ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate:  Nicolette Hourihan Date Taught:  April 5th, 2022

Cooperating  Ms. Lamogda School / District:  Academy for

Teacher: Discovery at
Lakewood

Grade:  7th Field Supervisor:  Ms. Dunn

Unit / Subject:  Pulling, Twisting, Turning, Swaying, Swinging

Lesson Title / Focus:  Non-Locomotor Skills

PLANNING AND PREPARATION

Content Knowledge

Students’ previous knowledge of non-locomotor skills will be built and developed upon during
this lesson. Students will have the opportunity to demonstrate their understanding through
activities done during class. They will have the opportunity to build upon cooperative skills such
as sharing and taking turns in their groups. This lesson was developed and based on the standards
of the VA SOLS and SHAPE AMERICA standards. All activities listed are with the expectation
of 3rd grade students.

Learner Differences

Students who have not had the opportunity to learn about non-locomotor skills will be able to
observe their partner or group who have and will be able to work alongside them during the
activities. Social skills will be necessary to work with their fellow classmates and will have the
chance to build upon those skills. Modifications will be made as needed. This will help all
students progress through the lesson on all levels.

Outcomes/Goals
SWBAT swing their arms while jogging 90% of the time
SWBAT to list examples of non-locomotor skills 90% of the time
SWBAT demonstrate their understanding of the skills by participating in class discussion

Standards
VA SOLS
7.1 The student will demonstrate competence and apply movement concepts in modified
versions of various game/sport, rhythmic, dance, lifetime, and recreational activities.
 a) Demonstrate and apply developmentally appropriate movement forms and skill
combinations competently in a variety of cooperative and tactical activities that include
dynamic and unpredictable situations.
7.4 The student will demonstrate and apply skills to work independently and with others in
physical activity settings.
c) Explain the importance of cooperating with classmates, and demonstrate
supportive behaviors that promote feelings of inclusion and safety of others.

SHAPE Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies, and tactics related to movement and performance
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others

Resources and Materials

The materials and resources needed for this lesson include pool noodles, hula hoops, jump ropes,
tennis balls and rackets, soccer balls and open gym space

Technology

The only technology that may be needed would be a laptop if students had to be on zoom. The
students would still be able to participate and would need to modify the activities at home, but
they would still be able to participate with their classmates. For example, if they do not have a
jump rope they can jump up and down in place or if they do not have a hula hoop they can
imitate the motion without one.

INSTRUCTIONAL DELIVERY

Learning Environment

The class has 35 minutes of instructional time with transitions built in along with additional time
of instructing the students, equipment distribution and collection. Students will have the
opportunity throughout the whole class to work with classmates in a positive learning
environment that helps build on the skills of non-locomotor movements. The activities are
focused on creating positive interactions among students while promoting a healthy physical
education environment for each student to engage in the activities and better develop their skills.
All activities are created to include students from different backgrounds, learning styles and skill
sets. No bullying will be tolerated.
Introduction/Activating Strategies

Students will be asked if they know any non-locomotor skills and if yes, a follow up question of
providing an example will be asked. (swinging of the arms when jogging, bending of the knees
when jumping, twisting when doing Russian twists, pulling during tug-of-war, pushing when
doing push-ups.) Students will be informed non-locomotor skills are axial movements meaning
“revolving around an axis,” and in this case the axis is generally the stomach (torso) and has little
to no movement. I will then instruct them that we will be playing our instant activity. (2 minutes)

Instant Activity: Pacman (5 minutes)

Two students will have a pool noodle and they will be known as the Pacman. Their mission
without whacking anyone with the noodle is to tag the people without noodles. All students
without a pool noodle will be trying to avoid getting tagged. If the Pacman tags the students
without a noodle they will have to do high knees until someone comes and un-tags them.
Students will not realize stretching/extending out to tag their peers, dodging the noodle, turning,
rotating their body to avoid being tagged are all examples of non-locomotor skills. High knees
or butt kicks involve flexing one’s knees, raising one’s knees/legs and swinging one’s arms
which are also non-locomotor skills.

Transition: Have students sit in a circle in the center of a gym while one of us quickly sets up the
stations and the other talks to the students. Once the stations are set up we will go over each one
and have them spit into 5 groups and head to their stations. (2-3 minutes)

Instructional Strategies

Activity 1: Non-Locomotor Skill Stations (10 minutes)

Students will split into 5 stations including a station for jump roping, tennis, hula hooping,
yoga/stretching and soccer. Each station will last about two minutes, after two minutes the
students will rotate clockwise to the next station. At the jump roping station students will be
working on the pulling non-locomotor skill, at the tennis station students will work on the
twisting non-locomotor skill by hitting the tennis ball into the curtain and twisting their body. At
the hula-hooping station students will hula hoop for as long as they can and work on the swaying
non-locomotor skill, at the yoga/stretching station they will be working on the turning non-
locomotor skill and at the soccer station the students will kick the ball into the curtain and work
on the swinging non-locomotor skill.
Jump roping-pulling Tennis-twisting Hula Hooping-swaying
Yoga/Stretching-turning Soccer-swinging
Equipment: Jump ropes, tennis balls and rackets, hula hoops, soccer balls

Transition: After each group has completed the 5 stations we will come back together for a
quick moment and let them know they are able to walk and go get a drink as I set up the next
activity for relay races. The students will also be instructed to get into three even groups for our
next activity. (1-2 minutes)

Activity 2: Relay Races with Hula Hoop, Jump Rope, Ski Jumps, Squat Jumps (10 minutes)

Students will split up into three groups and will be asked to come up with a team name. Once the
team discusses and has their team name they will be given instructions that they will be
competing in a relay race. There will be 4 components involved in the relay race, hula hooping,
jump roping, ski jumps and squat jumps. The first person will run to the hula hoop, do ten hula
hoops, place the hoop on the ground and run to do 20 jump ropes, place the rope down and run to
the foul line area to do ski jumps. The last thing involved with the relay race are 10 squat jumps
at the opposite base line, after the student finishes the four parts they will run back to the next
person in line for their group and tag their hand to let them know they’re able to go next. All
students in the group must be sitting for their group to have completed the relay. This will be
done multiple times and depending on the level of competition, teams may be rearranged.
Equipment: Hula hoops, jump ropes, open gym space

Transition: Once the relay races are done, the students will be instructed to walk and help gather
equipment and place it in one spot and instruct them to meet in the middle of the gym to discuss
the lesson for the day. (1 minute).

Closure

In the circle we will quickly go over the lesson and the focuses of the day, such as the students
will be asked what non-locomotor skill was being worked on at each station. They will be asked
to demonstrate a few examples the skills such as bending, twisting, balancing and flexing.
Reinstate that non-locomotor skills are movements “revolving around an axis,” and lastly ask
them a yes or no question, “do non-locomotor movements require little to no movement?” (2
minutes)

Differentiation

Modifications will be made based on one’s individual needs

Activity 1: Stations can be modified to use only legs and/or arms
Activity 2: The relay can be modified to use any other exercise/activity that includes a non-
locomotor skill such as if one cannot jump one can do 10 calf raises as they are incorporating the
raising skill or reach up to the sky as they are raising and reaching. With hula hooping if one
cannot hula hoop, they can move their hips in that circular motion or if they are in a wheelchair
for example they can turn their wheelchair 5 times instead of 10.

Assessment:

Students will be assessed with a thumbs up, thumbs down grading scale. If they feel confident
and can demonstrate a non-locomotor skill they will put a thumbs up, if they do not they will put
a thumbs down and we will work on it. If a student puts a thumbs up but does not seem very
confident with their answer we will continue to work on their skills and confidence as well.

PROFESSIONAL LEARNING

Reflection
Did the activities promote learning of non-locomotor skills?
Were the activities grade level appropriate?
Did the students seem to understand the lesson based off the assessment?
Did the activities keep the students on task?