Learning Links
Games/sports / Dance / Aquatics / Crafts / Seamstress / Sculpting / Astronaut / Surgeon / Musician / Data Entry / Circus / Gymnastics / Rules / Sportsmanship
Related Concepts
Fundamental Motor Skills / Movement Concepts / Skill Analysis / Manipulative Skills / Locomotion / Non-locomotion / Body Awareness / Space Awareness
Demonstrators should be read from bottom to top, but need not be demonstrated sequentially.
Elementary Demonstrators
• Analyze the fundamental motor-skill aspects of performance.
• Utilize fundamental motor skills and movement concepts to create movement sequences.
• Demonstrate fundamental motor skills (e.g., locomotor, non- locomotor, object manipulation) and movement concepts (e.g., body, effort, space awareness).
• Create movement using locomotion (e.g., walking, running) and non- locomotion (e.g., twisting, turning).
• Exhibit self-control in motor activities.
• Experiment with basic motor skill movement.
Middle School Demonstrators
• Reflect on personal motivation for psychomotor skill development.
• Access psychomotor skills (e.g., individual, dual, team) using movement, mechanics, and concepts.
• Demonstrate basic dance, aquatic, team, and individual/dual sport skills-
• Combine fundamental movement activities into purposeful movement patterns.
High School Demonstrators
• Evaluate physical activities for a variety of purposes (e.g., pleasure, fitness, competition).
• Analyze psychomotor skills (e.g., individual, dual, team) using movement mechanics and concepts.
• Demonstrate advanced levels of team and individual/dual sport skills.
Sample Teaching/Assessment Strategies
Collaborative Process: Cooperative Learning, Peer Tutoring, Brainstorming • Community-Based Instruction: Mentoring • Continued Progress Awareness: Portfolio Development, Self-assessment • Problem Solving: Creative Projects • Whole Language Approach• Writing Process
These sample strategies offer ideas and are not meant to limit teacher resourcefulness. More strategies are found in the resource section.
Ideas for Incorporating Community Resources
• Invite a representative from the YMCA/YWCA to explain available facilities including those for adaptive physical education activities-
• Invite community resource personnel (e.g., golf, tennis, dance instructors) to serve as skill-specialty consultants.
• Utilize local recreational facilities to provide opportunities for students to enhance skill development (e.g., tennis courts, golf courses, bowling centers).
• Invite a dance instructor, choreographer, or gymnast to help students plan a series of locomotion and non-locomotion movements to be set to music.
Core Concept – Psychomotor Skills
Sample Elementary Activities
• Analyze the skill of a parb1er in a psychomotor activity. PE, OE
• Balance on a variety of moving and non-moving objects (e.g., balance boards, skates, balance beams). PE, OE
• Develop a movement routine that involves the manipulation of an object (e.g., rope, hoop, ball) while moving to a rhythmical beat. PE, P
• Hand-dribble or foot- (dribble a ball and maintain control in a group activity. PE
• Jump and land using a variety of take-offs and landings. Videotape and play back for analysis. PE, OE, P
• Strike a stationary ball using a hand, paddle, or bat. PE
• Utilize a variety of locomotor movements to explore the concept of personal space. PE, OE
• Pantomime an animate and inanimate object (e.g., robot, animals) as part of a group activity. PE, OE
Applications Across the Curriculum
Variations on a theme: The Circus
Language Arts
• Write a story in which you are a circus star. P
Science
• Experiment to find the ideal length for your own balance pole when you walk a balance beam. Discuss how this would relate to a tightrope walker. PE, OE
Mathematics
• Determine a method to estimate the height of a tightrope wire when you are sitting in the audience. PE
Social Studies
• Research similarities and differences between domestic and foreign circuses. OE, p
Arts and Humanities
• Create models of circus characters in motion. PE
Vocational Education
• Design a circus to be held on your school grounds starring your classmates and you. PE
Reflections
The ability to perform psychomotor skills begins with basic eye-hand coordination and locomotor and non-locomotor movement such as walking, running, turning, and twisting. Psychomotor abilities are fostered in physical education, fine arts, vocational education, and intramural and extracurricular activities. Traditional offerings include dance, aquatics, team and individual sports, sculpting, home economics, and technology education.
The personal sills students develop in team sports also support individually targeted goals throughout life. These life goals maybe as a skilled seamstress, computer technician, sculptor, surgeon, musician, dentist dancer, or athlete.
Psychomotor abilities are life skills that deserve explicit attention across the various curricula and across extracurricular activities sponsored and supported by the school. Development and refinement of these psychomotor skills are often nurtured through the many projec5 of the students day. However, more deliberate focus can be incorporated into diverse subject-matter activities.
Sample Middle School Activities
• Prepare a critical-analysis report on skills exhibited in a specific sport. Present to your class. P
• Participate in a variety of team and individual/dual sports. Record and analyze your performances. PE, OE, P
• Perform structured dance (e.g., square dance, folk dance, ballroom). PE
• Perform a gymnastic routine with equipment and/or movements of choice. PE, P
• Design and perform dance routines that combine locomotor and non-locomotor movements into smooth, flowing sequences with intentional changes in direction, speed, and flow .PE, P
• Create modified versions of team and individual/dual sports (e.g., tennis, soccer). PE, OE
Applications Across the Curriculum
Language Arts
• Using movement sequence, tell a story without words. PE, OE
Science
• Design physical activities that can demonstrate various scientific principles or concepts, such as Newton's Laws of Motion. PE, OE, P
• Write a players' manual for a game to be played in micro gravity or on another planet. Include rules, equipment needed, and desired skills. PE, OE, P
Mathematics
• Measure long-jump distances. Collect data to compute the class average. PE, P
Social Studies
• Research the influence of drugs and alcohol on psychomotor skills. Determine how this might impact your community. Create a visual presentation. OE, p
Arts and Humanities
• Design a walking aid that is functional and aesthetic for aging adults needing assistance. PE
• Listen to the "Troubadour Song" from Carmen. Create non-locomotive movement (e.g., twisting, turning, bending, stretching, swaying) to correspond with the sections of the formal musical structures. PE, OE, P
• Design figure drawings showing movements that stay in one place (e.g., shape, wiggle, balance, rise, sink). PE, OE
• Create movement sequences alternating movement and balance. Synchronize to a fast-tempo, musical selection (e.g.," Hooked on Classics'1. PE, OE
• Create, as a team, a new sport incorporating drama, music, visual arts, and dance concepts. PE
Vocational Education
• Demonstrate the various gaits of walking on crutches. PE
Sample High School Activities
• Keep a portfolio to document an intermediate or advanced level of skill acquisition and cognitive understanding of an activity from the following categories: dance, aquatics, team, and individual sports. OE, P
• Videotape performances involving dual sport activities and develop individual skill assessments based upon a critical analysis of video performance. PE, OE, P
• Develop a two-minute gymnastic routine utilizing equipment and movement ( e.g., balance, rolling, weight transformation) that is synchronized to music. Demonstrate an obvious beginning and ending. PE, OE
• Participate in a racquet sport and identify the basic skills involved. Analyze individual performance and describe personal skill development in a written repor1. PE, OE, P
Applications Across the Curriculum
Language Arts
• Choose a specific physical activity in which you wish to engage over an extended period of time (e.g., semester, year). Develop criteria to judge your performance of this activity. Videotape performance at several intervals during the time period. At each interval, analyze your performance, and use the criteria to evaluate. Compare each performance to past performances. PE, OE, P
Science
• Route a laser beam through the hallways of your school using mirrors. Imitate the movement of the laser beam using locomotor skills. PE
• Produce a videotape of classmates performing an individual sport. Identify the required skills and formulate a plan to aid others in the development and improvement of these skills. PE, OE, P
Mathematics
• Prepare a presentation of how mathematics is important to sports or fitness programs. PE
Social Studies
• Research the influence of psychomotor skills on popularity .p
Arts and Humanities
• Paint a picture of a sports event you witnessed. PE
Vocational Education
• Videotape dance routines of individuals from various age groups. Analyze the performances and skill development in each group. PE, OE
• Simulate a board meeting; convince (sell) the board of directors to establish corporate teams (e.g., softball, golf, bowling). PE, OE