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Chapter 19

Chapter 19. Traveling. Chapter 19 Key Points. Traveling Fundamental locomotor skills are walk, run, hop, leap, slide, gallop and skip By school age, most children exhibit mature walking and running patterns Teaching Traveling

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Chapter 19

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  1. Chapter 19 Traveling

  2. Chapter 19 Key Points Traveling • Fundamental locomotor skills are walk, run, hop, leap, slide, gallop and skip • By school age, most children exhibit mature walking and running patterns Teaching Traveling • Children need massed practice when they are introduced to the hop, leap, slide, gallop and skip, and then distributed practice opportunities throughout the primary grades

  3. The Basic Locomotor Skills Walking The process of alternately losing balance and recovering it while moving forward in an upright position RunningSame as walking but at a faster rate with brief moments when both feet are off the ground Hopping A springing action from one foot, landing on the same foot (p. 287) Leaping An extension of a run using greater force to produce a higher dimension Sliding A combination of a step and a run Galloping An aggravated slide in a forward direction SkippingA combination of a step and a hop, alternating feet

  4. Chapter 19 Key Points Teaching Traveling (cont) • Difficulties in performing traveling skills may be due to a lack of cognitive understanding. Two strategies to overcome this include: • Modeling (by teacher or a skilled child) • Saying name of traveling skill each time it is demonstrated • By age 8, most children are able to execute the locomotor skills in response verbal commands.

  5. Chapter 19 Key Points Teaching Traveling (cont) • Using the key observation points in Box 19-2 as guide, observe each child’s running characteristics and then devise appropriate instructional tasks based on your observations • Progression spiral suggests a sequence for developing the traveling skill theme at the four GLSP

  6. Chapter 19 Key Points Teaching Traveling (cont) • CM Chapter 19: tasks/activities mainly geared towards pre-control and control levels since most traveling in the utilization and proficiency levels occur in combination with other skill themes or within game/dance/gymnastics contexts. Activities found in text • Identifies Tasks Identifies Challenges • Assessment ideas found throughout chapter

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