Grades 2 to 3: Movement (Games)

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate ways to retain possession of an object
• demonstrate ways to send and receive an object using a variety of body parts and implements
• demonstrate ways to project an object using a variety of body parts and movements
• create and explain games that use specific skills
• demonstrate body and space awareness when performing simple game-skills activities

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

Suggested Instructional Strategies

Strategies:

• Select a variety of simple games that emphasize body and space awareness as warm-up activities.
• Have students throw and catch scarves, then beanbags, and balls (music may be used) to develop hand-eye co-ordination.
• Practise throwing and catching with two hands, one hand to same hand, one hand to other hand, and so on.
• Challenge students to create movement sequences.
• Have students dribble a ball with alternate hands, stationary and moving.
• Use beanbags and scoops to practise throwing and catching, sending and receiving. Then progress to paddles with birds and balls.
• Use whiffle balls and paddles in a variety of ways (e.g., balance ball on paddle, tap with paddle, and catch).
• Create simple co-operative or competitive games using equipment (e.g., cones, floor hockey sticks, pucks, parachutes).
• Use activities such as hop changes or dribbling to develop foot-eye co-ordination.
• Use games that provide practice sending and receiving with control, and protecting an object (e.g., line soccer, bench ball).
• Have students play modified games to develop game skills for more complex game activities.

Suggested Assessment Strategies

• In assessing students' ability to create and play challenging and interesting games, note the extent to which students:
  • follow the rules of the game, demonstrating their understanding and ability to co-operate with others
  • participate willingly and with enthusiasm
  • perform the specific motor skills used in the game
  • demonstrate appropriate use of body and space awareness
• Have students create a game with a partner using various objects (e.g., balls, scarves, beanbags) and demonstrate their game to the class. Students should be encouraged to explain the purpose of the game and the rules. Listen for evidence that students are able to make a connection to a game they know. Have their peers complete the following written evaluation:
  • The part that is clearest to me is . . . .
  • I'm confused about . . . .
  • Could you do it another way?
  • I would like to know more about . . . .
  Ask students to identify one important piece of feedback that changed their thinking and the design of the game. Students could respond orally or in writing to their peers.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Inclusion of Students with Special Needs in Physical Education
• A Quality Approach to Primary Physical Education: A Resource Guide for Teachers - Games

• Teaching Game Activities

• Moving to Inclusion

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: March 1996

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