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Move Well, Move O en:Developing the physically literate child throughthe lens of fundamental movement skillsBook 3 - 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 023page 037page 051page 071page 085RunningpageHoppingSkippingJumpingDodgingSide steppingStability Skills099page 113BalancingpageLandingManipula ve SkillsStriking with an implement127page 141page 155page 169page 183IndexpageCatchingpageThrowingKickingStriking with the hand3197
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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RunningRithRunning is a similar ac on to walkingexcept there is a moment ofsuspension called the flight phasewhen both feet are simultaneouslyoff the ground. Momentum isachieved when force is created bythe back leg driving off the ground.The greater the force created andapplied in a given direc on, thefaster the run will be. The skill ofrunning includes jogging, sprin ng,dodging and evading. The ability torun is essen al to perform a widerange of ac vi es in both everydaylife and spor ng contexts. Whether itis sprin ng in a race or running forpleasure, chasing a football or tryingto catch a bu erfly, it is essen al thateveryone develops a proficient running technique.Things to considerWhen prac sing running ensure that ac vi es are done in an open playing area. Ifan enclosed area is used, then make sure that there is adequate space betweenpupils and also a large enough runoff safety area to allow pupils the opportunityto slow down and stop.Running, flight phase, momentum, leg drive, safety, L-shaped arms,accelera ng, high knee li , stride lengthRith tréimhse ei lte móiminteam brúigh coise sábháilteacht brostú ardú glúine fad abhóige7L
IDENTIFYING THE STAGES OF DEVELOPMENTExploring StageTréimhse taisceálaíochtaAGE 5At this stage, pupils enjoy exploring different speeds of running, in a variety ofdirec ons and on various levels. Characteris cs of running at the exploring stage: knee li and kick back is limited arm swing is wild and away from the body, with 90 degrees not beingmaintained at the elbow no obvious flight phase head is unstable.Developing stageTréimhse forbraíochtaAGE5-6At this stage, pupils prac se running efficiently at different speeds in differentdirec ons. The skill is applied to a variety of mini games and ac vi es.Characteris cs of running at the developing stage: knee li is higher but not yet parallel. Back leg is extended to push off and givemore momentum arm swing increases, is closer to the body and is more in tune with legmovement limited flight phase.Mastering stageTréimhse MáistritheAGE7 At this stage, pupils are running with efficient technique and applying the skill in avariety of contexts such as, running for a sustained period of me, sprin ng,engaging in dodging and evading ac vi es and applying the skill naturally in aspor ng context. Characteris cs of running at the mastering stage: stride is a good length, arms and legs are in rhythm and head is stable high knee li and leg kickback is evident obvious flight phase feet land along a narrow pathway.Running8
TEACHING POINTS FOR RUNNINGHold the head up,stable and eyeslooking forwardElbows bent at90 degreesDrive arms backwardsand forwards vigorouslyin opposi on to the legs.Ensure arms stay close tothe body, 90 degree angleremains at the elbow andthe drive comes from theshouldersHigh knee li with thethigh almost parallel tothe ground9Running
TEACHING POINTS FOR RUNNINGPush off from the ball ofthe foot and land on theheel of the foot ini ally,however, when the runspeed increases contactwill be madepredominantly with theball of the foot onlyThe kick back should beclose to the bu ocks (atleast 90 degrees)Lean slightly forwardwhen accelera ng andslightly backwards whenslowing downRunning10
THE MOVEMENT INSPECTORIntroducing the skill of runningTry to run Effec ve ques ons tall like a giraffe without bendingyour kneesWhat posi on should your bodybe in? small like a pixie bent over at the waist without moving your armsTry to make an L with your arms is it possible? looking at the sky/looking at the groundWhere should you look? on your ptoes/flat footedHow should you land/take off? forwards/backwardsIf running backwards lookover shoulder as fast as you can on the spotWhat are arms and knees doing? along a different path to everyone else for as long as you canWhat happens to technique whenyou - get red or get compe ve? as fast as you can in front of/behind a partner holding hands using all the correct technique outlinedLet'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.11Running
TEACHER OBSERVATIONCommon errors and feedbackCommon Errors Éarráid Choi antaFeedback AiseolasEyes looking down or head movingfrom side to sideHead up, look forward, no wobbly headmovementsExcessive rota on of the trunkEnsure your chest is facing forward,breaking the finish line tapeArms swinging wildly out from, oracross the bodyKeep your arms L-shaped, close to yourbody, pump backwards and forwardsNot li ing the knee high enoughresul ng in a shortened strideEncourage longer strides, ‘knee up,extend your foot out, down’Leaning too far forward when runningRun tall, head up, chest outEyes looking at the ground or feetHead up, eyes forwardLegs too far apart and flat footedRun a narrow pathway, follow animaginary lineRunning RubricExploringDevelopingMasteringLegs Knee li and kickback is limited Knee li is higherbut not yet parallel Back leg isextended to pushoff and give moremomentum Stride is a goodlength High knee li andleg kickback isevident Feet land along anarrow pathwayArms Arm swing is wildand away from thebody, with 90degrees not beingmaintained at theelbow Arm swingincreases, is closerto the body and ismore in tune withleg movement Arms and legs arein rhythmFlight No obvious flightphase Limited flight phase Obvious flightphaseHead Head is unstable Head is stableRunning12
CAPTAIN'S DECKDescrip on of Ac vityInvite pupils to find a space within theplaying area. The ac vity is played usingthe following teacher commands. To the ship - Run to the captain's right. To the island - Run to the captain's le . Hit the deck - Lay down on yourstomach. A en on on deck - Salute and call,“Aye, aye captain”. Three men in a boat - The crew mustform groups of three. Clear the deck - Everyone must havetheir feet up off the floor. Scrub the deck - Everyone on theirknees scrubbing. Man overboard - Pupils must find a partner as quickly as possible. A Periscope - Every pupil falls on their back and s cks one leg in the air. Shark - Everyone must run to a designated base. Three maids in a row - Children form groups of three and sit in a straight line. Bow - Run to the front of the playing area. Stern - Run to the back of the playing area. Port - Run to the le side of the boat. Starboard - Run to the right side of the boat. Row the Boat - Each pupil finds a partner, sits face-to-face, holds hands, andpretends to row a boat.Varia ons Change the locomotor skill used to move around the area,e.g. skipping, hopping, side stepping, etc.EquipmentAn open playingarea Encourage pupils to run into their own space to prevent collisions. It may be useful to print out the list of commands or discuss them withpupils in class before PE. Design a running game based on a theme of your choice. Describe it inyour PE journal, and play it with your friends.long deic triúr i mbád fear thar bord siorc peireascóp ceann deireadh port deasbhord13Running
CORNER RELAYDescrip on of Ac vityArrange pupils in groups of five. Use cones to set out a large outdoor squareplaying area with a pupil from each group at each corner. There should be twopupils at the first corner. On a signal, one pupil from each group in the first cornerjogs slowly to the next corner, tags their teammate and stays in that corner. Assoon as they have been tagged, that pupil jogs slowly to the next corner and soon. The ac vity con nues un l the fi h pupil tags the first pupil, who begins thenext round by jogging faster. With each new round, the speed is increased slightly,going from a slow jog, to a faster jog, to running and eventually sprin ng.Varia ons Vary the locomotor skill used to move around the area, e.g.skipping, hopping, or side stepping. To adapt this into a cool-down ac vity, reverse the sequenceso that the first lap is at a running pace and the last lap is awalking pace.EquipmentAn open playingarea, cones Remind pupils to move safely and to avoid colliding with each other at thecorners. While wai ng for their turn, pupils can perform ac vi es, e.g. run on thespot, roll their shoulders, hips and ankles or do gentle stretches. In your PE journal, list three reasons why it is important to warm upbefore doing an ac vity.cóin cearnóg coirnéal ag siúl luas níos tapúla bogshodar rithRunning14
SHIFTING GEARS AND CHANGE SPEEDSDescrip on of Ac vityBefore star ng the ac vity, prac se changing speed by invi ng pupils to movefreely around the area. When 'sprint' is called, pupils run as fast as possible. When'jog' is called, they slow down to a medium pace. When 'slow' is called, pupils slowdown to almost walking pace (but s ll jogging on the balls of their feet).Invite pupils to line up in groups of five. Place six cones in a line approximatelytwenty steps apart, with a set of cones for each group. Explain that between eachpair of cones pupils must adhere to a different speed, e.g. slow, medium or fast. Itis useful to colour code the cones, e.g. green for fast, yellow for medium and bluefor slow. On a signal the first pupil in each group moves through the cones,speeding up and slowing down where appropriate. Once the first pupil finishes,they line up at the other end behind a cone and the next pupil starts. Repeatgoing back to the star ng point.Varia ons Invite pupils to take turns se ng their own pacefor each set of cones. Progress the ac vity so that each pupil begins theirrun when the pupil in front has reached the firstcone.EquipmentAn open playing area,spot markers, cones As running can be a high intensity ac vity, ensure pupils have warmed upwell before the lesson and cool down a er the lesson. Accelera on and decelera on are the key concepts of this ac vity.Explain each concept and invite pupils to discuss why they are importantin many sports. Pause the ac vity at intervals to focus on the teaching points for runningin 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 are running during the ac vity. The concept of accelera ng, decelera ng and changing pace quickly isimportant in many sports and in daily life. In your PE journal, describethree instances when it might be necessary to change the speed we aretravelling at, and why.lasmuigh luas éagsúla rith ráibe bogshodar mall ar na barraiciní dathanna ar na cóin15Running
HORSES AND JOCKEYSDescrip on of Ac vitySet up a large defined playing area (the paddock) with a small square in onecorner (the stable). Arrange pupils in pairs (horses and jockeys). The horses wearcoloured tags (bibs tucked into their uniform) and run freely around the paddock.Their partner, the jockey, runs a er them and a empts to grab the bib. Once thebib is grabbed the horse must run back to the stable with the jockey, and the rolesare reversed.Varia ons Invite pairs of pupils to run around the area together un lthe teacher calls 'horses bolt'. Give the horses three secondsto get away from the jockeys. Vary the locomotor skill used to move around the area, e.g.skipping, side stepping. Increase or decrease the number of jockeys or horses.EquipmentAn open playingarea, bibs Discuss the effect on correct running technique when compe on isintroduced to the ac vity. Pause the ac vity at intervals to focus on the teaching points for runningin 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 are running during the ac vity. At home, watch video clips of professional athletes running. In your PEjournal, write down three things that you found interes ng about theirrunning technique.dhá ghrúpa na capaill na marcaigh bibeanna rith breith ar an bibe cor i leataobh malartaighRunning16
SUIT SHUFFLEDescrip on of Ac vityArrange pupils in four groups, and assign a suit of cards to each group (diamonds,hearts, clubs and spades). Each group lines up at one corner of the playing areabehind a cone. In the centre of the playing area, all of the playing cards are spreadout on the ground, face down. On a signal, the first pupil from each group runsinto the centre of the space and turns over one card. If the card matches the suitof their group, they bring it back to their cone. If they are wrong, they turn thecard back over so that it is face down again. Each pupil may only turn over onecard per run. The aim of the ac vity is for each group to retrieve all thirteen cardsof their suit, and lay them out face up in numerical order at their cone. Pupils areencouraged to communicate with each other to help turn over the correct cards.Varia ons Vary the locomotor skill used to move around the area, e.g.hopping, skipping, jumping etc. To shorten the ac vity, only use half of the pack of cards ace to seven. If pupils turn an incorrect card they must perform a simplemovement, e.g. five star jumps. Pupils from a group that have completed the ac vity maycon nue to take part in the ac vity by turning over cardsand bringing them to the correct group.EquipmentAn open playingarea, cones,deck of cards Encourage the teams to work out a strategy before they embark on the task. Pause the ac vity at intervals to focus on the teaching points for runningin the lesson. Invite a pupil to demonstrate correct technique, allow pupilsto prac se in isola on and then return to the ac vity. Provide feedbackto individuals while they are running during the ac vity. Design a running game using a pack of playing cards. Describe and drawthe game in your PE journal. Play it with your friends in the yard.ceithre oireann muileata hart triuf spéireata i gcúinne amháin rith isteach dath a bhaineann leo cumarsáid a dhéanamh17Running
CIRCLE PASS CHALLENGEDescrip on of Ac vityArrange pupils in two groups. Group A forms a circle and group B forms a lineapproximately ten metres away. One pupil from group A stands in the centre ofthe circle with a ball. On a signal, the pupil in the circle throws the ball to eachmember of the group in turn. The group members count each good catch. If theball is dropped it does not count. At the same me, the members in the line runindividually around the circle and return to the group, tagging the next pupil, andshou ng 'tag'. When group A hear the word 'tag', the pupil in the centre catchesth
Locomotor Skills Transporng the body in any direcon from one point to another Stability Skills Balancing the body in sllness and in moon Manipulave Skills Control of objects using various body parts Walking Running Hopping Skipping Jumping for height Jumping for distance Dodging
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the PE curriculum. It is suggested that the teacher introduces a maximum of two teaching points per skill during each PE lesson. This is an interacve resource comprising a teacher guide, three teacher resource books and supplementary online material. Each book
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