Skill Themes, Movement Concepts, and the National Standards

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 ideasor 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
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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

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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

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

12
Key Points

• The National Standards document is not a national
  curriculum. It is a guide to the important
  components of a physical education program that
  will help teachers guide children in the
  process of becoming physically active for
  lifetime

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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?