FOUNDATIONAL MOVEMENT

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FOLLOW THE LEADER

Game: Follow the Leader
Type: Foundational Movement
Cycle: I, II
Activity Level: High
Tactics: Attentiveness and creativity. 
QEP: Comp. I, II: Using the space available, concepts related to the body, methods of communication, locomotor skills.

Description:

Layer 1: Students must scatter around the gym and find their own space away from others. On “Go” the students must start moving around by walking or running and trying to avoid others.

Layer 2: Now the students may move around using any locomotor pattern they like.

Layer 3: Students are put into groups of 3. When the music starts the first person in the group begins to move around the gym using any locomotor pattern they chose while trying to avoid others. The rest of the group has to do the same locomotor pattern behind the leader. The leader may change the movement whenever they like. When the music stops the next person in line is the leader and the first person goes in back of the line. When the music starts again, the new leader does what they like. Everyone gets a turn as the leader.

Modification:
  • Groups can be bigger.
  • They must move along certain lines on the gym floor.
  • Certain locomotor patterns can only be used.

Safety:
  • Students must be aware of others at all times.
  • Students must be careful when performing more difficult locomotor patterns.
follow_the_leader.doc
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OFF THE LINE, ON THE LINE

Game: Off the Line, On the line 
Type: Foundational Movement
Cycle: I, II
Activity Level: High
Tactics: Concentration, attentiveness, and rhythm.
QEP: Comp. I, II: Principles of balance, using the space available, concepts related to the body.

Description:

Layer 1: Students must scatter around the gym and find their own space away from others. On “Go” the students must start moving around by walking or running and trying to avoid others.

Layer 2: The teacher then introduces the walk drum beat. The students must coordinate the pace of the beat with the pace of their walk. The drum beat speeds up to a run beat and the students must keep up and adjust themselves.

Layer 3: The teacher then introduces the skip and shuffle drum beat. The students must coordinate the pace of the beat with the pace of their movement. Now they must be able to differentiate the types of beats.

Layer 4: On “Go” the students must walk around the gym while only stepping on the colored lines. They are not allowed to jump from line to line and they may only change lines where two or more lines intersect. When the teacher begins a locomotor beat the students must jump off the lines a perform the locomotor pattern all over the playing space. When the beat stops the students must quickly get back on the lines and continue walking around.

Modification:
  • Other locomotor patterns may be introduced.
  • Teacher may increase and decrease the pace of each beat.
  • Students must walk only on certain colored lines.
Safety:
  • Students must be aware of others at all times.
  • When students come to a point that they must cross each other on a line they may step off to do so.
off_the_line_on_the_line.doc
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MUSICAL ROBOTS

Game: Musical Robots
Type: Foundational Movement
Cycle: I, II
Activity Level: High
Tactics: Concentration, attentiveness, and rhythm.
QEP: Comp. I, II: Concepts related to the body, flow in the performance of movement skills, locomotor skills.

Description:

Layer 1: Students must scatter around the gym and find their own space away from others. On “Go” the students must start moving around by walking or running and trying to avoid others.

Layer 2: The teacher then introduces the walk drum beat. The students must coordinate the pace of the beat with the pace of their walk. The drum beat speeds up to a run beat and the students must keep up and adjust themselves.

Layer 3: The teacher then introduces the skip and shuffle drum beat. The students must coordinate the pace of the beat with the pace of their movement. Now they must be able to differentiate the types of beats.

Layer 4: The students are now “Musical Robots”. The students start sitting on the floor holding their knees close to their bodies. The teacher then choses a locomotor drum beat without telling the student which one it is. When the beat starts the students must get up and start locomoting correctly to the music. When the beat switches the students must switch the locomotor pattern.

Modification:
  • Other locomotor patterns may be introduced.
  • Teacher may increase and decrease the pace of each beat.
Safety:
  • Students must be aware of others at all times.

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musical_robots.doc
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MIRROR

Game: Mirror
Type: Foundational Movement
Cycle: I, II
Activity Level: Moderate - High
Tactics: Concentration and attentiveness. 
QEP: Comp. I, II: Nonlocomotor skills, manipulation, reacting to movements or actions of opponents.

Description:

Layer 1: Students are given each a ball and must scatter around the gym and find their own space away from others. When the music starts the students must use different ways of moving the ball anywhere around their body. Students are not allowed to locomote.

Layer 2: Students are now paired up. One partner is the leader while the other is the follower. When the music starts the leader must use different ways of moving the ball anywhere around their body and the follower must mimic them. When the music stops the partners switch roles.

Layer 3: The students are now allowed to locomote, but only from side to side, not back and forth.

Modification:
  • Students may move freely.
  • Different objects may be used.
  • Obstacles may be placed for the partners to move around.

Safety:
  • Students must be aware of others at all times.
  • Sufficient space should be given from group to group.
mirror.doc
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RUN SHEEP, RUN!

Game: Run Sheep, Run!
Type: Foundational Movement
Cycle: I, II
Activity Level: Moderate - High
Tactics: Speed, attentiveness and concentration.
QEP: Comp. I, II: Opposition, using the space available, recovering.

Description:

Layer 1: The class is placed in a designated safe zone at one end of the gym. On “Go” the students must walk out of the safe zone and venture off to other areas of the gym. When the teacher yell “ Run sheep, run!” the students must quickly run back to the safe zone.

Layer 2: The teacher choses 5 students to be the “wolves”. These 5 students must go stand behind any one of the several cones scattered in the gym. On “Go” the students must walk out of the safe zone and venture off to other areas of the gym. When the teacher yell “Run sheep, run!” the students must quickly run back to the safe zone before the “wolves” can catch them. The “wolves” may only chase the “sheep” when the signal “Run sheep, run!” is called out. When a “sheep” is caught they then become a “wolf”. If the gates to the safe zone close and there are still sheep left outside they become “wolves” as well.

Modification:
  • The “wolves” must only use a certain locomotor pattern.
  • There can be more or less “wolves”.
  • If a “sheep” cannot out run the “wolf” they may use a safe position.

Safety:
  • Students must be aware of others at all times.
  • No tripping.
  • When catching an opponent there is no grabbing, hitting or kicking permitted, only a light tap.
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run_sheep_run.doc
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MUSICAL HOOPS

Game: Musical Hoops
Type: Foundational Movement
Cycle: I, II
Activity Level: Moderate
Tactics: Creativity
QEP: Comp. I, II: Manipulation, using the space available, locomotor skills.

Description:

Layer 1: Students are each given a hoop and must scatter around the gym and find their own space away from others. They must then place the hula hoop down on the floor in front of them. When the music starts they must find different ways to move around or over the hoop without touching it.

Layer 2: When the music starts the students must move around the hula hoop while keeping one body part inside the hoop.

Layer 3: When the music starts the students must pick up the hula hoop and start moving around by walking or running and trying to avoid others, while finding different ways to hold the hula hoop. 

Layer 4: When the music starts the students must use different locomotor patterns while trying use different ways to hold the hula hoop.

Layer 5: When the music starts the students must find different ways to incorporate the hoop into their locomotor patterns. 

Modification:
  • Students may be partnered up and mimic each other.
  • Two hula hoops may be given instead of one.

Safety:
  • Students must be aware of others at all times.
  • When moving around with the hula hoop, students must stay away from each other.
  • The hula hoops may not be thrown or used to hit others.
  • The hula hoop must stay at shoulder hight if it is being thrown up for activity purposes.
musical_hoops.doc
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KEEP UP

Game: Keep Up
Type: Foundational Movement
Cycle: I, II, III
Activity Level: Low - Moderate
Tactics: Team work, communications and concentration.
QEP: Comp. I, II: Methods of communication, recovering the object, throwing the object.

Description:

Layer 1: Students are given a balloon each and must scatter around the gym and find their own space away from others. When the music starts the students must try to keep the balloon in the air using different body parts. The balloon must stay close to them and away from others. Students are not allowed to locomote.

Layer 2: Students are now put into groups of 2. The objective is to keep two balloons up in the air using different body parts.

Layer 3: The students are now placed into groups of 4. 

Layer 4: The class is divided into 2 teams. They are given 30 seconds to come up with a good strategy. The objective of the game is to have the least balloons on the floor after 5 minutes. The team with the least balloons on the floor wins. 

Modification:
  • Students are allowed to locomote.
  • A soft ball can be used instead of a balloon.

Safety:
  • Students must be aware of others at all times.
  • Students must not try to hit others with the balloons.
  • When in groups students must be aware of where they are moving their hands.
keep_up.doc
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CROWS & CRANES

Game: Crows & Cranes
Type: Foundational Movement
Cycle: I, II, III
Activity Level: High
Tactics: Speed, attentiveness and concentration. 
QEP: Comp. I, II: Using the space available, opposition, catching opponents wrong footed.

Description:

Layer 1: The class is divided into 2 groups and they are lined up facing one another about 1 meter apart in the center of the gym. One team is designated as the “Crows” team and the other the “Cranes” team. When the teacher calls “Crows” the team must quickly turn around and run to the end of the gym and then walk back. The same goes for when the teacher calls “Cranes” but they run the opposite way. This goes on for 5 minutes so students can remember their team. 

Layer 2: When the teacher calls “Crows” the team must quickly turn around and run to the end of the gym while the “Cranes” chase them and vice versa. The objective of the game is to catch your opponent before they can reach the safe zone. The safe zone is a large space right before the wall. If a “Crow” catches a “Crane” then that student gives him/herself a point. After 5 minutes students switch opponents.

Modification:
  • The students can be further apart from each other at the start point.
  • Students may start by lying on the floor face down or chest up.
  • A safe position may be given to the student who is running away incase they aren’t quick enough for their opponent.

Safety:
  • Students must be spaced out each line.
  • When catching an opponent there is no grabbing, hitting or kicking permitted, only a light tap.
  • Students must be aware of others at all times.
crows_and_cranes.doc
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