Grades 2 to 3: Movement
(Individual and Dual Activities)

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 and perform locomotor and non-locomotor skills involved in a variety of individual and dual activities
demonstrate ways to throw an object at a target with increasing accuracy
select and combine activity-specific motor skills involved in individual and dual activities

To view the prescribed learning outcomes for Movement (Individual and Dual Activities)
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Suggested Instructional Strategies

Children continue to participate individually and with partners in running, jumping, and throwing activities to develop stamina, strength, and co-ordination. Personal fitness will be enhanced through a planned program that includes walking, jogging, running, aerobics, and rope jumping.

Strategies:

Review how to run safely within an area, avoiding obstacles while changing speed, directions, and levels.
Have students play follow-the-leader using a variety of travel methods.
Have students participate in a walk and jog program increasing distance over time (e.g., Run for Fun, cross country).
Have students practise jumping and landing safely (one foot to one foot, one foot to other foot, two feet to two feet, one foot to two feet).
Have students practise games like hopscotch, Chinese skip, single skip, long rope skipping, double-dutch, hoop skipping, and jumping over floor lines, benches, and cones.
Have students practise throwing objects for distance and accuracy. Review the mechanics of overhand and underhand throwing and how to put using a lightweight shot or softball.
Use Frisbees like a discus to practise holding and throwing.
Use a variety of objects to practise throwing an object at a target (e.g., softballs, Nerf balls, balloons, scoops, whiffle balls).
Have students run and jump (one-foot takeoff, two-foot landing) in the sand and on grass. Measure distances and set personal goals.
In small groups, use three or four beanbags to practise team-juggling skills, using the underhand throw. (Begin with one bag, throwing in a designated pattern to each person in the circle, until everyone has thrown to another person. Then add a second, third, and fourth beanbag, until they can keep all the bags moving from person to person without dropping them.)

Suggested Assessment Strategies

Videotape students demonstrating one of the individual or pair movement activities. Have students watch the video, and record their observations on a data collection sheet. They can later discuss their observations with each other. Students should look for evidence of:
- working well with their partners (e.g., Santok, making sure Jennifer got a turn, said, "Jennifer, you missed, so you can have another turn.")
- throwing an object accurately and with distance (e.g., Lee threw the Frisbee across the field to Nyla, and she caught it.)
- running and changing speed with control
- jumping (estimate how high)
- working on their personal fitness goal (only if the personal fitness goals are known to the other students)
- Have students record their observations on a data collection sheet. Students write their responses during the viewing of the video and discuss with each other.
Combine with a younger class, and buddy the partners. Instruct the students to teach their buddies the movement activities they designed. Watch for evidence that they understand and can explain their movements. As you circulate, observe which instructions seem to be most problematic for the younger students. Ask students to reword their explanations so the younger students can understand them.