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Chapter 3. Skill Themes, Movement Concepts, and the National Standards. Chapter 3 Key Points. Teachers employing the Skill Theme approach focus on helping children become skillful movers so that they can successfully participate in physical activities.

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chapter 3

Chapter 3

Skill Themes, Movement Concepts, and the National Standards

chapter 3 key points
Chapter 3 Key Points
  • Teachers employing the Skill Theme approach focus on helping children become skillful movers so that they can successfully participate in physical activities.
  • The primary goal is to develop competency in basic motor skills and confident to try and enjoy a variety of sports and physical activities
skill themes in physical education
Skill Themes in Physical Education

Locomotor Skills

• Walking • Running

• Hopping • Skipping

• Galloping • Sliding

• Chasing, fleeing, and dodging

Non-manipulative 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

chapter 3 key points1
Chapter 3 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)
    • These are the “verbs” or “action words”

-> Provide examples for Elementary PE:

  • 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
    • These are the “adverbs” which modify the “verb”

-> Provide examples for Elementary PE:

movement concepts in physical education
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

chapter 3 key points2
Chapter 3 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
chapter 3 key points3
Chapter 3 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.
progression spiral punting
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

Pre-control Level

  • Dropping and puntingDropping, bouncing, and kicking lightweight balls
progression spiral punting1
Progression Spiral: PUNTING

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

Pre-control Level

  • Dropping and punting
  • Dropping, bouncing, and kicking lightweight balls
chapter 3 key points4
Chapter 3 Key Points
  • Children Moving attempts to show how NASPE Standards fits into a “Skill-Theme” approach. Provides:
    • Sample benchmarks from NASPE standards to help teachers develop content to meet sample benchmarks
    • Assessment examples to help teachers determine pupil progress
  • 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.”
the six content standards for physical education from the national standards for physical education
The Six content Standards for Physical Education from the National Standards for Physical Education

A Physically Educated Person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

-> Provide examples for Elementary PE:

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

-> Provide examples for Elementary PE:

Standard 3: Participates regularly in physical activity.

-> Provide examples for Elementary PE:

national standards for physical education
National Standards for Physical Education

A Physically Educated Person:

  • Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

-> Provide examples for Elementary PE:

  • Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

-> Provide examples for Elementary PE:

  • Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

-> Provide examples for Elementary PE:

national standards 2004
National Standards (2004)
  • Why have standards?
  • How do these relate to the TN State Standards for PE? Where can you find the TN State Standards?
  • What comes after standards?
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