Grade 8 Movement (Games)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

select, combine, and perform movement concepts and skills to create co-operative and competitive game activities
demonstrate ways to send, receive, and retain an object with increased speed, accuracy, and distance
apply activity-specific motor skills in game activities
apply basic offensive and defensive strategies
use body mechanics to describe the performance of self and others

To view the prescribed learning outcomes for Movement (Games) in other grades click on an icon below.

Suggested Instructional Strategies

Through various game activities students develop individual and group skills, techniques, strategies, and body and space awareness. Activity-specific motor skills, taught in progression, provide the basis for skill development in all game activities. Students use movement concepts and skills as a basis for creating their own competitive or co-operative games.

Strategies

Discuss equipment needs, safety, and responsibilities.
Have students run, hop, jump, and skip safely, moving in different directions and pathways, keeping their heads up, and maintaining control to develop footwork.
Add equipment such as balls, racquets, and sticks, and have students practise footwork.
Have students work individually against a wall, with partners, and in small groups to practise activity-specific motor skills (e.g., kicking, forehand swing). Have them discuss the body mechanics involved.
Have students apply activity-specific motor skills to modified, co-operative, or competitive games (e.g., bench ball, blanket volleyball, basketball, lacrosse).
Have students use stations to practise skills (e.g., dribbling around cones, shooting at a target).
Use task cards with movement challenges. (e.g., "Create an individual challenge with two hoops, a bean bag, and chair," or "Create a co-operative game using two balls, two cones, and two hoops.")
Have students practise offensive and defensive strategies such as one-on-one, two-on-two, and weave.
Have students research games from other countries or cultures, and teach a game to others. Have them create a poster with pictures and a write-up explaining the game.
Have students with physical limitations use adapted equipment (or specific skills and rules may be modified.)

Suggested Assessment Strategies

As students practise and refine their striking skills, complete a feedback sheet or checklist that focusses on specific features such as:
- form--grip (on racquet, stick, or bat), stance (foot and body position), balance
- execution--rhythm, control, power at contact, concentration and focus, consistency
- result--accuracy, speed (if appropriate), distance (if appropriate), consistency
Peer feedback could involve a number of trials. The teacher can use the same task requirements to develop an evaluation rating scale or system.
Students watch videotapes of their own or their peers' performance of game skills. They analyse and write a report on an individual performance in terms of body mechanics (balance, motion, force, levers) or technique and style. Their analysis should include:
- a description of the body mechanics involved in performing the skill
- strengths of the performance
- suggestions that could improve performance
- offensive strategies used
- defensive strategies used
- teamwork skills

Recommended Learning Resources

Print Material

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Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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