Maine School Administrative District #4

CORE CURRICULUM: SCOPE AND SEQUENCE

Department: Wellness

CONTENT STANDARD: MOTOR SKILLS

Performance Indicators: The learner will·

Kindergarten-Grade 4

1.        Review and extend prior learning

2.        Demonstrate progress in mastering locomotor skills [i.e., skills used to move from one place to another (e.g., walking, running, jumping, hopping)] and non-locomotor skills (i.e., skills used to move in place (e.g., turning, twisting)]

3.        Demonstrate improving form when using various sports accessories (e.g., throwing a ball, catching a bean bag, hitting a hockey puck)

4.        Demonstrate simple combinations of motor patterns, e.g., dribbling while running

5.        Make smooth transitions between sequential motor skills, e.g., running into a jump

6.        Adapt and adjust movement skills to uncomplicated, changing, environmental conditions and expectations, e.g., tossing a ball to a moving partner

7.        Identify the critical elements of fundamental movement patterns (e.g., throwing; ready position, arm preparation, turn side to target, step in opposition, etc.)

8.        Apply movement concepts (e.g., patterns of movement, direction, speed, etc.) to a variety of fundamental skills (e.g., running in different directions without bumping into others or falling)

9.        Create movement patterns in combination and/or sequence using movement concepts

10.    Distinguish between locomotor and non-locomotor skills in physical activities

11.    Demonstrate mature form in all locomotor patterns, non-locomotor skills, and selected sports accessories

12.    Adapt a skill to the demands of the environment, e.g., dribble and pass a ball to a moving receiver

13.    Demonstrate beginning skills of two or more specific movement forms, e.g., a beginner level gymnastics routine or a simple folk dance

14.    Combine movement skills in applied settings (e.g., run, jump, and land for distance)

15.    Apply critical elements to improve personal performance (e.g., transfer weight from feet to hands at an increased speed, thus changing a mule kick into a handstand)

16.    Recognize and apply concepts that have an impact on the quality of movement , e.g., appropriate practice improves performance

17.    Identify and demonstrate appropriate safety practices and rules for activities

Grades 5-8

1.        Review and extend prior learning

2.        Demonstrate the correct use of skills in simplified versions of a variety of physical activities (e.g., a 3-on-3 basketball game, a simple folk or square dance)

3.        Identify the critical elements of more advanced movement skills, e.g., describe elements of a sprinter's stance in track

4.        Describe and apply principles of practice and conditioning that enhance performance, e.g., warm-up before and cool-down after an activity

5.        Recognize general characteristics of movement that can be applied to specific settings, e.g., the "ready" position is similar for volleyball and softball or baseball

6.        Use offensive and defensive strategies in simple games and in non-complex settings, e.g., strategies for a singles or doubles tennis match

7.        Differentiate among the characteristics of highly skilled performances in different movement forms, e.g., explain the difference between a long distance run and a sprint

8.        Explain and apply more advanced knowledge of sport/activities, e.g., positional play in a game of basketball

9.        Use feedback from others to improve a skill by focusing on critical elements of the skill

10.    Create a safe environment for skill practice

Grades 9-12

1.        Review and extend prior learning

2.        Demonstrate competency (basic skills, strategies, and rules) in more complex versions of different types of movement forms (e.g., team sports, individual and dual sport, outdoor pursuits, dance)

3.        Demonstrate proficiency in a few movement forms, e.g., passing the requirements of the Red Cross intermediate swimmer level

4.        Use biomechanical concepts and principles (i.e., concepts and principles related to the mechanics of the body) to develop skills for specific activities

5.        Apply biomechanical concepts and principles to analyze and improve his/her own performances and the performances of others, e.g., view a videotape of themselves performing a physical activity and analyze the performance (adapted)

6.        Evaluate risk and safety factors that may affect physical activity preferences

7.        Design appropriate practice sessions to improve performance

8.        Analyze time, cost, and accessibility factors related to regular participation in physical activities

Developed

curr-motor skills.doc