MOVEMENT SKILLS AND CAPS
According to Wall and Murray (1990) six and seven year-olds need:
Physical Domain (pg. 28-29) – maximum activity for a maximum amount of time, they need to practice previously acquired skills in new situations, they need activities that work on controlling their bodies, they need to repeat simple challenges, students need to practice catching and using equipment, and they need to be encouraged to participate.
Cognitive Domain (pg. 29) – activities need to be changed frequently to hold attention, children need to be reinforced positively and should not be singled out for negative reasons (such as elimination). The cognitive domain also involves understanding the rules of the game, understanding and thinking of the points system, and problem solving and strategizing.
Social Domain (pg. 30-31) – small groups become easier to work in, but no more than four to a group , sensitivity to social preferences is important, children should be praised and every child needs reinforcement.
The points I mentioned above are all addressed in the revised suggested game. Students are not eliminated and therefore have maximum activity for a maximum amount of time. They are practicing their skills in new situations, they are controlling their movements, and they are repeating the skills over and over again in a simple domain. They are catching, using equipment, and are able to participate fully. Students are also not singled out and are working in smaller groups based on social preferences. Having groups of three or four is good for this age, because the students will not be distracted by the other members of their groups, and they will not be so overwhelmed by the number of people they're playing with.
Physical Domain (pg. 28-29) – maximum activity for a maximum amount of time, they need to practice previously acquired skills in new situations, they need activities that work on controlling their bodies, they need to repeat simple challenges, students need to practice catching and using equipment, and they need to be encouraged to participate.
Cognitive Domain (pg. 29) – activities need to be changed frequently to hold attention, children need to be reinforced positively and should not be singled out for negative reasons (such as elimination). The cognitive domain also involves understanding the rules of the game, understanding and thinking of the points system, and problem solving and strategizing.
Social Domain (pg. 30-31) – small groups become easier to work in, but no more than four to a group , sensitivity to social preferences is important, children should be praised and every child needs reinforcement.
The points I mentioned above are all addressed in the revised suggested game. Students are not eliminated and therefore have maximum activity for a maximum amount of time. They are practicing their skills in new situations, they are controlling their movements, and they are repeating the skills over and over again in a simple domain. They are catching, using equipment, and are able to participate fully. Students are also not singled out and are working in smaller groups based on social preferences. Having groups of three or four is good for this age, because the students will not be distracted by the other members of their groups, and they will not be so overwhelmed by the number of people they're playing with.
CAPS: COGNITIVE, AFFECTIVE, PSYCHOMOTOR, SOCIAL -
Comparing the revised game to the original game.
C: Students have more time to think about their movements – creating a target, throwing underhand and following through. Students will also better understand the rules of the game and be able to strategize.
... as opposed to: a chaotic game that moved too quickly for any cognitive aspect.
A: Students feel more comfortable in groups based on skill of their own choosing. Students also feel more confident when they are not eliminated.
... as opposed to: students feeling embarrassed when eliminated, being ashamed to be sitting out rather than playing.
P: Students are applying movement skills: sending, receiving, and aim.
... as opposed to: shoving the stick to their classmates and grabbing it chaotically.
S: Students are not embarrassed by being singled out in a large group, and are able to strategize with their teammates and create their own game. The students are also continuously moving between groups, which allows them to interact with more people.
... as opposed to: being embarrassed, not having the chance to work in a team to plan their own game based on skill.
... as opposed to: a chaotic game that moved too quickly for any cognitive aspect.
A: Students feel more comfortable in groups based on skill of their own choosing. Students also feel more confident when they are not eliminated.
... as opposed to: students feeling embarrassed when eliminated, being ashamed to be sitting out rather than playing.
P: Students are applying movement skills: sending, receiving, and aim.
... as opposed to: shoving the stick to their classmates and grabbing it chaotically.
S: Students are not embarrassed by being singled out in a large group, and are able to strategize with their teammates and create their own game. The students are also continuously moving between groups, which allows them to interact with more people.
... as opposed to: being embarrassed, not having the chance to work in a team to plan their own game based on skill.
THE LINK TO PLOs
The grade two PLOs ask that teachers focus on flexibility, strength, and endurance. This game promotes endurance above all. Students will need to keep the ball moving within their groups while focusing on their skills. They will be continuously moving to make a target and then underhand throw and then make another target. The students are working to keep the ball moving around the group without dropping it so they can build up their team's points.