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Chapter 3

Chapter 3. Skill Themes, Movement Concepts, and the National Standards. Key Point. The primary goal is to develop competency in basic motor skills and confident to try and enjoy a variety of sports and physical activities National Standard #1. Skill Themes in Physical Education.

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Chapter 3

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  1. Chapter 3 Skill Themes, Movement Concepts, and the National Standards

  2. Key Point • The primary goal is to develop competency in basic motor skills and confident to try and enjoy a variety of sports and physical activities • National Standard #1

  3. Skill Themes in Physical Education Locomotor Skills • Walking • Running • Hopping • Skipping • Galloping • Sliding • Chasing, fleeing, and dodging Nonmanipulative Skills • Turning • Twisting • Rolling • Balancing • Transferring weight • Jumping and landing • Stretching • Curling Manipulative Skills • Throwing • Catching and collecting • Kicking • Punting • Dribbling • Volleying • Striking with rackets • Striking with long-handed implements and paddles

  4. Key Points • Skill Themes • Fundamental movements that apply to many different sports and physical activities (how they are used depends on sport or physical activity) • Are the “verbs” or “action words” • Movement Concepts • The “ideas”or “modifiers” that enrich the range and effectiveness of a movement • Relate to the quality of the movement, describing how the skill is to be performed • Are the “adverbs” which modify the “verb”

  5. Skill Themes Used in Sports

  6. Movement Concepts in Physical Education Space Awareness (where the body moves)• Location• Directions• Levels• Pathways• Extensions Effort (how the body moves) • Time• Force• Flow Relationships(with whom, or what the body moves) • Of body parts• With objects and/or people• With people

  7. Movement Analysis Framework: The Wheel

  8. Key Points • The “Wheel” shows how the Skill Themes and Movement Concepts can work together and are interrelated • Early elementary focus should be on addressing movement concepts while practicing skill themes • Later elementary years focus should be on the learning and quality of the skill themes themselves

  9. Progression Spiral PUNTING Proficiency Level • Playing Punt‑Over • Punting while traveling • Receiving and punting against opponents Utilization Level • Playing rush the circle • Punting within a limited time • Receiving a pass, then punting • Punting to a partner • Punting at angles Control Level • Punting for height • Punting for accuracy • Using punting zones • Punting for distance • Punting different types of balls • Punting with an approach • Punting over low ropes • Punting for consistency Precontrol Level • Dropping and puntingDropping, bouncing, and kicking lightweight balls

  10. Key Points • Progression Spiral graphically represents: • How content progresses from easiest to hardest, less to more complex • Progression from pre-control to proficiency level • How people may vary in their level of performance on a specific skill theme according to the context of the task.

  11. Progression Spiral PUNTING Proficiency Level • Playing Punt‑Over • Punting while traveling • Receiving and punting against opponents Utilization Level • Playing rush the circle • Punting within a limited time • Receiving a pass, then punting • Punting to a partner • Punting at angles Control Level • Punting for height • Punting for accuracy • Using punting zones • Punting for distance • Punting different types of balls • Punting with an approach • Punting over low ropes • Punting for consistency Precontrol Level • Dropping and puntingDropping, bouncing, and kicking lightweight balls

  12. Key Points • The National Standards document is not a national curriculum. It is a guide to the important components of a physical education programthat will help teachers’ “guide children in the process of becoming physically active for lifetime”

  13. The Six Content Standards for Physical Education from the National Standards for Physical Education A Physically Educated Person: • Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities • Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities • Participates regularly in physical activity • Achieves and maintains a health-enhancing level of physical fitness • Exhibits responsible personal and social behavior that respects self and others in physical activity settings • Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

  14. Critical Reflection • The skill themes may be used to develop a program that reflects the content suggestions in the National Standards. • What does this mean to you as a future teacher?

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