THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor

Skills(1-6)

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 41

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Grade 1 Grade 2 Grade 3

IN MOVEMENT IN MOVEMENT IN MOVEMENT

1. Demonstrate non-locomotor 1. Demonstrate a variety and 1. Demonstrate a variety and
skills using a range of body combinations of non- combinations of non-
joints and positions. locomotor skills using a range locomotor skills to improve
(GCO 1, KSCO 2, 3) of body joints and positions. flexibility and range of
(GCO 1, KSCO 2, 3) movement (over time).
(GCO 1, KSCO 2, 3)

ABOUT MOVEMENT ABOUT MOVEMENT ABOUT MOVEMENT

2. Identify non-locomotor skills 2. Identify non-locomotor skills 2. Demonstrate an
that contribute to improved that contribute to improved understanding of how non-
health and an active lifestyle. health and an active lifestyle. locomotor skills benefit
(GCO 2, KSCO 1, 3; GCO 3, KSCO 1) (GCO 2, KSCO 1, 3; GCO 3, KSCO 1) muscles. (GCO 2, KSCO 1, 3;
GCO 3, KSCO 1)

THROUGH MOVEMENT THROUGH MOVEMENT THROUGH MOVEMENT

3. Cooperate with partners in 3. Respond to the need for 3. Demonstrate leadership in

performing non-locomotor cooperation with others in planning flexibility routines.
skills. (GCO 6, KSCO 2, 3) accomplishing specific tasks. (GCO 6, KSCO 2, 3, 4)
(GCO 6, KSCO 2, 3)
4. Demonstrate safety and 4. Demonstrate safety and
concern for others. (GCO 5, 4. Demonstrate safety and concern for others. (GCO 5,
KSCO 1, 2) concern for others. (GCO 5, KSCO 1, 2)
KSCO 1, 2)

42 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY

 THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Grade 4 Grade 5 Grade 6

IN MOVEMENT IN MOVEMENT IN MOVEMENT

1. Demonstrate a range and 1. Demonstrate a range and 1. Demonstrate a range and
combination of non- combination of non- combination of non-
locomotor skills to improve locomotor skills to improve locomotor skills to improve
range of movement, range of movement, range of movement,
flexibility, strength and flexibility, strength and flexibility, strength, and
balance. (GCO 1, KSCO 2, 3) balance. (GCO 1, KSCO 2, 3) balance. (GCO 1, KSCO 2, 3)

ABOUT MOVEMENT ABOUT MOVEMENT ABOUT MOVEMENT

2. Identify why stretching is 2. Identify how stretching, 2. Identify how stretching
important before and after balance and efficient turning increases flexibility and
physical activity. contribute to performance. contributes to injury
(GCO 2, KSCO 3, 4, 5; GCO 3, (GCO 2, KSCO 3, 4, 5; GCO 3, prevention.(GCO 2, KSCO 3, 4, 5;
KSCO 1) KSCO 1) GCO 3, KSCO 1)

THROUGH MOVEMENT THROUGH MOVEMENT THROUGH MOVEMENT

3. Demonstrate cooperation in 3. Demonstrate cooperation in 3. Demonstrate cooperation in

assisting others. assisting others. assisting others.
(GCO 6, KSCO 1, 2) (GCO 6, KSCO 1, 2) (GCO 6, KSCO 1, 2,)

4. Demonstrate safety and 4. Demonstrate safety and 4. Demonstrate safety and

concern for others. (GCO 5, concern for others. (GCO 5, concern for others. (GCO 5,
KSCO 1, 2, 3) KSCO 1, 2, 3) KSCO 1, 2, 3)

5. Demonstrate respect for 5. Demonstrate respect for 5. Demonstrate respect for

individual differences. individual differences. individual differences.
(GCO 4, KSCO 1) (GCO 4, KSCO 1) (GCO 4, KSCO 1)

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 43

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Grade 1
Theme: Games - Non-Locomotor Skills (1-6)

Outcomes Sample Learning and Teaching Strategies

It is expected that students will:
IN MOVEMENT Non-locomotor skills include: bending, twisting, curling, and
1. Demonstrate non-locomotor swaying motions involving a wide range of body joints.
skills using a range of body Introduce each skill with discussion of the mechanics of the skill, such
joints and positions. as weight transfer and arm-leg opposition.
(GCO 1, KSCO 2, 3)
Activities:
Imitate animals and objects which sway, such as elephants walking and
ABOUT MOVEMENT
trees swaying in the wind.
2. Identify non-locomotor skills
In small groups, students prepare warm-up routines that include the
that contribute to improved
health and an active lifestyle. non-locomotor skills of bending, twisting, curling, and swaying.
(GCO 2, KSCO 1, 3; GCO 3, KSCO 1)
Each group’s routine could be used for a number of classes. As
groups plan their routines, have them identify the joints that are
being targeted and put a name on the movement that is being used to
THROUGH MOVEMENT exercise each joint. With the teacher’s help, students could target and
name all major joints for bending and stretching.
3. Cooperate with partners in
performing non-locomotor Set a rule that at least two partner-assisted movements be included in
skills. (GCO 6, KSCO 2, 3) each warm-up routine. When partners work together, they should be
concerned about each others’ safety and exercise due caution while
4. Demonstrate safety and concern helping or assisting each other.
for others. (GCO 5, KSCO 1, 2)

44 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY

 THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Student Assessment Resources and Notes

Teacher Observation: Note student participation in A new body part could be targeted in each class.
creating and performing routines.
Routines could be compared to indicate how a
Student Performance: Evaluate student-created warm- number of different routines can achieve the same
up routines for appropriate use of non-locomotor effect.
skills.
As students plan routines, provide information and
Self-Evaluation/Reflection: Discuss how non- guidance on movements which are contraindicated.
locomotor movements contribute to personal fitness.
Print Resources
Video tape each warm-up routine and have students
Fitness for Children, pp. 25-57; 105-143.
view them and assess their effectiveness. Have
students comment on the safety aspect of the Ready-to-Use P.E. Activities for Grades K-2, pp. 68-69.
exercises used and the care taken by students while
helping partners in performing movements. Movement with Meaning, pp. 181-192.

Peer Evaluation: Make helpful comments to students

whose routines were used for warm-ups in
subsequent themes.

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 45

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Grade 2
Theme: Games - Non-Locomotor Skills (1-6)

Outcomes Sample Learning and Teaching Strategies

It is expected that students will:
IN MOVEMENT Introduce and demonstrate the following non-locomotor skills:
bending motions of a wide range of body joints; twisting motions
1. Demonstrate a variety and
of a wide range of body joints; curling motions in standing, lying
combinations of non-locomotor
skills using a range of body and sitting positions; and a wide range of swaying motions.
joints and positions. (GCO 1, Activities:
KSCO 2, 3)
Have students work in pairs to perform various bending, stretching,
curling and swaying activities which require the assistance of another
ABOUT MOVEMENT person to complete. Remind students that great care must be taken
to listen to the other person when assisting them in exercises of this
2. Identify non-locomotor skills nature due to the possibility of injuring them. These activities can be
that contribute to improved
used as warm-ups or cool-downs.
health and an active lifestyle.
(GCO 2, KSCO 1, 3; GCO 3, KSCO 1) In small groups, have students prepare warm-up routines which
include bending, twisting, curling, and swaying motions in a wide
range of body joints. The routines could be used for a number of
THROUGH MOVEMENT classes. With the teacher’s help, students could target all major
muscle groups in their routines. Routines could be compared to
3. Respond to the need for
cooperation with others in indicate how a number of them can achieve the same effect. Identify
accomplishing specific tasks. which joints can bend, stretch, curl and sway, and list exercises to
(GCO 6, KSCO 2, 3) target each of these joints in a warm-up routine.

4. Demonstrate safety and concern

for others. (GCO 5, KSCO 1, 2)

46 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY

 THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Student Assessment Resources and Notes

Teacher Observation: Observe students in their Having students record beginning ability in relation
interaction with partners while assisting them in to a skill and comparing this to their ability
activities and note the care with which they work following practice and use of the skill, enables them
with others. Keep an anecdotal record of student to recognize the degree of progress that is achievable.
concern for the welfare of others. Students are often surprised and amazed at their
improvement over time.
Student Performance: Evaluate student-created warm-
up routines for appropriate use of non-locomotor Discuss the idea of taking responsibility for
skills. providing opportunities for others to engage in
activities and complete tasks.
Self-Evaluation/Reflection: View video-taped warm-up
routines and assess their effectiveness in warming the As students plan routines, provide information and
muscles of the whole body in preparation for further guidance on movements which are contraindicated.
activity.
Print Resources
Have students keep track of their progress in fitness
Ready-to-Use P.E. Activities for Grades K-2, pp. 68-69.
routines and occasionally record their level of
performance for inclusion in a portfolio. For Fitness for Children, pp. 25-57; 105-143.
example, measure their ability to bend, stretch and
reach for their toes in a sitting position. Repeat this Movement with Meaning, pp. 181-192.
activity following a number of classes that target
non-locomotor skills and note improvement over
time.

List joints that can bend, curl, stretch and twist and
match with exercises to improve movement.
Physical activity time can be saved if tasks like this
are completed in the classroom with the cooperation
of the classroom teacher.

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 47

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Grade 3
Theme: Games - Non-Locomotor Skills (1-6)

Outcomes Sample Learning and Teaching Strategies

It is expected that students will:
IN MOVEMENT Introduce and demonstrate the following non-locomotor skills:
bending motions of a wide range of body joints; twisting motions
1. Demonstrate a variety and
involving a wide range of body joints; curling motions in standing,
combinations of non-locomotor
skills to improve flexibility and lying and sitting positions; and a wide range of swaying motions.
range of movement (over time). In this theme, work on building understanding of the principles of
(GCO 1, KSCO 2, 3)
improving flexibility. Discuss which joints can bend, stretch, curl and
sway, and list exercises to target each joint in a fitness routine.

ABOUT MOVEMENT Activities:

2. Demonstrate an understanding Devise a fitness routine to improve range of motion in selected body
of how non-locomotor skills joints and that links bending, swaying, twisting and curling motions.
benefit muscles. The routine should be used consistently for a number of classes to
(GCO 2, KSCO 1, 3; GCO 3, KSCO 1) allow students to track any improvements in their range of
movement.

THROUGH MOVEMENT Students work in pairs to perform various bending, stretching, curling
and swaying activities that require the assistance of another person to
3. Demonstrate leadership in complete. Work on improvising exercises which provide equal
planning flexibility routines. stretching to opposing muscles in specific joints.
(GCO 6, KSCO 2, 3, 4)
Individual students create and lead warm-up and fitness routines in
4. Demonstrate safety and concern classes. Emphasize that the routine must be well-planned and
for others. (GCO 5, KSCO 1, 2) practiced before it is presented to the class.

Identify muscle groups that benefit from stretching.

Discuss the need to maintain equilibrium in developing opposing
muscles.

Discuss the need for safety precautions to prevent over stretching and
to promote proper bending technique.

48 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY

 THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Student Assessment Resources and Notes

Teacher Observation: Observe students in their This theme can be integrated with locomotor skills
leadership of a routine and note the level of planning for the sections on planning fitness and warm-up
and preparedness. For students who are not ready, routines.
guide them in planning and practising their routine
As students plan routines, provide information and
before leading it in class.
guidance on movements which are contraindicated.
Student Performance: Evaluate student-created warm-
It is important to provide guidance to students as
up routines for appropriate use of non-locomotor
they work on flexibility to ensure that they are
skills.
targeting proper range of movement in various
Self-Evaluation/Reflection: Video tape a warm-up joints.
routine and have students view them and assess their
Encourage students to assume leadership in planning
effectiveness in warming the muscles of the whole
flexibility routines and to be aware of the need for
body in preparation for further activity.
good planning in providing leadership.
Comment on the safety aspect of the exercises used
Print Resources
and the care taken by students while helping partners
in performing movements. Ready-to-Use P.E. Activities for Grades 3-4, pp. 79-81;
84.
Students could keep track of their range of
movement in various joints and occasionally record Movement with Meaning, pp. 181-192.
their level of performance for inclusion in a portfolio.
Students can note improvements over time.

List joints that can bend, curl, stretch and twist and
match with exercises to improve movement. Note
movements which are potentially harmful.

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 49

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Grade 4
Theme: Games - Non-Locomotor Skills (1-6)

Outcomes Sample Learning and Teaching Strategies

It is expected that students will:
IN MOVEMENT Review non-locomotor skills and discuss their importance in physical
activity. Bending: in the tuck, pike and squat positions; and forward
1. Demonstrate a range and
and backward. Stretching different muscle groups in preparation for
combination of non-locomotor
skills to improve range of activity and identifying muscle groups to be stretched for warm-up
movement, flexibility, strength and cool-down. Static balancing*: 1-part to 4-part base, and in
and balance. (GCO 1, KSCO 2, 3) gymnastic routines. Dynamic balancing techniques: turns in dance
and games; and flop from sitting, kneeling, and standing positions.

*may be included in the gymnastics theme

ABOUT MOVEMENT
Activities:
2. Identify why stretching is
important before and after In pairs, use mats to perform teacher-guided non-locomotor activities
physical activity. such as bending, stretching, balancing, and twisting.
(GCO 2, KSCO 3, 4, 5; GCO 3, KSCO 1)
Have students create routines with variety of non-locomotor skills
that target many muscle groups.
THROUGH MOVEMENT Work in pairs and groups to help each other with performance and
3. Demonstrate cooperation in when stretching to improve flexibility.
assisting others. (GCO 6, KSCO 1, 2) Discuss the major muscle groups and how muscles work in pairs.
4. Demonstrate safety and concern Participate in warm-up and cool-down routines created by students.
for others. (GCO 5, KSCO 1, 2, 3)
5. Demonstrate respect for
individual differences.
(GCO 4, KSCO 1)

50 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY

 THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Student Assessment Resources and Notes

Teacher Observation: Observe how students As groups plan routines, provide information and
demonstrate safety techniques and concern for others guidance on movements which are contraindicated.
when working in pairs or groups.
Flexibility and stretching should be connected to
Observe that each student performs the requested injury prevention during participation in physical
non-locomotor activity using the correct technique. activity.
Student Performance: Evaluate student-created warm- Provide opportunity at the beginning of each class
ups for its usefulness in preparation for activity. for students to stretch in preparation for activity.

Evaluate student performance in warm-ups and cool- Definition of 1-part to 4-part base: 1-part
downs. (balancing on 1 foot), 2-part (balancing on 2 feet or
knees), 3-part (balancing on 2 feet or knees and 1
Self-Evaluation/Reflection: Students could keep track
hand) and 4-part (balancing on 2 feet or knees and 2
of the range of movement in various joints and
hands).
occasionally record the level of performance for
inclusion in a portfolio. This can then be analyzed at Print Resources
the termination of routines and the differences over
Ready-to-Use P.E. Activities for Grades 3-4, pp. 79-81;
time noted.
84.
Peer Evaluation: Critically analyze warm-up and
The Biggest Little Games Book Ever!, pp. 67-86.
cool-down routines for muscle groups addressed and
the effectiveness of the routine. Students may also Equipment: mats
offer suggestions for improving the routine. In
analyzing routines, a video camera may be a useful
tool.

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 51

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Grade 5
Theme: Games - Non-Locomotor Skills (1-6)

Outcomes Sample Learning and Teaching Strategies

It is expected that students will:
IN MOVEMENT Review non-locomotor skills and discuss their importance in physical
activity. Bending: in the tuck, pike and squat positions; and
1. Demonstrate a range and
forward and backward roll. Stretching exercises to improve flexibility
combination of non-locomotor
skills to improve range of in different muscles groups in warm-ups and cool-downs. Static
movement, flexibility, strength balancing*: 1-part to 4-part base, and in gymnastics routines.
and balance. (GCO 1, KSCO 2, 3) Dynamic balancing: shoulder roll and cart wheel.

*these may be included in the gymnastic theme.

ABOUT MOVEMENT Students can further develop their non-locomotor skills through
participation in individual and group activities.
2. Identify how stretching, balance
and efficient turning contribute Activities:
to performance.
(GCO 2, KSCO 3, 4, 5; GCO 3, KSCO 1)
Working in pairs, use the mats to explore and practice various ways of
bending and stretching.
On mats, students perform rolls using correct techniques.
THROUGH MOVEMENT
Participate in activities that require bending, stretching, and
3. Demonstrate cooperation in balancing.
assisting others. (GCO 6, KSCO 1, 2)
Have students create warm-ups and cool-downs which use appropriate
4. Demonstrate safety and concern stretching.
for others. (GCO 5, KSCO 1, 2, 3)
Lead the class in warm-ups and cool-downs.
5. Demonstrate respect for
individual differences. (GCO 4, Invite a physiotherapist, or other appropriate professional, to discuss
KSCO 1) the importance of stretching.

Discuss injuries that may occur when stretching is done improperly.

52 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY

 THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Student Assessment Resources and Notes

Teacher Observation: Note the extent to which As groups plan routines, provide information and
students use stretching to prepare for activity and guidance on movements which are contraindicated.
whether they are stretching appropriate muscle
Engage students in a discussion about the effects of
groups correctly and effectively.
stretching muscle groups on performance and the
Student Performance: Assess student ability to create importance of proper stretching during warm-ups.
effective warm-up routines that include a variety of
Provide time at the beginning of each class to stretch
non-locomotor skills.
and prepare for activity.
Evaluate student-created warm-ups and cool-downs
Review safety procedures and spotting when helping
for creativity and appropriate use of non-locomotor
other students.
skills.
Definition of 1-part to 4-part base: 1-part
Assess student knowledge of the importance of
(balancing on 1 foot), 2-part (balancing on 2 feet or
stretching through questioning, written reports and
knees), 3-part (balancing on 2 feet or knees and 1
demonstrations.
hand) and 4-part (balancing on 2 feet or knees and 2
Self-Evaluation/Reflection: Students could keep track hands).
of the range of movement in various joints and
Print Resources
occasionally record the level of performance for
inclusion in a portfolio. This can then be analyzed at Ready-to-Use P.E. Activities for Grades 5-6, pp. 33-76.
the termination of routines and the change over time
noted. The Biggest Little Games Book Ever!, pp. 67-86.

Discuss how balance can contribute to success in a Equipment: balls, mats

variety of games and how being off-balance can be
detrimental to success.

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 53

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Grade 6
Theme: Games - Non-Locomotor Skills (1-6)

Outcomes Sample Learning and Teaching Strategies

It is expected that students will:
IN MOVEMENT Review non-locomotor skills and note their importance in successful
performance and their role in the prevention of injury. Tuck, pike
1. Demonstrate a range and
and squat positions; stretching: in warm-up and cool-down, forward
combination of non-locomotor
skills to improve range of and backward; static balancing*: 1-part to 4-part bases, and
movement, flexibility, strength, routines using static balance.
and balance. (GCO 1, KSCO 2, 3) * these may be included in the gymnastic theme.

Activities:
ABOUT MOVEMENT
Students can explore various non-locomotor movements on mats with
2. Identify how stretching the teacher pointing out specific movements to be performed as they
increases flexibility and are seen during exploration.
contributes to injury
prevention. (GCO 2, KSCO 3, 4, 5; In pairs or small groups, students create a warm-up routine and list
GCO 3, KSCO 1) the activities, along with the muscle groups being targeted. These
routines can be recorded on posters for display.

In a short journal report, have students explain, with the use of

THROUGH MOVEMENT diagrams, how stretching is related to injury prevention. (This may
3. Demonstrate cooperation in be a home assignment.)
assisting others. (GCO 6, KSCO 1, 2) Similar learning and teaching strategies can be used in grade six as
4. Demonstrate safety and concern were used in grades four and five with more emphasis on the
for others. (GCO 5, KSCO 1, 2, 3) independence of the student to develop movement.

5. Demonstrate respect for

individual differences. (GCO 4,
KSCO 1)

54 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY

 THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

Theme: Games - Non-Locomotor Skills (1-6)

Student Assessment Resources and Notes

Teacher Observation: Observe students for correct As students plan routines, provide information and
techniques in the performance of non-locomotor guidance on movements which are contraindicated.
movements and skills. Ensure that all safety
The teacher must be aware of any movements being
procedures are being followed.
performed where there is an element of danger.
During each class throughout the year, not only for
Review safety procedures at the beginning of this
this theme, note the extent to which students use
theme.
stretching properly to prepare for activity.
Compliment students on their willingness to help
Student Performance: Evaluate student posters and
other students with activities.
reports on the basis of presentation and content.
Many of the skills for this theme could be developed
Evaluate student-created warm-ups and cool-downs
in the gymnastics unit. However, stretching and
for creativity and appropriate use of non-locomotor
flexibility should be emphasized in preparation for
skills.
further activity. One way to do this would be
Self-Evaluation/Reflection: Students can keep track of through warm-ups and cool-downs where all
the range of movement in various joints and important muscle groups are targeted.
occasionally record the level of performance for
Definition of 1-part to 4-part base: 1-part
inclusion in a portfolio. This can then be analyzed at
(balancing on 1 foot), 2-part (balancing on 2 feet or
the termination of routines and the change over time
knees), 3-part (balancing on 2 feet or knees and 1
noted.
hand) and 4-part (balancing on 2 feet or knees and 2
Discuss how balance can contribute to success in a hands).
variety of games and how being off-balance can be
Print Resources
detrimental to success.
Ready-to-Use P.E. Activities for Grades 5-6, pp. 33-76.

The Biggest Little Games Book Ever!, pp. 67-86.

Equipment: mats, sticks or wands

PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 55

THEME: GAMES - NON-LOCOMOTOR SKILLS (1-6)

56 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY