Chapter 3

Skill Themes, Movement Concepts,

and the National Standards

Key Point

The primary goal is to develop competency in basic motor skills and confident to try and enjoy a variety of sports and physical activities

National Standard #1

Skill Themes in Physical Education

Locomotor Skills• Walking • Running• Hopping • Skipping• Galloping • Sliding• Chasing, fleeing,

and dodging Nonmanipulative Skills• Turning • Twisting• Rolling • Balancing• Transferring weight • Jumping and landing• Stretching • Curling Manipulative Skills• Throwing • Catching and collecting• Kicking • Punting• Dribbling • Volleying• Striking with rackets • Striking with long-handed implements

and paddles

Key Points

Skill Themes Fundamental movements that apply to many different

sports and physical activities (how they are used depends on sport or physical activity)

Are the “verbs” or “action words”

Movement Concepts The “ideas”or “modifiers” that enrich the range and

effectiveness of a movement Relate to the quality of the movement, describing how

the skill is to be performed Are the “adverbs” which modify the “verb”

Skill Themes Used in Sports

Movement Concepts in Physical Education

Space Awareness (where the body moves)• Location• Directions• Levels• Pathways• Extensions

Effort (how the body moves) • Time• Force• Flow

Relationships (with whom, or what the body moves) • Of body parts• With objects and/or people• With people

Movement Analysis Framework: The Wheel

Key Points

The “Wheel” shows how the Skill Themes and Movement Concepts can work together and are interrelated

Early elementary focus should be on addressing movement concepts while practicing skill themes

Later elementary years focus should be on the learning and quality of the skill themes themselves

Progression Spiral

PUNTINGProficiency Level Playing Punt‑Over Punting while traveling Receiving and punting against opponents

 

Utilization Level Playing rush the circle Punting within a limited time Receiving a pass, then punting Punting to a partner Punting at angles

 

Control Level Punting for height Punting for accuracy Using punting zones Punting for distance Punting different types of balls Punting with an approach Punting over low ropes Punting for consistency

 

Precontrol Level Dropping and punting

Dropping, bouncing, and kicking lightweight balls

Key Points

Progression Spiral graphically represents:

• How content progresses from easiest to hardest, less to more complex

• Progression from pre-control to proficiency level

• How people may vary in their level of performance on a specific skill theme according to the context of the task.

Progression Spiral

PUNTINGProficiency Level Playing Punt‑Over Punting while traveling Receiving and punting against opponents

 

Utilization Level Playing rush the circle Punting within a limited time Receiving a pass, then punting Punting to a partner Punting at angles

 

Control Level Punting for height Punting for accuracy Using punting zones Punting for distance Punting different types of balls Punting with an approach Punting over low ropes Punting for consistency

 

Precontrol Level Dropping and punting

Dropping, bouncing, and kicking lightweight balls

Key Points

The National Standards document is not a national curriculum. It is a guide to the important components of a physical education program that will help teachers’ “guide children in the process of becoming physically active for lifetime”

The Six Content Standards for Physical Education from the National Standards for Physical Education

A Physically Educated Person:1. Demonstrates competency in motor skills and movement

patterns needed to perform a variety of physical activities 2. Demonstrates understanding of movement concepts,

principles, strategies, and tactics as they apply to the learning and performance of physical activities

3. Participates regularly in physical activity4. Achieves and maintains a health-enhancing level of

physical fitness5. Exhibits responsible personal and social behavior that

respects self and others in physical activity settings6. Values physical activity for health, enjoyment, challenge,

self-expression, and/or social interaction.

Critical Reflection

The skill themes may be used to develop a program that reflects the content suggestions in the National Standards.

What does this mean to you as a future teacher?