C1. Movement Skills and Concepts
Specific Expectations
Stability
C1.1
perform a variety of controlled static balances and transitions between balances, using a variety of body parts and shapes, at different levels, individually, and with partners and equipment (e.g., balance on a bench; balance with abdomen on an exercise ball; perform a four-point, three-point, and two-point balance, with weight on hands; stretch to hold a balance while reaching up while their partner holds a balance at a medium level) [A1.4 Relationships, 1.5 Self]
- Teacher prompt: “When balancing with a partner, you can create different shapes when you are supporting each other. You can also create interesting balances together when each person is balancing on their own, for example, with one person in a high shape and one person in a low shape. With a partner, create a balance where a total of three body parts between you are touching the ground. How many different three-point balances can you come up with?”
- Student: “We can balance with my hands on the ground and one of my partner’s feet on the ground. We can balance with me on my buttocks and my partner on both feet. We can balance with me on one hand and one foot and my partner on just one foot.”
- Teacher prompt: “Check your body position in your plank balance. Make sure your back is straight and your hips are not up in the air or sagging low.”
- Teacher prompt: “To have a stable and safe landing, you need to lower your centre of gravity and have a wide base of support. Check your position. Are your arms out, head up, feet shoulder-width apart, and knees bent? Did you make a soft landing on your feet? Pretend there are bells tied to your shoes, and when you land, you want to land gently enough so you don’t hear them.”
Locomotion
C1.3
perform different combinations of locomotor movements with and without equipment, alone and with others, moving at different speeds and levels, using different pathways, and going in different directions (e.g., travel under, over, around, and through equipment in an obstacle course; hop and skip in a zigzag pattern, following a specific rhythm; run and leap over a line; use different levels while performing folk, cultural, and creative dances; perform t’ai chi or yoga movements slowly and at a moderate pace; wheel their wheelchair through an obstacle course, turn, and wheel back) [A1.4 Relationships, 1.5 Self]
- Teacher prompt: “Create a movement sequence. Use a combination of different speeds, directions, pathways, and levels. Make sure to consider how you will transition smoothly from one action to the next.”
Manipulation
C1.4
send and receive objects of a variety of shapes and sizes at different levels and speeds, using different body parts and equipment, while applying basic principles of movement (e.g., balance on the balls of their feet to be ready to move when receiving; step forward with the opposite foot and use the whole body when throwing a ball to achieve maximum force; use a scoop to explore different ways of catching a ball or beanbag; perform underhand and overhand throws with their dominant and non-dominant hands while keeping their eyes on the target; kick or trap a ball at various heights while remaining aware of their surroundings; move their feet and transfer their weight backwards to absorb force when receiving; move arms or legs faster to send with more force; toss and catch scarves in front of their bodies, following a simple pattern, when learning to juggle) [A1.3 Motivation, 1.5 Self]
- Teacher prompt: “What do you do when you strike a beach ball in order to get it to your partner?”
- Students: “I point my striking hand at my partner to help direct the ball where I want it to go.” “I use a wheelchair. I need to position my wheelchair to face my partner before I hit the beach ball. I also need to position it to suit my strength – I might have to move it closer to my partner to make sure the beach ball reaches them.” “I am visually impaired. I ask my partner to clap his hands or make a noise to help show me where to send the ball.”
C1.5
retain objects of various shapes and sizes in different ways, using different body parts, with and without equipment, while moving around others and equipment (e.g., hold a rubber ring close to their body while running; bounce and cradle a ball while pivoting during a rhythmic gymnastics routine; practise keeping their head up while dribbling a ball between pylons or people with their dominant and non-dominant hand and foot; keep a basketball on their lap while wheeling in a straight line; carry a ball in a scoop from one end of the gym to the other while avoiding contact with others) [A1.3 Motivation, 1.5 Self]
- Teacher prompt: “When you are travelling down the field with your stick and ball, be sure to keep your head up and plan your route to avoid contact with others and with equipment.”