Grades K to 1: 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:

demonstrate ways to run, jump, and throw safely
perform simple motor skills involved in individual and dual activities
perform locomotor and non-locomotor skills individually and with objects

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

Children in grades K to 1 explore and experience individual and dual activities using running, jumping, and throwing skills to develop stamina, strength, and co-ordination. Students develop the ability to aim and project an object toward a target by participating in a variety of target activities.

Strategies

Have students explore different ways to run (e.g., change speed, directions, levels), and then transfer these skills to tag or other running games.
Have students show how different creatures would move across or in a space (e.g., jumping, landing).
Have students practise jumping and landing (two feet to two feet, one foot to two feet) in the sand, playing hopscotch, hopping over ropes, floor lines, cones, and so on.
Have students work individually or with a partner to practise different says to skip and to create simple skipping routines.
Have students use objects (e.g., scarves, beanbags, balls) and practise throwing by transferring one, two, or three objects from hand to hand (lead-up to juggling activities).
Have students throw various objects (e.g., Frisbees, softballs, beanbags) at targets and play target games, such as dodgeball, bowling, or bocci. Introduce the techniques for throwing specific objects such as Frisbees (e.g., stance, step, follow-through).
Use visual aids to show what performing these skills looks like (e.g., pictures, charts, graphs, illustrations, videos), being sure to include a variety of role models.
Have students throw quoits at sticks (horseshoes), softballs at clubs (bowling), or beanbags at balls (curling) to practise aiming and projecting skills.

Suggested Assessment Strategies

Videotape during whole-class and partner activities to assess ability to perform simple motor skills (e.g., running, jumping, hopping, throwing, skipping).
- Notice the motor skills students are able to demonstrate independently.
- Are students moving safely without bumping into objects or people?
Challenge students to demonstrate various skills, and look for evidence that they are able to perform them. For example, ask students to:
- run in a forward direction avoiding obstacles
- run and stop with control
- jump over a stationary object
- hop on one foot, two feet
- throw safely underhand or overhand to reach a target
- follow through on a throw
Use a checklist or focus sheet to record your observations. (See Appendix D.)
Have students set a personal movement goal. Ask students what they need to be able to do. Brainstorm all the movements explored, and record them on a class chart. Have students record three movements they are able to do and one movement they would like to work on. Conference with each student to negotiate personal movement goals.