1. Students hear (listen to) talk about movement.

For example:

· While students are moving, the teacher describes the movements students are performing. The teacher may also make comments and/or ask questions about their movement.

· While one student is moving, a partner or others in the group describe the movement(s) and/or make comments. This could be spontaneous, unplanned talk, or it could be directed, assigned talk. For example, the observers could be assigned specific elements of movement to talk about. They might be asked to describe the effort qualities (e.g., speed, force or flow) that they see in the movement. Or, they may be asked to talk about (identify, name) the body part(s) that lead the movement and that support the weight of the body.

2. Students talk about the movement of others.

For example:

· While one student is moving, a partner or others in the group observe and describe what they see.

· After observing movement, students talk about specific aspects of the movement that have been assigned by the teacher or that they have chosen themselves. This might include talk about the shapes of the body, the pathways, what they liked or found interesting, the refinement cues, etc.

3. Students talk about (or write, or draw) their own movement-before they do it.

For example:

· Students explain to the teacher, partner or group what they plan to do and/or how they will move to do it.

· Students plan movement activities with a partner or group.

· Students prepare a movement plan and then share it with a partner or group. The plan could include a written component, drawings, and symbols (e.g., arrows to indicate pathways or direction of travel).

4. Students talk about their own movement-while they do it.

For example:

· Students answer questions posed by the teacher. (e.g.,, Mathew, you are taking a step as you throw. What else can you tell me about what you are doing?)

· Students use single words to describe the movement as they do it. (e.g., clap, clap, clap, clap; step, step, step, hop; walk, walk, walk, stop, collapse)

· Students use single words and modifiers to describe the movement (e.g., walk slowly backward, spring high, land softly)

· As they perform a particular skill, students say the refinement cues.

Note: In some situations, talking aloud as they move may cause some students to lose concentration, or, it may otherwise interfere with the activity. For example, when students are moving to music, talking aloud might cause them to lose track of the beat or not hear the music. In situations such as these, students can be asked to whisper the words.

5. Students talk about (or write, or draw) their own movement-after they have done it.

For example:

· After performing a movement or a series of movements, students describe what they did.

Adaptive Dimension

In each unit, adaptations are included under the heading Adapt/Extend/Challenge/Apply.

Aboriginal Perspectives

The following ideas may be helpful in terms of integrating Indian and Métis content into the sample units:

· Learn traditional Aboriginal games and activities. Include Sending (throwing and striking) and Receiving (catching and collecting) activities.

· Study the history of Indian and Métis activities which involve Sending.

· In art classes, make traditional play and games equipment used in Indian and Métis sending

games (e.g., Pawnee shinny sticks, bows and arrows, spears, lacrosse sticks, darts, rings, balls, double balls, play disks, tossing sticks, dice, marbles, etc.).

· Learn ceremonial games. Discuss myths and legends which incorporate sending in real or metaphoric ways.

· Introduce games and contests with a sending theme which employ things found in nature, (e.g.,, pine cones, corn cobs, pebbles, etc.)

· Develop basic aboriginal vocabulary in connection with games and sending activities; include in language arts curriculum.

· Interview native elders to learn about their physical activities which involved sending skills.

· Compare distances and accuracy of conventional western sending implements to those of native cultures; employ accurate tools and skills (mathematics).

· Study the lives of native people in the sports world where sending skills have predominated (e.g., hockey, lacrosse, baseball, football, soccer, etc.).

· Arrange groups for activity using the names of Indian nations.

· Conduct festival activities that include sending skills.

· Discuss and incorporate the cooperative ethics that are found in many Indian and Métis games and activities.

· Use talking circles and other oral traditions to share experiences.

· Integrate activities with "Indian and Métis Games" and other activities found in Indian and Métis Mathematics Units for the Elementary Level. Saskatchewan Education.

Gender Equity

To promote gender equity the teacher can:

· Use respectful, non-sexist language.

· Allow students to choose single sex grouping for some activities.

· Group students based on skill level, interest and need rather than gender.

· Emphasize personal progress, achievement and participation instead of performance goals.

· Ensure that assessments are not gender-biased (e.g., flexibility is valued as much as strength).

· Choose class activities that provide for the interests and abilities of both sexes.

· Choose females as group leaders, demonstrators and helpers as often as males.

· Plan activities that allow students to work with both same-sex and opposite sex partners.

· Find opportunities to praise/recognize students for participation/achievement in activities often considered generally appropriate for the other sex.

· Canadian Association for Health, Physical Education, Recreation, and Dance (1993) Gender Equity Through Physical Education.

Types of Targets

Many activities related to the concept Sending involve throwing for accuracy. The following ideas regarding targets should be considered when designing learning experiences.

Stationary Targets

Wall Targets

Ideas for wall targets include:

· Targets placed at different levels on the wall

· Targets made of different sizes and materials

·sheets of newspaper, balloons or crepe paper ribbons, shapes cut out of cardboard

·sheets of aluminum foil (Because they make a sound when hit, they provide auditory feedback indicating to throwers the amount of force with which the object hit the wall.)

· Targets on which things are written, drawn or painted (Students could make these themselves.)

·laminated sheets on which students have drawn pictures

·laminated sheets on which are written the letters of the alphabet (Students are challenged to hit the letters in the order in which they appear in different words. These could be arranged in the form of a computer keyboard. See how many throws it takes you to spell your name...the name of the province that is located to the west of ours...)

·laminated sheets with numbers on them (Students hit numbers that are called out to them. How many throws will it take you to hit the number 642? Students must hit the number 6, then 4, and then 2.)

· Targets made of tape in the shape of a goal (e.g., hockey goal)

· Targets attached to long pieces of string in order to more rapidly put them up and take them down

Floor Targets

Objects may be thrown, kicked, struck, pushed, rolled, slid, etc. in order to:

· Get them into boxes, containers, hoops, goals, etc.; or through hoops, tires, inner tubes, chair legs, holes cut out of cardboard boxes, etc.; or onto boxes, benches, etc.; between cones, plastic jugs, etc.Hit empty milk cartons, stacked tin cans, plastic containers, plastic jugs, cardboard boxes, etc.

(Some of these targets can also be placed on top of benches, boxes, folded mats, etc.)

Other floor targets include:

· Lines taped on the floor

· Folding mats standing on edge in a zigzag shape (Circles can be drawn with chalk on the mats; laminated sheets (targets) can be taped to the mats; the mats can be used as a backstop or a goal.)

Suspended Targets

· These include targets made of large pieces of canvas, old bed sheets, old curtains, etc. They are attached at the top to a broom handle or length of wood dowel. Weights are placed at the bottom (e.g., heavy metal washers) and a rope is tied to both ends of the rod. They are suspended from basketball goals, volleyball nets, rafters, etc. A parachute draped over a volleyball net or a rope attached to volleyball posts could serve the same purpose. These targets absorb the force of thrown balls and thus reduce the time wasted running after runaway balls

· Balloons, scarves, ribbons, hoops, empty milk cartons, etc. can be attached to long pieces of rope. The ropes are then suspended from volleyball posts or basketball goals

Held Targets

These are targets that are held by one or more persons. They include hoops, plastic buckets and pails, bags, sticks, towels, cardboard boxes, etc.

· Hoops, plastic buckets, and pails can be held by a student standing on a chair or box to simulate a low basketball goal

· Sticks (e.g., made by cutting broom handles or hockey sticks into 25 cm lengths) are held by one student while a partner throws a ring, trying to get it to land around the stick

Moving Targets

These targets move but they do not travel from one place to another in general space. The following are examples of moving targets:

· A hoop held by a student at arm's length vertically overhead and moved in an arc from side to side

· A hoop held by a student horizontally in front of the body at hip or shoulder level and moved in an arc from side to side

· A pail, bucket, bag, etc. held in front of the body at hip or shoulder level and moved in an arc from side to side

· Paddles or racquets held vertically in both hands out to the sides of the body and moved up and down (thus allowing two throwers to be active at the same time)

· A hoop, plastic jug, or other object suspended and swinging by a string from a basketball goal

· A student standing on a carpet square (poly spot, piece of tape, etc.) may move one foot off the spot to avoid a thrown object. (The student has not traveled until both feet have moved off the spot.)

Travelling Targets

These targets travel from one place to another in general space. They include the following:

· A ball, hoop or ring rolling on the floor, on a bench, on a box, etc.

· A hoop, ring or disk sliding on the floor (thrown, pushed, dragged)

· A hoop held by a student horizontally in front of the body at hip or shoulder level as the student travels in general space

· A pail, bucket, bag, etc. is held in front of the body at hip, shoulder or overhead level while the student travels in general space

· A racquet that is held horizontally while the student travels in general space

Sample Organizational Arrangements of Students for Throwing and Catching

These arrangements are most appropriate in situations where:

· Objects are thrown with force against a wall of the gymnasium-for distance or speed

· Objects are thrown with force at targets on or near the wall

· Students are not able or ready to catch an object thrown by a partner

Safety: A "scatter" arrangement of students would not be appropriate (i.e. students might get hit by objects that are being thrown with force)

As shown in Figure 1, if the gymnasium is sufficiently long, all the students may be arranged in one line along a side wall. They can then throw objects for distance across the width of the gym.

The organizational arrangement shown in Figure 2 may be used when the size of the gymnasium or the number of students does not permit the use of one line only. Because students are closer to the side walls, this arrangement is appropriate when throwing for speed or accuracy. Students in line A throw toward one side wall; students in line B throw toward the other.

The side wall double line arrangement seen in Figure 3 is useful when there are too many students to make only one line, or when the students are supposed to be throwing for distance. Students in line A throw their object(s) and then move to the back to form line B. Students who were in line B then move to the front and throw.

The arrangement of students shown in Figure 4 provides students with an opportunity to throw a longer distance than do the other three formations. Students in line A throw their object(s) and then move behind line C. Students who were in line B move to the front, throw and then move to line A, and so on. Students in lines B and C can be given tasks to do while waiting to throw (e.g., hold a balance position, perform a flexibility exercise, visualize the throw that they will be performing).

When using the organizational arrangements shown above, students could each have a carpet square or hoop to stand on (or in) in order to help them maintain their spacing and recognize their "home bases" when they return after having retrieved their objects.

In order to decrease the likelihood that students will get hit when retrieving their object(s), the teacher may choose to have students throw and/or retrieve only when the signal is given to do so. "When I say GO, throw your object(s) as far (or as hard) as you can. When you hear the whistle (hand clap, drum beat, etc.), go get your object(s) and return to your place."

Teaching Physical Education Through Effective Questioning

Our success as teachers in the context of conceptual learning has much to do with our ability to formulate good questions in sequences that cause the learner to construct his or her own knowledge.

Bloom's Levels of Cognitive Development	Examples of Questions Teachers Might use to Explore the Concept: Sending (Sub-concept: Throwing)	Examples of Process Verbs Teachers Might Use in Their Questions
Knowledge	Name five body parts that you use when you throw using an overarm throwing pattern	list, define, name, what, when, who, identify, tell, recall, choose, describe, reproduce, enumerate, state
Comprehension	Explain why the object travels farther when you take a step with the opposite foot as you throw than it does when you do not take a step.	discuss, explain, restate, describe, rephrase, infer, distinguish, compare, give examples, illustrate, contrast, conclude, predict, estimate, extend, generalize, summarize
Application	Using all the refinement cues for the overarm throw, develop throwing skills.	use, apply, solve, discover, modify, change, present, show, develop, relate, count, demonstrate, predict, prepare, employ
Analysis	Compare and contrast throwing and striking, sending and receiving.	analyze, make a diagram, differentiate, distinguish, separate, subdivide, compare, contrast, choose, discriminate
Synthesis	Create a game that includes two different ways of throwing and two different locomotions.	synthesize, create, design, make up, plan, arrange into categories, combine, compose, produce, conceive, organize, put back in order, summarize
Evaluation	Predict what would happen if you got good at throwing with both hands in your favorite game or activity.	evaluate, predict, defend, justify, judge, appreciate, estimate, value, conclude