Move Well, Move Oen - PDST

Move Well, Move O en:Developing the physically literate child throughthe lens of fundamental movement skillsBook 2 - Skills and Ac vi es1

This resource has been designed by members of the Professional DevelopmentService for Teachers. Its sole purpose is to enhance teaching and learning in Irishprimary schools and will be mediated to prac sing teachers in the professionaldevelopment se ng. Therea er it will be available as a free downloadable resourceon pdst.ie/publica ons and scoilnet.ie/pdst/physlit for use in the classroom. Thisresource is strictly the intellectual property of PDST and it is not intended that it bemade commercially available through publishers. All ideas, sugges ons and ac vi esremain the intellectual property of the authors (all ideas and ac vi es that weresourced elsewhere and are not those of the authors are acknowledged throughoutthe resource).It is not permi ed to use this resource for any purpose other than as a resource toenhance teaching and learning.Any queries related to its usage should be emailed to: info@pdst.ie PDST 2017This work is made available under the terms of the Crea ve Commons A ribu on Share Alike3.0 Licence h p://crea vecommons.org/licenses/bysa/3.0/ie/.You may use and re-use this material (not including images and logos) free of charge in anyformat or medium, under the terms of the Crea ve Commons A ribu on Share Alike Licence.Please cite as: PDST, Move Well, Move O en: Developing the physically literate child throughthe lens of fundamental movement skills. Book 2 - Skills and Ac vi es, PE Curriculum, Dublin,2017.2

ContentsIntroduc onpage004Locomotor Skills007page 019page 033page 047page 061page 081page Side steppingStability Skills109page 123BalancingpageLandingManipula ve SkillsStriking with an implement137page 151page 165page 179page 193IndexpageCatchingpageThrowingKickingStriking with the hand3207

IntroductionThis resource is intended to contribute to the development of the physicallyliterate child. It has been designed to complement the teaching of the IrishPrimary School Physical Educa on (PE) Curriculum and aims to provide a range oftools to support the teacher in teaching fundamental movement skills (FMS)throughout the primary school. These experiences should lead to a physicallyliterate pupil, who has the movement competence, confidence, andunderstanding to con nue par cipa on in physical ac vity throughout their lives(Whitehead, 2016).It is not intended that the development of FMS replaces the Physical Educa on(PE) lesson. Rather, it is intended that this skill development is integrated into thePE lesson in line with the overall school plan. In this way, the teacher focuses alens on skill development within a lesson that is based on one of the strands ofthe PE curriculum. It is suggested that the teacher introduces a maximum of twoteaching points per skill during each PE lesson.This is an interac ve resource comprising a teacher guide, three teacher resourcebooks and supplementary online material. Each book outlines teaching andlearning approaches for fi een FMS.For more detailed teacher guidance please refer to the 'TeacherGuide' accompanying this book. Access to this resource andaddi onal ac vi es are also available online atwww.scoilnet.ie/pdst/physlitEach teacher resource book outlines teaching and learning approaches for thefollowing fundamental movement skills (FMS):Locomotor SkillsStability SkillsManipula ve SkillsTranspor ng the body in any Balancing the body indirec on from one point to s llness and in mo onanotherControl of objects usingvarious body parts Walking Running Hopping Skipping Jumping for height Jumping for distance Dodging Side stepping Catching Throwing Kicking Striking with the hand Striking with animplement Balancing Landing4

The ac vi es that are outlined to develop and consolidate these skills aredifferen ated across the three books. For example, the ac vi es in Book 1 aregenerally aligned to the infant classes, the ac vi es in Book 2 are generallyaligned to the junior/middle classes, the ac vi es in Book 3 are generally alignedto middle/senior classes.It is important to teach a balanced range of locomotor, stability and manipula veskills across the year.Schools should select the number of skills for development in any given year, inaccordance with pupils' needs and aligned with the school plan.Within each ac vity the teacher will be provided with: Equipment - a list of the equipment needed for the ac vity. Descrip on - how to set up and play the ac vity. Varia ons - sugges ons for differen a on.Key Words - vocabulary associated with the skill.Téarmaí as Gaeilge -foclóir a úsáid go neamh oirmiúil i rith an cheacht.Tips - organisa onal and safety ps to maximise learning.Take Home - an op onal ac vity to reinforce learning outside of the PE lesson.In recording their learning in a PE journal, pupils can reflect on and consolidatetheir learning, in addi on to documen ng their physical literacy journey.The following icons are used in the ac vity descrip ons to outline opportuni esfor linkage across PE strands.This resource is intended to be available to the whole school community. It isrecommended to keep these resources in a common sharing area where all staffmembers have access to them. This resource and addi onal support materials areavailable online at www.scoilnet.ie/pdst/physlit.5

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WalkingSiúlWalking is the most basic oflocomotor skills, it involves thetransfer of weight from one foot toanother while moving eitherforwards or backwards. A key featureof walking is the absence of a flightphase with one foot in contact withthe ground at all mes. As probablythe most used fundamentalmovement skill, walking appears inevery facet of everyday life. Walkingto school, recovering between moreintensive movements in game situa ons, recrea onal ac vi es, and moving fromone room to another at home are all examples of the need for proficient walkingtechnique.Things to considerWalking technique is o en taken for granted, however, it is an importantprecursor to other fundamental movement skills and should be given adequatea en on.Walking, weight transfer, posture, movement, locomotor skill,arm swingSiúl aistriú meáchain iompar an choirp gluaiseachtscil ghluaiseachta luascadh láimhe7L

IDENTIFYING THE STAGES OF DEVELOPMENTExploring StageTréimhse taisceálaíochtaAGE 5At this stage, pupils prac se the skill of walking through explora on andexperimenta on. Characteris cs of walking at the exploring stage: bouncy or uneven walking ac on arms tend to swing excessively and are held out from the body to help balance feet are too close or too far apart toes tend to be turned either in or out head is too far forward.Developing stageTréimhse forbraíochtaAGE5-6At this stage, pupils prac se walking at different speeds, levels and direc ons ontheir own and with others. Characteris cs of walking at the developing stage: walking pa ern is more even arms swing in opposi on to the legs but are s ll a li le s ff stride length is inconsistent posture is s ll incorrect, with head falling forward and body not straight.Mastering stageTréimhse MáistritheAGE7 At this stage, pupils should be able to master the skill of walking. Walking withrhythm and efficiency should be evident and applied in a variety of contexts.Characteris cs of walking at the mastering stage: walking ac on is smooth and even good posture is evident with head up and body straight arms swing naturally in coordina on with opposite leg toes face forward and stride length is consistent.Walking8

TEACHING POINTS FOR WALKINGMaintain good posturewith body straight, walktall, head in line withthe spine andlooking forwardArms swing in a smallnatural arc in opposi onto the feetStep with toesfacing forwardKnees should bendslightly when the footmakes contact withthe groundWhen plan ng the footuse a heel-to-toe ac on9Walking

THE MOVEMENT INSPECTORIntroducing the skill of walkingTry to walk Effec ve ques ons forwardsWhat are your eyes looking at? backwardsHow are you looking where youare going? sideways without moving your handsWhat are your hands used for? without bending your kneesHow much should yourknees bend? tall like a giraffe small like a mouseWhich is be er, how tall shouldyou be? on your toes only on your heels onlyWhat feels comfortable, can youuse both? in slow mo on as fast as you can without runningWhat happens to technique? like a robot along a line in a circle with correct techniqueLet's put it all together!This teacher-led exercise encourages guided discovery and allowspupils to iden fy the correct technique. Effec ve ques oning can helpto guide pupils in their learning.Walking10

TEACHER OBSERVATIONCommon errors and feedbackCommon Errors Éarráid Choi antaFeedback AiseolasLooking down when walkingHead up, walk tallLe arm swings with le leg and viceversaOpposite ac ons, right arm swings withyour le leg and le arm swings withyour right legBall of the foot making first contactwith the groundWalk using a rolling ac on from heel totoeWalking RubricExploringDevelopingMasteringLegs Feet are too closeor too far apart Toes tend to beturned either in orout Stride length isinconsistent Toes face forwardand stride length isconsistentArms Arms tend to swing Arms swing inexcessively and areopposi on to theheld out from thelegs but are s ll abody to helpli le s ffbalance Arms swingnaturally incoordina on withopposite legAc on Bouncy or unevenwalking ac on Walking pa ern ismore even Walking ac on issmooth and evenHead Head is too farforward Posture is s ll Good posture isincorrect, with head evident with headfalling forward andup and bodybody not straightstraight11Walking

FOLLOW THE LEADER - ROCK, PAPER, SCISSORSDescrip on of Ac vityOn a signal, pupils begin walking within the playing area. All pupils should beencouraged to walk in a random direc on. When they meet another pupil face toface they stop and play rock, paper, scissors with them. The winner becomes aleader and the loser now follows their new leader. The process repeats betweenleaders, stopping to play rock, paper, scissors. Whichever leader loses, their en regroup must join the back of the winning group. This process con nues un l theen re class is following along behind one pupil or leader.Varia ons Vary the locomotor skill used to move around the area, e.g.skipping, hopping or side stepping.EquipmentAn open playingarea Discourage pupils from touching or pushing, take no ce of the movementpa ern of the pupil in front. In your PE journal, draw a picture of you walking in a crowded place.comhartha siúl bealaí éagsúla aghaidh ar aghaidh carraig páipéar siosúr ceannaireWalking12

ELEPHANT WALKDescrip on of Ac vityPupils line up in single file facing the same direc on. Establish a finish line in theplaying area for the elephant walk. Pupils take the shape of an elephant with theirright hand ac ng as the trunk in front of their body and the le hand throughtheir legs as the tail. Invite pupils to hold the tail of the elephant in front of themwith their trunk to create one con nuous line. The group then advances forwardas a line of elephants.Varia ons Invite pupils to manoeuvre around obstacles and swerve theline of elephants as they move. Prac se in smaller groups, then join the elephants together.EquipmentAn open playingarea Encourage pupils to work together as a group. Encourage pupils to watch the pupil in front of them as their guide. Pause the ac vity at intervals to focus on the teaching points for walkingin the lesson. Invite a pupil to demonstrate correct technique, allow pupilsto prac se in isola on and then return to the ac vity. Provide feedback toindividuals while they perform the walking ac on during the ac vity. In your PE journal, draw a picture of the Elephant Walk ac vity.dalta i ndiaidh an dalta eile ceann scríbe bolb crom síos breith ar rúi ní deas clé13Walking