Grade 7: Movement (Games)

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate basic offensive and defensive strategies
• demonstrate ways to send, receive, and retain possession of an object with increasing speed and accuracy
• demonstrate body mechanics to improve performance in game activities
• demonstrate activity-specific motor skills from activities in a variety of games
• select and combine movement concepts and skills to create co-operative and competitive 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 travel, changing speed, level, and direction on signal, with and without equipment, such as sticks, balls, or rackets.
• Have students play variations of tag and other simple running games as warm-up activities.
• In pairs, have students find ways to follow the leader's pathway, with or without equipment.
• Working alone, have students find ways to dodge an imaginary object--then a real object, and people.
• Have students play modified games that use offensive and defensive strategies (e.g., bench ball, European handball, newcomb).
• Discuss positioning, game strategies, play areas, rules, fair-play behaviours, and so forth.
• With a partner or small group, use task cards that require no equipment.
• Use parachute activities to develop co-operative skills.
• Use stations to practise specific game skills (e.g., striking with an implement, throwing, catching).
• Have students interview adults (e.g., grandparents) to discover new games. In a journal describe one or two activities, and teach them to the class.
• Research games from other countries or cultures (e.g., Aboriginal), and organize a multicultural festival.
• Have students make equipment from recycled items (e.g., bleach bottles, milk cartons, old socks, coat hangers, nylons) and create a game or challenge.

Suggested Assessment Strategies

• As you observe the students perform a game or activity, use a checklist of movement skills such as the following:
  • lowers centre of gravity when stopping
  • stops quickly on both feet (no sliding)
  • uses pivoting to avoid others
  • turns or pivots on the spot and in control
  • identifies appropriate defensive position and stance
  • travels in various ways and with control
• Have a student work with a peer to self-test specific game skills and concepts (e.g., throwing, catching, passing), and record performance results (e.g., accuracy, speed, distance). Repeat the tests in the middle of the unit and at the end. Keep the results in the student's activity portfolio.
• At the beginning of each class, ask each student to identify a skill to improve or extend. At the end of each class, have students rate or comment on the level of success and effort using a three-point scale (1--little or no improvement; 2--some progress; 3--noticeable improvement). Choose four or five students to observe each day, and add the rating to the student sheets.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Inclusion of Students with Special Needs in Physical Education
• Innovative Games
• Premier's Sport Awards Program
• Quality Lesson Plans for Secondary Physical Education
• 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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