Developing
physical skills is a prerequisite to being active for life and physical
education class is where it happens!
Students need to develop basic
physical skills and a degree of competence which can lead to a desire to
continually participate in physical activity. Their perceptions about physical
activity, often formed in physical education, provide the key to future motivation
and participation. In order for students to willingly participate in an
activity, they need to feel successful at that activity. Activities should be
geared to the level of the individual, and should be developmentally
appropriate.
In schools we assist students
in learning, developing and combining the basic skills of movement so they can
be applied to a variety of activity situations in their lifetime. By combining
and applying basic skills in a variety of activity settings students can learn
and attain a degree of competence. This application of the basic skills is
accomplished through practice and participation. The benefits of physical
activity increase proportionally in relation to the time and intensity
provided. So maximizing the amount of time available for practice and
participation within the school context should be considered. Students will be
more inclined to participate with enthusiasm and vigour if the classroom
atmosphere is one which focuses on creating a desire to increase student participation.
Development of skills will increase if students have more opportunity to
participate in quality learning experiences which focus on motivating, fun,
inclusive activities. They will be more willing to be active for a lifetime.
General Outcomes in
"A" - Activity is the basis for physical education as this program is
all about moving!
General Outcome A (or
GO"A") Students
will acquire skills through a variety of developmentally appropriate movement
activities; dance, games, types of gymnastics, individual activities and
activities in an alternative environment; e.g., aquatics and outdoor pursuits.
General Outcome A looks at two
areas which relate to physical activity. These are listed under two curriculum
organizers: Basic Skills and Application of Basic Skills.
Basic skills: The basic skills of
physical education have been organized into three categories:
Locomotor skills:These are the skills students
develop while travelling. Examples of locomotor skills include; e.g., walking,
running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,
sliding, propulsion through water.
•
Walk - using the feet to advance by steps.
•
Run - move fast by using the feet, with one foot off the ground at any given
time.
•
Hop - push off 1 foot, land on same foot.
Vertical or horizontal.
•
Jump - take off 1 or 2 feet, land on 2 feet.
Vertical or horizontal.
•
Leap - take off 1 foot, cover a large distance, land on other foot. Use several running steps to lead into the
leap.
•
Gallop - feet face forward, step forward & close with the trail foot, step
& close... (same foot always leads).
•
Skip - step forward, hop on that foot while bringing other foot forward to step
and hop and switch.
•
Slide - step to the side, close with other foot, step to the side again, close
with other...
Nonlocomotor skills: These
are the skills students develop while moving but remaining in one spot. These
may include; e.g., turning, twisting, swinging, balancing, bending, landing,
stretching, curling, hanging.
•
Stretch - extend the limbs or muscles, or the entire body.
•
Bend - movement that causes the formation of a curve.
•
Twist - rotate body or body parts around a stationary base (twist upper body
back and forth, keep feet still).
•
Turn - partial or full rotation of the body while shifting the base of support
(spin to make yourself dizzy).
•
Collapse – to fall down.
•
Punch - use forceful actions with various body parts - hands, feet, knees,
elbows.
•
Slash - longer movements but powerful like punches (picture a slashing sword).
•
Push - try to move away by pressure.
•
Pull - exert force on object to move it towards source of force.
•
Swing - move or walk in a to and fro or swaying manner.
•
Sway - swing unsteadlily; rock by moving back and forth sideways.
Manipulative: These
are the skills developed while using an implement. These may include:
receiving; e.g., catching, collecting: retaining; e.g., dribbling, carrying,
bouncing, trapping: sending; e.g., throwing, kicking, striking.
Application of Basic
skills: The
application of the basic skills, as listed above, should be demonstrated
through all five dimensions. Dimensions are the categories of activities
through which students can achieve the outcomes and which teachers use for
planning.
Application of Basic Skills in an Alternative Environment - Students participate in a variety of land-
or water-based activities. The selection of activities will depend on the
climate, resources and facilities available in the school or community.
Application of Basic Skills in Dance -Students
participate in a wide variety of dance experiences to enhance development of
creative, expressive and rhythmical movements. Students gain awareness of and
respect for their own and other cultures, enhance cooperation skills and
develop skills that are transferable to social situations in the community.
Application of Basic Skills in Games -Students
participate in a variety of games to develop individual and manipulative
skills, techniques, strategies and spatial awareness. Inherent in playing all
games are cooperation, respect for others, fair play and etiquette.
Application of Basic Skills in Types of Gymnastics - Students participate in
movement challenges that enable them to develop poise, grace, rhythm,
coordination, balance, strength, flexibility and effective body mechanics.
Application of Basic Skills in Individual Activities - Students participate in
running, jumping and throwing activities; individual manipulatives; combative
or self-defense activities and target activities.
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