Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E1.5:  a) Applies the concept of open space to combination skills (e.g., dribbling and traveling with changes in direction and speed).

      b) Applies the concept of closing spaces in small-sided practice tasks.

      c) Combines spatial concepts with locomotor and non-locomotor movements for small groups (e.g., gymnastics, dance, and games). 

Student Actions

Teacher Actions

The student will:

• Learn to combine spatial concepts with locomotor and non-locomotor movements for small groups. (gymnastics, dance and games)

• Practice movements in groups for progression 

• Work with a partner and/or small group performing routines or choreography utilizing locomotor and non-locomotor movements.

• Follow safety protocols set by the teacher during activities and games.

The teacher will:

• Introduce definition of spatial concepts and how it is interacted with locomotor and non-locomotor movements.

• Explain and demonstrate how body awareness and time is used in gymnastics, dance, and games.

• Give examples of each concepts and allow students to demonstrate and model these skills

• Allow students to practice these skills in small group forms.

• Allow feedback for interaction and self-expression.

Key Understandings

Teacher Insights

1. Fundamental motor skills: The locomotor, non locomotor or stability, and manipulative skills that provide the foundation for the more complex and sport-specific movement patterns used in games and sports.

2. Locomotor skills: Skills that consist of a group of fundamental motor skills that allow individuals to navigate through space or move their body from one point to another. These include running, galloping, hopping, skipping, jumping, leaping and sliding.

3. Non-locomotor or stability skills: Any movement that places a premium on gaining and maintaining one’s equilibrium in relation to the force of gravity. Examples include axial movements (another term sometimes used for non-locomotor movements) as well as inverted and rolling body postures.

4. Small-sided practice tasks: Small-sided games or deliberate tasks designed to practice particular skills or tasks.

5. Spatial concepts: The relationship between us and objects, as well as the relationships of objects to each other.

To allow for progression:

• Have students come up with their own routines.

• Review locomotor and non-locomotor skills that are appropriate for the activity(s).

• Have students give perception on their self-expression and give feedback on their findings.

• Students partner up to review skills with each other and give partner assessments.

UDL 

Assessment 

• Provide visual aids such as diagrams or picture cards to help the student sequence and remember movements during gymnastics, dance, and games activities.

• Pair the student with a peer who can demonstrate the movements and routines, providing a clear example for the student to follow and imitate.

• Allow the student additional time to practice movements in small groups to ensure understanding and mastery of locomotor and nonlocomotor skills.

• Use descriptive language to guide students through movement sequences and spatial arrangements, providing cues for positioning and orientation.

• Grades 3-5: S2.E1: Teacher Rubric Checklist

Instructional Resources

• SPARK PE Build A Turkey

• PE Kansas Follow the Leaper

• PE Central Team Building and Rhythms Dance