Guided Play Based Learning Physical Education
The Learner Expectations
Physical Skills and Well-Being General Learner Expectation
The child acquires basic locomotor, nonlocomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments.
Specific Learner Expectations
The child:
• experiences and develops locomotor skills through a variety of activities; e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding
• experiences and develops nonlocomotor skills through a variety of activities; e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling
• experiences and develops ways to receive; e.g., catching, collecting; retain; e.g., carrying, bouncing; and send; e.g., throwing, kicking; an object, using a variety of body parts and implements and through a variety of activities
• experiences the basic skills in a variety of environments; e.g., playground
• demonstrates body and space awareness when performing space awareness games
The child acquires basic locomotor, nonlocomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments.
Specific Learner Expectations
The child:
• experiences and develops locomotor skills through a variety of activities; e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding
• experiences and develops nonlocomotor skills through a variety of activities; e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling
• experiences and develops ways to receive; e.g., catching, collecting; retain; e.g., carrying, bouncing; and send; e.g., throwing, kicking; an object, using a variety of body parts and implements and through a variety of activities
• experiences the basic skills in a variety of environments; e.g., playground
• demonstrates body and space awareness when performing space awareness games
The Play
My Physical Education classed were a mix of free and guided play activities. We started off with free play using the playground equipment. Starting the first week of October I then introduced a guided play activity that students participated in to travel from our classroom to the playground. "Walk like a..." required students to mimic the movements of various different animals. Starting the second week of October I introduced a weekly game of "follow the teacher" a guided play activity that encouraged students to beginning developing the skills they needed to succeed once we moved in doors. When the weather forced us in I continued to use the "Walk like a..." activity as a cool down for students before we went back to class. I used many different activities to help my students develop their coordination.
I did this using the activities below as well as others.
*Freeze tag: students freeze when tagged, arms reaching out from their shoulders. Another student must run under the frozen students arms in order to be unfrozen and back in the game.
*Winter Freeze Tag: students freeze when tagged. In order to become unfrozen they must declare their name and favorite winter activity
*Christmas tag: students freeze when tagged. In order to be unfrozen they must declare "dear Santa, my name is _____ and for Christmas I would like..."
*Four Corners: instructors names each of the corners in the room a number. Instructor then calls out a number, the last student to reach the corner owes the instructor an action such as jumping jacks (don't declare the last person everytime).
*Four Seasons: instructor names each corner a season. Then the instructor calls out a season, once there students must mime an activity that they enjoy doing during that season.
*Traffic Lights: This game is great for helping students work on spacial awareness. Everyone starts spread out on a line (all of the lines on the gym floor have now become "roads"). When the instructor calls "green light" students may walk fast on the line, "yellow light" students are to walk slow on the line, "red light" students are to freeze, "turbo city" students may now run at will until a new light is called then they must return to walking on the lines. Later the instructor may add new instructions such as "pink light" where students twist their upper body while walking on the line, and "blue light" where students hop on two feet while following a line. Based off of the Game "Traffic Lights" found here: http://curriculum.dpsk12.org/physical_education/prof_dev/archives/ECE-K_Presentation_Bazzanella.pdf
*Catch/Soccer Pass: students throw and kick a ball to each other moving farther and farther a part with each successful pass. If a pass is missed they then must mover back to their starting lines and start over.