Grade 6: Movement (Games)

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate ways to send and receive an object with increasing accuracy, alone and with others
• aim and project an object with increasing accuracy, with and without an implement
• demonstrate basic offensive and defensive strategies
• identify and use principles of mechanics to analyse performance in game activities
• use movement concepts and skills to create competitive and co-operative game activities

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

Suggested Instructional Strategies

Strategies:

• Have students use different body parts to strike and control objects (e.g., soccer ball, volleyball) in personal or general space, and in different directions, pathways, and levels.
• Have students practise controlling an object (e.g., ball) with their foot, sending it long or short distances, and trapping it on return using different parts of the foot, leg, chest, head, or shoulders.
• Have students, individually or with a partner, strike a ball against the wall, demonstrating activity-specific motor skills, such as volleying, serving, or dribbling.
• Have students use implements (e.g., bats, rackets, lacrosse sticks) to strike and control an object (e.g., ball, birdie, puck, beanbag).
• Have students use a racket or paddle to practise various strokes (e.g., forehand, backhand, smash, lob).
• In small groups, create simple game challenges using skills and concepts taught, and add equipment. (e.g., Create a game or challenge using two different pieces of equipment.)
• Have students research and teach games from other countries.
• Have students play parachute games and discuss the components of a co-operative activity.

Suggested Assessment Strategies

• As students perform striking skills using body parts or an implement, you (or other students) can observe and complete a checklist of criteria. For example:
  • strikes ball with the correct part of the body or point on the implement (form)
  • strikes ball a short distance consistently (control)
  • strikes ball a long distance consistently (distance and power)
  • strikes ball to a specified position consistently (accuracy)
  • assumes correct offensive positions in a variety of situations
  • assumes appropriate stance and defensive positions in a variety of situations
• Present students with a task, and ask them to develop their own challenge or try to beat their best record (e.g., number of volleys in a row). Observe as they work to meet their challenge. Offer individual feedback and suggestions. Record their performance on feedback sheets, in notes, or as a rating (e.g., beginning, developing, proficient).
• Have students watch a videotape of their own or their peers' performance of game skills. Selecting one performance, represent it in diagrams or sketches that show one or two aspects of body mechanics (e.g., balance, motion, force, levers). As an option, students could sketch while watching a live performance. Students should include one suggestion that could improve the skill performance.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Inclusion of Students with Special Needs in Physical Education
• Premier's Sport Awards Program
• Syllabus Resource Book - National Coaching Certification Program

• Teaching Game Activities

• Moving to Inclusion
• Steps to Success

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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