Fundamental Locomotor Movements (From Easiest to Hardest)

Fundamental Locomotor Movements (from easiest to hardest)

Walk: Each foot moves alternately, with one foot always touching the ground or floor.

Instructional Cues:

 head up, eyes forward

 Point toes straight ahead.

 nice, easy relaxed arm swing

 walk quietly

 Hold tummy in and chest up.

 Push off from the floor with the toes.

Run: moving in contrast to walking, is moving fast so that both feet briefly leave the ground.

Instructional Cues:

a) Run on the balls of feet, when sprinting.

b) Heads up; eyes forward.

c) Bend your knees.

d) Relax your upper body and swing the arms forward and backward, not sideways.

e) Breathe naturally.

Leap: leaping is an elongated step used to cover distance or move over low obstacles.

Instructional Cues:

Push off and reach
Up and over, landing slightly.
Use your arms to help you gain height.

Jump: jumping requires taking off with both feet and landing on both feet. The arms move forward with an upswing, and body combined with force of the feet.

Instructional Cues:

a) Swing your arms forward as fast as possible.

b) Bend your knees.

c) On your toes.

d) Land slightly with bent knees.

e) Jump up and try to touch the ceiling.

Hop: it involves propelling the body up and down on the same foot. The body lean, the other foot, and the arms help balance the movement.

Instructional Cues:

a) Hop with good forward motion.

b) Stay on your toes.

c) Use your arms for balance.

d) Reach for the sky when you hop.

e) Land lightly.

Gallop: is similar to sliding, but the body forces forward, one foot leads and the other moves rapidly forward to it.

Instructional Cues:

a) Keep one foot in front of the other,

b) Now lead with the other foot.

c) Make high gallop.

Sliding: is similar to a gallop, but it is done with the body moving slide away in al-count movement; the leading foot steps to the side, and the other foot follows quickly.

Instructional Cues:

a) Move sideways.

b) Do not bounce.

c) Slide your feet.

Skip: is a series of step-hops done with alternate feet.

Instructional Cues:

a) Step-hop

b) Swing your arms.

c) Skip smoothly.

d) On your toes.

Manipulative Skills

Overhand threw: an object is thrust into space and is accelerated using movement of arm and the total coordination of the body to generate force.

Stress Points:

a) Stand with the non throwing side of the body facing the target. Threw the arm side of the body is away from the target.

b) Step forward the target with the leg opposite the throwing arm.

c) Rotate the hips as the throwing arm moves forward.

d) Bend the arm at the elbow. The elbow leads the forward movement of the arm.

e) Body weight remains on the near foot (away from the target) during early phases of the throw, just before moving the arm forward, shift, weight, from the rear leg to the forward leg (nearer the target).

Catching: uses the hand to stop and control a moving object.

Stress Points:

a) Maintain visual contact with the projectile.

b) Reach for the projectile and absorb its force by bringing the hands in to the body. This “giving” makes catching easier by reducing the chance for the object to bounce out of the hands.

c) Place the feet in a stride position rather than the stride position. A fast-moving object can cause a loss of balance if feet are in the straddle position.

d) Align the body with the object rather than reaching to the side of the body to make a catch.

Kicking: is a striking action made with the feet; including punting, and kicking.

Stress Points:

a) Student need to step forward with the non kicking leg. Have them stand behind and slightly to the side of the ball. Keep the eyes on the ball (head down) throughout the kick.

b) Practice kicking with both feet.

c) Use objects that will not hurt children, for example regular soccer balls; which are heavy and hard. Hurts younger children’s feet. Foam balls and beach balls are excellent objects for kicking practice.

d) Encourage kickers to move their leg backwards in preparing for the kick. Beginners after fail to move the leg backward making it difficult for them to generate kicking force.

e) Arms should move in position to the leg during the kick.

Striking: is hitting an object with an important. Common forms of striking are hitting a soft ball, tennis, and racquetball, and also ball with hands as in volleyball.

Stress Points:

a) Track the ball as soon as possible, and keep tracking until it is hit (it is important to see the racket hit the ball, but this is an excellent teaching hint).

b) Grip the bat with the hands together, for right handed hitters, the left hand is on the bottom (near the small end of the bat).

c) Keep the elbows away from the body. Emphasis is on making a large swing and extending the elbows as the ball is hit.

d) Swing the bat in a horizontal (parallel to the ground) plane. Beginners tend to strike downward in a chopping motion.

Subject Areas

These sections contain variety of games or lesson activities from every subject. It in cooperates physical educations. The purpose of this activity is to teach children physical education activities as they learn other subjects such as math, language art, history,

ART______

Activity Name: mixing the colors together

Standard 1
Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Performance Indicator:
K.1.1 Perform basic (fundamental) locomotor skills.

Performance Objectives:
Cognitive: the first grade students will demonstrate the basic fundamental movements of run, walk, gallop, and slide and hop while moving from one cone to the next.
Affective: the students will use eye coordination when running by keeping their chin up and swinging their hands back and forth. Example galloping cue: lead one leg forward when galloping.
Psychomotor: the students will walk to the teacher’s rhythm when performing the fundamental movement activity; given 4 out of 5.
Equipment/Materials:

Different colors of cones about 12 flat discs that represent the primary colors of red, blue, and yellow. Duck tape if necessary to mark the lines, papers that have all the secondary colors to label in between the cones to show exact colors.
Introduction/Set Induction:

Start out by asking the student’s what their favorite color is? And when they respond ask them why they choose that color as their favorite color. It is also important to go over the fundamental movement activities by asking the student if anybody can give you a description about how to walk, run, gallop, hop, skip, jump, and sliding.
Explanation/Demonstration:

Step by step
1. The teacher will explain the fundamental movement activity by using (Gardner, visual/spatial).

Go over the steps of running and explain to them the instructional cues: such as
“Heads up, eye forward”
-“bend your knees” and “relax your upper body and swing the arms back and forward and backward.”
Make sure everyone is practicing and know what they are doing. Have them do as warm up before the activity.

2. Talk about the primary and secondary colors, so the students know what you are teaching them. (Gardner, verbal/linguistic)

Ask questions such as how do you know if you have the right color when you mix red and yellow? (Bloom comprehension)
Have students go over the activity routine by walking them through as you explain the result of mixing red and yellow colors.

3. Allow some time for the students to practice before they start doing the actual activity.

Have the students practice as in group, so they are comfortable to work together, this helps better for the students to develop team work skills.

Guided Practice:
The students will be learning how to mix primary colors to form secondary colors. They will be walking, running, hopping, sliding, galloping, and skipping from one cone to the next. The teacher will be reading about colors they mixed together before they switched from one place to the next.
Group Activity:
The students will be divided into groups of three into five different stations, where they practice how to mix primary to form secondary colors. They will also practice fundamental movement activities.

Closure:
Ask the students what he/she learned from the activity? What was their favorite part of the activity? Who can tell me what primary colors are?