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FNES 143 Notebook Entry #2

The document outlines a lesson plan focused on locomotor and non-locomotor movements, emphasizing skills such as hopping, leaping, twisting, bending, and curling. It includes various activities designed to enhance spatial awareness and body control, utilizing music and a child-centered approach for engagement. Key takeaways highlight the importance of clear instructions, effective transitions, and incorporating student choice to maintain engagement.

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matthewleo1997
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3 views4 pages

FNES 143 Notebook Entry #2

The document outlines a lesson plan focused on locomotor and non-locomotor movements, emphasizing skills such as hopping, leaping, twisting, bending, and curling. It includes various activities designed to enhance spatial awareness and body control, utilizing music and a child-centered approach for engagement. Key takeaways highlight the importance of clear instructions, effective transitions, and incorporating student choice to maintain engagement.

Uploaded by

matthewleo1997
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Matthew Olkhovetsky

02/10/25

FNES 143 Notebook #2

UNIT/SKILL FOCUS: Locomotor/Non locomotor Movements & Spatial


Awareness

Skill 1: Hopping

Cues: One-foot, Light Touch, Push & Lift

Skill 2: Leaping

Cues: Big Step, Push Off, Reach & Lift, Fly & Land

Skill 3: Twisting

Cues: Eyes first, then shoulders follow

Skill 4: Bending

Cues Soft knees, Chest Up, Hips Back

Skill 5: Curling

Cues: Knees up, Chest Tight, Arms Wrapped

Activity 1: Review of Locomotor Motions and Non-Manipulative Skills

Objective: As they are exposed to the new locomotor skills of hopping and leaping,
students continue to practice their spatial awareness. Pay attention to your body parts and
practice the non-manipulative twisting, bending, and curling (tuck position) techniques.

Teaching Method: - Using the stop/start method with music, students are learning
different ways to move around the gym. Hopping is introduced, using quick small jumps,
balancing on one foot, setting both feet in a low position, and when the students FEEL
READY, they hop in place and switch feet when they get tired, with a soft landing.

- QUICKLY, SAFELY, QUIETLY


- “LET ME SEE HOW HIGH OR HOW LONG YOU CAN LEAP”
- Teacher always providing feedback and being consistent between their
demonstrations and instructing
- ALL REVOLVING AROUND THE CHILD CENTERED APPROACH

Key Adaptations: Galloping into 3 hula hoops before ending in a narrow shape inside the
last hula hoop. Then progression from that can be hand touching the ground inside the
hula hoop.

• Changing vigorous levels to see the activity of students and how they handle it. Start
with a compliment and end with a critique.
• Focusing on one cue at a time

Activity 2: Wall and Freeze Party

Objective: Moving around the gym and shifting body levels to engage with various
equipment requires a combination of locomotor movements and body awareness. (Border
lines, walls, and hula hoops)

Teaching Method: Still incorporating the start/stop method with the music, when the
music starts, see if students can touch two walls and two hula hoops and then freeze in a
tucked position in the last hula hoop.

Progressions: While students are finding a wall to touch, the teacher takes some hula
hoops away, naturally having multiple students per hula hoop (some are in pairs or even
threes). The teacher then has the students pick among themselves who is the leader and
follower when the music starts back up again (displaying that sense of choice and
importance again).

Activity 3: The Floor Is Lava

Objective: Self-toss is reviewed, and scarves are introduced. Catching and throwing both
in motion and at rest.

Teaching Method: Using a student as an example, have them model the toss. Emphasize
the different catching levels such as low, medium, and regular reach. To reinforce control,
have the students practice their tossing and catching while stationary. Locomotor
movements will be incorporated by having the students move around the gym while
tossing and catching their own scarf.

• REACH, GRAB, PULL BEING SAID THROUGHOUT ACTIVITY


Progressions: Adding movements the students should now be familiar with such as
galloping while tossing and catching the scarf. Always making sure we are in a big space.

• Reinforce clear pathways making sure no one is in front of each other's movement

SPOT CHALLENGE EXERCISE

• Teacher sets up Poly spots and again using the stop/start method with music, has
the students go counterclockwise around the Poly spots
• When music stops, students look at the person directly across from them
• Teacher calls out an exercise and all students perform that exercise
• This is usually used as an instant activity to incorporate a fitness component into
the lesson.

Equipment & Behavior Management Strategy


• When students are resting or listening to instructions, have students place the
scarfs under their crossed legs so no excuses come from playing with them
• Helps maintain focus and keeps a smooth transition throughout
• Always make sure kids are in their big space and have a clear line when doing
locomotor activities
• Students should always be balanced and in control of their bodies

T
DIAGRAM NOTES: X= kids T= teacher

• Each hula hoop has a minimum of 2 kids per hula hoop up to 4 in rare cases
• Each hula hoop is in its own big space
• TEACHER ALWAYS FACING ALL STUDENTS NEVER HAS BACK TURNED

Reflection and Key Takeaways:

- My most valuable takeaway from this lesson is making sure the teachers'
instructions and visual directions are effective because that will make or break this
entire lesson. If the teachers' instructions are clear and knowledgeable, we will see
success because the students will show proficiency in their locomotor/ non
locomotor skills while operating in a safe and timely environment
- Integrating pathways into the movement activities and combining skills with
locomotor movements worked well in this lesson. Each student showing their
progression capabilities was nice to see and the transitions from activities 1-3 were
done in a quick and efficient manner
- One thing I would do differently if I taught this is during the counterclockwise
activity where we have students doing what exercises the teacher says, offering
some students to pick an exercise to do so the teacher is giving the student the
power of choice, keeping them engaged and encouraged to participate throughout
the activity.

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