making simple decisions.Integration with Mathematics:PAES1.1 – recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease.


By the end of the lesson, the students will:- Practice manipulating a ball (throwing, rolling, catching, stopping)- Participate in a competition-style game of tunnel ball- Explain the pattern of rotation in tunnel ball using everyday language

Resources:10 volley balls (or similar)CD/tape playerMusic (up-beat, Hi5/Wiggles suggested)WhistleGrass area

Special Needs:Use of equipment and sharing needs to be monitored. Ensure that directions are clear and concise to avoid confusion and possible injuries.

List any safety issues that need to be considered:Ensure students are in close range and in eyesight at all times. Demonstrate correct and safe use of equipment and moving backwards during the game. Ensure all students have their shoelaces done up tightly to avoid any injuries. Make sure the ground is flatand clear from rubbish.

Timing(mins)



7 mins INTRODUCTION:In circle, each S makes up a movement to the music and the rest of the class copies.T directs Ss in stretching exercises.Ankles, calves, hamstrings, back of legs, arms, neck.

T ensures all Ss shoelaces are done upT arranges class in circle formation.

20 mins DEVELOPMENT:In groups of 3, Ss practice:

1. throwing2. bouncing3. rolling volleyballs (or similar) to

each other.4. rolling (backwards, through legs)

Tunnel ball:1. 5 members of team stand with

legs apart, 1 member at back of line, approximately 2 metres away from rest of group.

2. Front member rolls ball through the legs of standing team.

3. Back person stops ball, runs to front of line.

4. Standing team members move one position back and start again.

Tunnel ball competition

In triangle formation, practice each skill after T has demonstrated. (roughly 2 mins on each skill)

T groups 2 triads together to form 5 groups of 6.T uses one group to show how tunnel ball works.

Ss are given time to practice game.T directs Ss in competition. Once all team members have gone once through the cycle, team sits down.

3 mins CLOSURE:Follow the leader:Ss are asked at random to recall a stretch they used at the start of the lesson.Other Ss copy (T directs stretch if not performed correctly).

Ss in circle formation with the T standing among in students in the circle.

T ensures major muscle groups are stretched for cool down.


Using their maths books, have the students record a repeating they saw during the lesson today and draw on of their own patterns.

Formation for Lesson Six: Novelty games (Tunnel Ball)

T = Teacher



DevelopmentSs practice the teacher-demonstrated skill in triangular groups of 3.

X X

+

X X X X

T groups 2 triads together to from a group of 6 for tunnel ball.

X X

X X X X X

X X X X X

X

X X T XX X

X X X X X

X X

X X X X X

= Ss form a circle

T

5 Ss lined up with legs open with one Ss about 2 m behind ready to catch ball and run to front.

Cool Down


X X X X X

X X X X XX X X X XX X X X XX X X X XX X X X X

Approx. 2 m

T

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