Grade 7: Movement (Individual and Dual Activities)

Prescribed Learning Outcomes

It is expected that students will:

• apply activity-specific motor skills related to individual and dual activities
• apply body mechanics to improve performances in individual and dual activities
• aim and project an object at a target with increasing accuracy and distance

To view the prescribed learning outcomes for Movement (Individual and Dual Activities) in other grades click on an icon below.

Suggested Instructional Strategies

Strategies:

• Discuss safety procedures and routines for the activities selected (e.g., discus, archery).
• Have students participate in warm-up (e.g., stretching, strength training) and cool-down activities.
• Have students plan a personal fitness program that incorporates components such as strength, flexibility, and endurance. Have students record their progress.
• Have students select a fitness program that interests them, and set personal goals to evaluate progress.
• Have students create a fitness routine to music and teach it to the class or small groups.
• Invite people from the community to instruct such skills as wrestling, self-defence, and martial arts. Ensure self-defence is taught in the context of gender issues.
• Have students practise juggling with scarves, beanbags, balls, rings, hacky sacks, and so on.
• Use short and long skipping ropes to create skipping routines, individually, with a partner, or in small groups.
• Have students visit a local fitness club and discuss the benefits of exercise machines and weight training.
• Have students create their own fitness circuit and required equipment (e.g., bleach bottles filled with rocks for weights).

Suggested Assessment Strategies

• While students rotate through track and field events, have them record their times, scores, and distances, noting improvements. This sheet can become part of an activity or fitness portfolio. Ask questions such as the following in reviewing the student's self-assessment:
  • What event, accomplishment, or aspect of your performance are you most proud of?
  • Which event do you most enjoy practising right now? Why?
  • What strategies are you using to help yourself improve?
  • What skills do you have the most difficulty with? Why?
• Work with students to evaluate their individual fitness levels and activity and skill goals. Help them design their own program to address their needs and interests. Students can keep records such as the following in a portfolio or binder:
  • fitness evaluation results
  • personal training program outlining activities, time frame, fitness components to be addressed, and activities
  • an activity log showing date, time, and activity performed
  • a graphic summary (possibly a computer spreadsheet) of progress
  • a weekly or biweekly journal for comments on progress, strategies for overcoming obstacles, and new plans
  Note: This portfolio is not a writing activity. Entries can be lists, symbols, graphs, and so on.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• The Canadian Active Living Challenge
• Double Dutch Handbook
• Fit Skip Ness: The Skipping Challenge
• Fitness for Children
• Fitness Fun
• Inclusion of Students with Special Needs in Physical Education
• Physical Education: VCE Units 1, 2, 3, 4
• Power Training For Sport: Plyometrics for Maximum Power Development
• Premier's Sport Awards Program
• Quality Lesson Plans for Secondary Physical Education
• Skip to Health
• Skip to It! The New Skipping Book

Video

• Archery: On Target for Fun

• 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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