Grades K to 1: Movement (Games)

Prescribed Learning Outcomes

It is expected that students will:

• move safely in personal and general space, demonstrating body awareness
• demonstrate ways to retain possession of an object
• demonstrate ways to send and project an object using a variety of body parts and implements
• demonstrate ways to receive an object using a variety of body parts and implements
• create and play simple games

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

Suggested Instructional Strategies

Strategies:

• Have students move in general space using a variety of locomotor movements (e.g., skip, hop, gallop, run).
• Have students move in general space, changing directions, levels, and pathways, and demonstrating control. Then add equipment to practise activity-specific motor skills, such as dribbling, throwing, and catching.
• Use scarves, then beanbags, balls, and hoops, to develop hand-eye co-ordination. Music can be used to establish a beat.
• Use equipment (e.g., balls, beanbags, scoops, paddles, sticks) to explore striking skills with hands, feet, implements, and so on.
• Have students find three ways to move an object in general and personal space, and then share with others.
• Have students bounce a ball using two hands, then one hand.
• Have students create simple throwing and catching sequences, alone, against the wall, and with a partner.
• Have students explore ways to move a ball using different parts of their feet, demonstrating control, and stopping on signal.
• Have students use equipment (e.g., hoop and beanbag, scoop and ball) to create simple co-operative games with a partner.
• Have students use floor hockey sticks with beanbags, then pucks, to stickhandle around cones or chairs.

Suggested Assessment Strategies

• Ask students to use three pieces of equipment to create and demonstrate their own game. Look for evidence that students move safely in the game. Note how different equipment affects the games.
• Ask students questions such as: "What parts of your game are the same as other students' games?" "Can you think of a connection to another game you know?" "Do you think you could make the same game using different equipment?"
• Have students record their game by drawing pictures of themselves moving in various ways. Use these drawings to make game books, or place them in portfolios. Look for evidence that the drawings represent their game. Invite students to talk about their drawings with the whole class, in small groups, or in individual conferences. Ask students questions such as: "What are you thinking?" "What makes your game fun?" "Is there anything you would do differently next time?"
• As students respond to challenges, look for:
  • the extent to which they move safely, not colliding with others or with equipment
  • evidence that students are able to throw, catch, and strike objects
  • the extent to which students follow the rules of a game (demonstrating their understanding and ability to co-operate with others)
  • their willingness to participate and their enthusiasm

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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