C1. Movement Skills and Concepts
Specific Expectations
Stability
C1.1
perform controlled transfers of weight in a variety of situations involving static and dynamic balance, using changes in speed and levels, with and without equipment (e.g., perform a sequence of movements on a floor line or a bench; stay in control while rolling, balancing, twisting, dodging, jumping, skipping quickly and slowly) [A1.5 Self]
- Teacher prompt: “How do you keep your balance when changing speed or levels?”
- Students: “When I am speeding up while skating, I keep my balance by keeping my knees bent and my body low.” “When I am contracting from a high balance to a low balance, my movement needs to be quick and firm, and I need to keep my core muscles tight to help maintain my balance.”
C1.2
demonstrate the ability to jump in control for height or distance, using a variety of body actions (e.g., push off strongly during take-off when jumping for height; keep a tight body position when turning in the air; land smoothly and safely after a vertical jump and half turn in a dance sequence; maintain body control when landing after a long jump) [A1.5 Self]
- Teacher prompt: “When you are in the air, squeeze your muscles so your body stays in control.”
- Teacher prompt: “When you are landing after a long jump or a jump from a height, what do you need to do to maintain control?”
- Student: “When the jump is an especially big one, I need to land on the balls of my feet and bend my knees more than usual to absorb the force of landing and keep my balance. I also need to keep my arms out and my head up.”
- Student: “When the jump is an especially big one, I need to land on the balls of my feet and bend my knees more than usual to absorb the force of landing and keep my balance. I also need to keep my arms out and my head up.”
Locomotion
C1.3
explore different combinations of locomotor movements with and without equipment, alone and with others, moving at different speeds and levels, and using different pathways (e.g., dodge or change speed or direction to avoid people or objects; incorporate different movements at varying speeds when creating a dance with a partner; use ribbons or balls to develop a movement sequence that includes jumps, turns, movements in different directions, and balances) [A1.3 Motivation]
- Teacher prompt: “Try the movement sequence at full speed, then very slowly. Which movements are easier to do faster and which ones are easier to do more slowly?”
- Student: “For some of the moves, like footwork with complicated steps, going slowly gives me time to do the sequence well. For other moves, like a transition from a low balance to a stretched shape, moving more slowly is more difficult because I need good body control to hold the position steady as I move.”
Manipulation
C1.4
send and receive objects using different body parts and equipment, adjusting for speed, while applying basic principles of movement (e.g., kick a ball with the inside of their dominant foot at varying speeds to a partner who absorbs the ball with their body when it is received; strike a beach ball with a hand paddle and follow through in the direction of the intended target; experiment with using different amounts of force to send at different speeds) [A1.3 Motivation, 1.4 Relationships]
- Teacher prompt: “What do you need to do to throw an object faster? When catching an object, how do you adjust for different speeds?”
- Student: “To throw faster, I need to put my whole body into the throw, stepping with the opposite foot, turning my body, and following through with my arm after I release the ball. When I am catching, I need to keep my eyes on the ball. If the ball is coming slowly, I can step towards it to catch it. If it is coming fast, I need to be ready to absorb the catch with my body so the ball does not bounce away from me. I do the same things if I am receiving with my feet.”
- Student: “To throw faster, I need to put my whole body into the throw, stepping with the opposite foot, turning my body, and following through with my arm after I release the ball. When I am catching, I need to keep my eyes on the ball. If the ball is coming slowly, I can step towards it to catch it. If it is coming fast, I need to be ready to absorb the catch with my body so the ball does not bounce away from me. I do the same things if I am receiving with my feet.”
C1.5
retain objects with and without equipment in a variety of situations while moving in different pathways around others and equipment (e.g., dribble a ball around pylons, slowing down as needed to maintain control; stickhandle a felt disc towards a goal or target while shifting the direction of forward movement to avoid defenders or obstacles; catch and carry a ball in a scoop; [for students who are visually impaired] maintain control of a sound ball while dribbling around classmates who are acting as guides) [A1.5 Self]
- Teacher prompt: “How do you maintain control of the ball when you are moving in a zigzag pattern down the field? Does that change when your speed changes?”
- Student: “I need to keep the ball fairly close to my foot or stick to control it. I can let it get a bit farther away when I am moving faster.”
- Student: “I need to keep the ball fairly close to my foot or stick to control it. I can let it get a bit farther away when I am moving faster.”