Locomotor Skills

Grade/Subject: 1-4 Physical Education Unit: Gymnastics Lesson Duration: 40 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Activity: Students will acquire skills through a variety of developmentally appropriate movement activities; dance,
games, types of gymnastics, individual activities and activities in an alternative environment: eg. aquatics and outdoor
pursuits
Benefits of Health: Students will understand, experience, and appreciate the health benefits that result from physical
activity.
Specific Learning Outcomes:
A1-1: Perform locomotor skills through a variety of activities
A1-12: Demonstrate the basic skills in educational gymnastics; eg. use of different body parts, types of effort, space
and relationships
B1-3: Experience and improve continued frequency of involvement in cardiovascular activities
A2-1: Select and perform locomotor skills involved in a variety of activities
A2-12: Select and perform the basic skills in educational gymnastics; eg., use of different body parts, types of effort,
space and relationships, to develop a sequence
B2-3: Experience movement involving the components of health-related fitness; eg., flexibility, endurance, strength,
cardiovascular respiratory activities
A3-1: Respond to a variety of stimuli to create locomotor sequences
A3-12: Select and perform the basic skills in educational gymnastics; eg., use of different body parts, types of effort,
space and relationships, to develop a sequence
B3-3: Experience movement involving the components of health-related fitness; eg., flexibility, endurance, strength,
cardiovascular respiratory activities
A4-1: Select, perform, and refine simple locomotor sequences
A4-12: Select, perform, and refine the basic skills in gymnastics, eg., use of different body parts, types of effort, and
relationships to develop a sequence
B4-3: Experience movement, involving components of fitness
LEARNING OBJECTIVES
1. By the end of the lesson students will be able to demonstrate various locomotor skills as they are used in
gymnastics.
2. By the end of the lesson students will be able to demonstrate the use of different parts of their body in
gymnastics.
3. By the end of the lesson students will be able to show movement that includes a variety of components of
fitness.
ASSESSMENTS
Observations: Students are going to be observed by Key Questions: What were the floor positions that we learned
how well they are performing their balances and last day? What are the safety considerations that we need to
their locomotor skills in the games that we are keep in mind when participating in physical education? What is
playing. a locomotor skill?
Written/Performance Assessments:
Students are going to be assessed on their ability to perform locomotor and balances as they relate to the games that
we are playing. Students are also going to be assessed on their ability to take the floor positions that we learned last
day and turn them into jumps if they feel comfortable doing so.
LEARNING RESOURCES CONSULTED
Resource #1: Gymnastics Fun and Games
MATERIALS AND EQUIPMENT
 Bean Bags
 Mats
PROCEDURE
Introduction (5 mins.):
Hook/Attention Grabber: SAY: Today we are going to continue with our gymnastics unit.
Assessment of Prior Knowledge: ASK: What are the safety considerations that we need to keep in mind when
participating in physical activity? What is locomotor skill?
Expectations for Learning and Behavior: SAY: Today I except you to be listening carefully and ensuring that you are
listening to what I want you to do. If you are not listening you will not be allowed to participate.
Advance Organizer/Agenda: DO: Write the agenda on the board.
1. Stuck in the Mud
1
 2. Giant’s Treasure
3. Floor Positions/Jumps
4. Static Stretching
Transition to Body: SAY: Can I please get everyone to spread out in the gym and I will pick a couple of quiet people
to start by being it. The first locomotor movement that I want you to do is skip. Can everyone show me how you skip?
Body (30 mins.):
Learning Activity #1: Stuck in the Mud (10 minutes)
SAY: For this game when you get tagged you will have to stand in a straddle with your hands on your head. The only
way that you get back in is when someone crawls underneath you. For this to work we need to make sure that we are
not knocking people over when we crawl underneath them. If we need to lift a leg up to help them out or can’t quite
crawl underneath them that is okay. Just give them a tap on the shoulder and then they can be back in the game.
DO: Switch between skipping, walking, jumping, running, sliding, leaping, chasse every few minutes.
Assessments/Differentiation: Students are going to be assessed on their ability to perform numerous locomotor skills.
Transition to Learning Activity 2: SAY: For this next game, I need everyone to line up at the other end of the gym. I
am going to call out a locomotor skill for you to perform as you move to the other end of the gym. When I yell freeze
you are going to have to hold a stork stand until I call out the next movement.

Learning Activity #2: Giant’s Treasure (10 minutes)

SAY: If you lose your balance then you must go back to the beginning. Please be honest. When you get to the other
end then you get to pick up a bean bag and make your way back to the other end.
Assessments/Differentiation: Students will be assessed on their ability to hold their balances for a determined amount
of time as well as their locomotor skills.
Transition to Learning Activity 3: SAY: We are now going to review the floor positions that we learned last day and
learn them in their jump form.

Learning Activity #3: Floor Positions/Jumps (7 minutes)

-pike
-tuck
-straddle
Assessments/Differentiation: Students are going to be assessed on their ability to perform the floor positions and them
we will move into doing the positions while jumping students are understanding the positions and catching on right
away. Students will only be encouraged to perform the jumps if they are comfortable performing them.
Transition to Learning Activity #4:

Learning Activity #4: Stretching (5 minutes)

-straddle
-semi straddle
-arms across chest
-behind back
-butterfly
ASK: Why do we stretch during gymnastics?
Assessments/Differentiation: Students are going to be assessed on their ability to perform the stretches and to follow
the instructions that are being given to them.
Transition to Closure: SAY: Can I get everyone to quickly come and sit in their squads please.
Closure (2 mins.):
Consolidation/Assessment of Learning: ASK: What was the name of the floor positions that we learned today?
Transition to Next Lesson: SAY: Next class we are going to look at some new skills as well as practice some of the
skills that we have learned today.