HPE 428 COS Assignment

Margaret Welch Fall

HPE 428 COS Assignment

FIRST GRADE

Skill Development

Students will:

1. Demonstrate jumping and landing skills by using one- and two-foot takeoff methods, balancing at varying levels on multiple body parts, and forming bridges using different body parts. This is a follow-on activity to basic types of jumps. i.e.; (one foot) hopping, leaping, two foot jump, one-to-two feet jump; two-to-one foot jump.

Alligator Alley:This activity will allow students to practice the different types of jumping and landing.

Example:balancing on one foot and two hands in an asymmetrical position

1. Apply varied effort and pathways to running, jumping, and throwing; demonstrate jumping and landing skills, correct form while hopping, galloping, jumping, and sliding.

Simon:Students will practice the various springing skills (hop, jump, and leap) as well as proper landing techniques.

Example: learn and apply the different springing movements (e.g. two foot jumps; hops; one-to-two foot jumps; two to-one foot jumps; etc.) and landing techniques (e.g. bending the knees),

1. Demonstrate nonlocomotor skills, including pushing and pulling; Locomotor skills and Individual Rope Jumpingto develop motor skills using jumping movements (locomotor skill—jumping; rhythmic movement skill—rope jumping).

Jump Jump Jump: This activity will allow students to practice the different types of jumping and landing. Locomotor skills and Individual Rope Jumping to develop motor skills using jumping movements (locomotor skill—jumping; rhythmic movement skill—rope jumping).

Example: jump challenge before signaling them to move on to the next station (rotate in order). In between stations, ask students to participate in a one minute flexibility exerciseto provide rest time between jumping stations; energetic music during stations!

1. Demonstrate manipulative and traveling skills in game situations. Demonstrate each station by reading from the cue cards on the wall. Students will move from one station to the next focusing on “jumping and landing” related activities. Use a consistent signal to let students know when it is time to move (signal every 3 minutes or when the song changes).

JUMP!:

Example:

LONG JUMP: Students will stand on the stepper step and jump off as far as they can. Challenge students to jump farther each time. Remind them not to fall after landing!

“JUMP THE SNAKE” Students take turns holding the rope ends and jumping; as time progresses, challenge students by asking rope holders to wiggle it faster.

SWING JUMPING—ONE LONG ROPE: They begin swinging the rope back and forth like a pendulum. The other students take turns jumping over the rope, hoping not to step on the rope. Students take turns holding the rope ends and jumping.

ROPE JUMPING—ONE LONG ROPE: Two students will hold the rope ends. They begin turning the rope. The other students take turns running through the twirling rope, trying not to get touched by the rope. Students take turns holding the rope ends and running through; repeat.

1. Apply rhythmic movement to games, activities, and dances.Perform individual and partner stunts.

Musical Forest Walk like the Animals–The teacher will call out the animal: when the music starts, students will start moving around in space performingthe specialized motor skill the instructor has chosen: alligator crawl, bear walk,etc. When the music stops, students will move to the nearest polyspot and sit onit, knowing that this area is asafe place to rest. Once they have had enough rest, change the motor skill and repeat activity.

Examples: Animal walks, forward roll, single-leg balances, heel click; this activity will allow student to improve the skill of jumping and landing; Movement skills,

1. Perform individual and partner stunts.

Partner Balancing (Gymnastics): This activity is designed to give students the opportunity to create and design balances with a partner in a collaborative manner.

Examples:animal walks, forward roll, single-leg balances, heel click; using a variety of body parts as "bases of support" as well as holding a "static" balance still for 5 seconds.

1. Demonstrate manipulative and traveling skills in game situations.To move through general space without bumping into classmates or equipment while working on hand eye coordination.

Spaghetti and Meatballs: This activity is designed to give students the opportunity work on manipulative and traveling skills in game situations.

Examples: Agility – body’s ability to change position rapidly; Balance – body’s ability to maintain a state of equilibrium; Speed and time; Manipulative

Cognitive Development

1. Apply movement vocabulary to fundamental movement skills.

Sailors and Sharks: Ability to tag safely; ability to move safely through general space (avoid others); introduction to and practice in skills involved in chasing, fleeing, and dodging.

Examples:To use skills of fleeing and dodging in order to avoid being tagged.

1. Identify cue words and terms associated with throwing, catching, running, and kicking.

Spiders and Flies: To increase students' ability to chase, flee, and dodge others.

Example: To move safely with others in a bound area; instruction in the skills of chasing and fleeing; experience in practicing "dodging" movements (cue words -duck, twist, jump, stretch, fake).

1. Determine speed and type of movement based on rhythmic beat.

Directions Boogie: The purpose of this activity is to integrate the concept of directions with moving to a rhythm. It is a culminating activity for the "6 + 2" mnemonic device from On the Move by Shirley Ann Holt/Hale. The "6" directions taught--forward, backward, left, right, up, down, plus the "2" directions--clockwise and counterclockwise.

Examples:skipping more quickly or slowly to varying drum beats, dramatizing emotions evoked by the mood of a piece of music

Social Development

1. Explain the importance of empathy for feelings, concerns, and limitations of peers.

Monsters, Inc.:To have children understand what it means to include others into their group, and to work together to solve a problem.This is a cooperative version of musical chairs.Most children have seen the movie "Monsters, Inc."

Examples:explaining the importance of being part of a group; helping others cope with tragedy, home life changes, or limited physical or medical conditions

1. Demonstrate responsibility and cooperative skills in physical activity settings by helping peers, assisting the teacher, and sharing space and equipment.

Horton Hatches the Egg: To introduce aerobic, strength, endurance, and flexibility fitness activities in a fun and interactive way. Prior to the lesson, read the book Dr. Seuss’s Horton Hatches the Egg.

Examples: Spatial awareness skills and the ability to move in general space safely; proper technique when performing the aerobic, strength, endurance, or flexibility physical activities selected for moving from one hula hoop to another.

Physical Activity and Health

1. Identify exercises that improve flexibility, muscular strength and endurance, cardiorespiratory endurance, and body composition.

Body Shape Fun:Students willunderstand of body shapes and the relationships between body parts when making these shapes. Gain knowledge of and ability to make the different body shapes of wide, narrow, twisted, curved, and angular.

Example: exercises that improve flexibility, muscular strength and endurance, cardiorespiratory endurance, and body composition

1. Explain differences between active and inactive lifestyles.

Healthy Heart Scooters: Students will learn what will and will not keep their heart healthy while doing an activity to increase heart healthimportant the heart is and that it brings nutrients and oxygen to the rest of the body.

Example: Discuss to talk about how the blood flows out of the heart through the body and back.

1. Explain effects of smoking, lack of sleep, and poor dietary habits on health and physical performance.

Healthy Choice Shopping Frenzy: To categorize foods into the USDA MyPyramid food groups. Categorizes which of the MyPyramid food groups the food belongs matches healthy choices; categorized correctly MyPyramid food group, using scooters.

Example: Introduction to the USDA MyPyramid food groups.