Objective: To assess the students’ ability to run, stop and change … · 2019. 11. 28. · Passpor og 46GRADES 1 Movement Skills: Locomotion Objective: To assess the students’

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Movement Skills: LocomotionObjective: To assess the students’ ability to run, stop and change direction in a controlled manner.

Set-Up: Place two cones 7 metres apart on a flat, clean surface, free of obstacles or debris (e.g., gymnasium or multi-purpose room). It is important to measure exactly 7 metres every time for consistency. Placing gym-friendly tape on the floor is an option. Place one horizontal line at the start, one horizontal line at the 7 metre point and another vertical line connecting the two lines. If tape is used, ensure it is straight.

For safety, ensure that at least 3 metres of open space is available on either end of the 7-metre lane (i.e., the 7-metre mark should not be right up against a wall).

EQUIPMENT:

13 m flat surface gym-friendly tape

2 cones 1 clipboard

Measuring tape (10 m minimum) 1 assessment recording form

1 pencil

Start

3 metre safety zone

3 metre safety zone

7 metres

Accommodated Option

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Instructions:Following these instructions there are various accommodations provided for the assessment. Providing students with a disability the opportunity to choose how they complete the assessment allows for a safe environment that increases participation levels for these students.

The student positions himself or herself behind the start line. On your prompt, the student is to move as fast as possible to the other line/cone. The student should then stop with control (i.e., without taking a lot of extra steps or rolls), turn around, and move quickly back.

The student will do this activity twice. After the first trial, the student may wish to change something about their movement technique based on what they have learned.

Accommodation Options for Students with a Disability:

Set-Up: Place two *tactile lines 7 metres apart on a flat, clean surface, free of obstacles or debris (e.g., gymnasium or multi-purpose room). It is important to measure exactly 7 metres every time for consistency. Place one horizontal line at the start, one horizontal line at the 7 metre point and another vertical line connecting the two lines. If tape is used, ensure it is straight.

*Tactile lines are created by taping a rope along the line that students use as boundaries. This allows students with a visual impairment to be able to feel the raised line if they cannot see it. It is important to tape the rope securely for safety (i.e., tape should run along top of the rope the entire length.

Instructions:The student moves any way they can to touch a pylon or collect an item from the end line (a sensory prompt) and return to the start. The objective of the assessment can be achieved in a wheelchair the same way it is achieved by running.

SUGGESTED EQUIPMENT

Scooter Board tether (e.g., short rope, towel)

Objects to collect skipping ropes (i.e. to create *tactile lines)

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Additional Accommodation Options:Sensory

• The student has a partner who places a tether (a short rope or piece of towel) between them and guides the student on the course.

Behavioural and/or Intellectual• The student uses a scooter board or any other form of moment to get to the line and back as fast as

they can.

Assessment:

Observers are looking for • a strong acceleration (speeding up) • a well-planned slowing down suitable to the turn-around point• a fluid turn-around with minimal movement past the turnaround point (students who are using

wheelchairs should turn smoothly without reversing)• an immediate re-acceleration after turn-around to running speed• a deceleration to a controlled stop

Observers are looking for the overall quality of competence in this running movement sequence. Slight deviations from proper running form are permissible (for instance, arms may not be exhibiting perfectly reciprocal movements with legs). The observer is looking for signs of clumsiness (e.g., tripping, stumbling), signs of lack of balance (e.g., flailing arms, sliding, falling down) and overall smoothness or fluidity of the movement. Use the teacher rubric to determine the level the student achieves in each trial.

Complete the assessment twice. Allow 30 seconds between trials. On the recording form, record the trial results in each column and the better trial in the rating column.

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TEACHER RUBRIC

Grades 4–6 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDLocomotion Stumbles on the

start, and/or trips or stumbles during running in either direction. Is unable to stop in a controlled manner demonstrated by over-running the line or taking extra steps (stutter steps) when changing directions.

A mature running* pattern is not evident.

Exhibits various forms of locomotion including walking, jogging and running.

Either stumbles on the start OR trips/stumbles when running in either direction.

Stop is more controlled, but there is evidence of ‘sliding’ or extra steps, with arm movements to maintain balance at turn.

The student may over-shoot or under-shoot the turn-around point.

The student jogs below a normal running speed.

Mature running* pattern is developing.

Runs efficiently to the line using mature running pattern.*

Stops in control at the turn-around point in a fluid manner (no extra steps, arms are relaxed and coordinated to the movement) and returns to the start line without stumbling or tripping.

Speed is above jogging speed.

The sequence appears fluid with a flow between each segment (start, stop, turn, start and final stop).

Sprints to the line with a mature running pattern*.

Stops in control.

Changes direction smoothly (both arms and legs).

Sprints to the finish line using a mature running pattern and makes a controlled stop.

* Mature running pattern includes arms moving opposite to legs with bent elbows, brief period where both feet are off the ground, narrow foot placement landing on the heel-toe (not flat-footed or on toes).

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GRADES

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Movement Skills: Object ControlObjective: To assess the students’ ability to throw a ball with accurate direction, velocity and trajectory and to catch the same ball that they threw.

Rationale: Throwing (or sending) and catching (or receiving) are considered essential movement skills. By grades 3-6, students should have developed the ability to throw and catch, as well as to combine these skills in simple situations. This task requires the student to appropriately coordinate throwing the ball in order to achieve a ball trajectory with a bounce off a wall that is suitable to catch. This assessment considers the overall performance of the task and not specific form. It is implicit that adequate sending form will be required to undertake this task. For instance, a student could use an underhand or side-arm throw to send, use their elbow or a ramp and achieve the Acquired or Accomplished levels.

Set-Up: Ensure that the gymnasium floor is clear of debris and obstacles. Using gym-friendly tape, place a line on the floor to run parallel to the wall. This line should be 1 metre away from the wall and 2 metres long. Opposite the line on the floor, tape a horizontal line on the wall - 1 metre up from the floor and 2 metres long.

1 metre

1 metre

EQUIPMENT

1 wall – free from obstructions – for bouncing 1 clipboard

1 tennis ball (that bounces easily) 1 assessment recording form

gym-friendly tape

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The student will do this activity three times. The first trial will be for practice so that the student can attempt to throw the ball and catch it, making sure it bounces where it is supposed to. The second and third trials will be recorded.

Instruct the student to stand behind the line on the floor. The student can stand anywhere behind the line but should not cross the line when throwing or catching the ball. The student should throw the ball so that it bounces on the ground between the line and the wall, and then hits the wall above the line on the wall. The student should then try to catch the ball without stepping over the line.



SUGGESTED EQUIPMENT

gym-friendly tape audible ball

skipping ropes (i.e. to create *tactile lines) Tchoukball net

Boccia-style ramp (2 hockey sticks taped together, pvc pipe, etc.)

variety of balls to choose from

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Set-up: Tape a line down to the floor on either side of the horizontal lines already on the wall to create a target box.

Instructions: Using a ramp (Boccia), the student sends the ball so that it rolls or bounces to the wall within the target box and then receives the ball without going over the line.

Additional Accommodation Options:Motor

• The student uses another body part to send and receive the ball• The student uses a target to receive the ball rather than receiving it himself or herself• The student has a partner receive the ball• The student uses a ball they think is the most appropriate for them to send and receive

Sensory • Use a ball with a bell or rice inside or wrap plastic around a ball for an auditory cue• Place a skipping rope underneath the gym-friendly tape on the floor to create a tactile sending

line• The student has a partner that taps the target as student aims for an auditory cue

1 metre

1 metre

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TEACHER RUBRIC

Grades 4–6 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDObject Control Student moves over

the line to bounce the ball on the floor. The ball hits the wall but not above the line or hits the corner of the wall. Student does not retrieve the ball.

If student is rolling the ball, moves over the line to roll the ball on the floor. The ball hits the wall but not within the target box. Student does not retrieve the ball.

Ball bounces on the floor between the line and the wall ball does not bounce above the line on the wall, the student receives the ball before it hits the ground but crosses the line on the floor.

If student is rolling the ball, ball hits the wall but not within the target box, the student receives the ball as it rolls back but crosses the line on the floor.

Ball bounces on the floor between the line and the wall, bounces above the line on the wall and the student receives the ball (one or both hands) with one or two steps necessary but not crossing the line.

If student is rolling the ball, ball hits the wall within the target box and student receives the ball with one or two steps or shuffles necessary but not crossing the line.

Ball bounces on the floor between the line and the wall, bounces above the line on the wall and the student receives the ball with control with one hand and adjusts body according to ball’s trajectory. No steps required to receive ball.

If student is rolling the ball, ball hits the wall within the target box and the student receives the ball with control and adjusts body or ramp according to ball’s trajectory. No steps or shuffles required to receive the ball.

• The student has a partner that provides verbal feedback to assist with receiving the ball

Behavioural and/or Intellectual• The student sends the ball against a Tchoukball net and catches it after it rebounds off the net

Assessment:

Observers are looking for • whether the ball bounces (or rolls for the accommodated option) on the floor between the line

and the wall (designated floor bounce)• whether the ball hits above the line on the wall (designated wall bounce) or within the target box

(for the accommodated option)• whether the student receives the ball• whether the student crosses the line on the floor when sending or receiving

Use the teacher rubric to determine the level the student achieves in each trial. Complete this activity three times. Allow 5-10 seconds between trials. The first trial will be for practice. The second and third trials will be recorded. Record the better trial in the rating column on the recording form.

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Movement Skills: Object ManipulationObjective: To assess the students’ object control and manipulation skills using tasks that involves both the upper and lower body and a ball.

Rationale: Students in grades 3-6 should have acquired the ability to kick (or send) a ball at either a target (e.g., net) or to a person when the ball is stationary or dropped from the hands. The purpose of having the target line 1 metre off the floor is to require a certain level of power and accuracy. Also, having the target line at this height requires minimal kicking technique. This assessment involves two kicks: a place kick (while the object is stationary) and a dynamic kick (while the object is in motion). If the student successfully completes the stationary kick on the first attempt, he or she attempts the dynamic kick.

Set-Up: Ensure that the gymnasium floor is clear of debris and obstacles. Using gym-friendly tape, place a line on the floor that runs parallel to the wall. This line should be 4 metres away from the wall and 2 metres long. Opposite the line on the floor, tape a horizontal line on the wall. This line should be 1 metre up from the floor and 2 metres long.

Wall

Floor

1 metre high

line on wall(2 metres wide)

line on �oor(2 metres wide)4 metres away from wall

student

observer

1 metre high

line on wall(2 metres wide)

line on �oor(2 metres wide)4 metres away from wall

student

observer

Accommodated Option

EQUIPMENT:

flat, non-slip surface 1 clipboard

clear wall space (i.e., no nets, boards or attachments) 1 pencil

1 saucer cone or masking tape roll gym-friendly tape (for line marked horizontally on the wall)

1 multi-purpose ball (25 cm)

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Students work with a partner. The partner provides support and feedback as needed. The student is not sending the object for distance or speed – rather to achieve the object rising above the target line on the wall.

Kick One – Place KickThe student kicks a ball that is stationary on the floor (with a saucer cone or masking tape roll - something to hold the ball in place) from a position 4 metres from the wall. The student should aim to have the ball hit the wall above the target line. Allow one practice trial before the assessment trials.

If the student successfully kicks the ball above the target line on the first trial, move to Kick Two. If the student is not successful, have the student attempt the place kick a second time.

Kick Two – Punt KickThe student stands behind the line 4 metres away from the wall. The student holds the ball in his or her hands, steps forward, releases the ball and kicks it without letting it hit the ground first. The student should aim to punt the ball above the target line on the wall. Allow one practice trial before the assessment trials.

If the student successfully punts the ball above the target line on the first trial, the student tries a second time. If the student is not successful, the assessment is finished.

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Set-up: Tape a line down to the floor on either side of the horizontal lines already on the wall to create a box target.

Note: If a student who is participating in the accommodated option of the assessment is having difficulty sending the ball from the 4m line, allow them to send the ball from a closer distance and make a note of the distance in the notes section of the recording form and also when entering data on the website.

Instructions: Send One – Stationary SendStudents position themselves behind the line on the floor and aim to hit the ball inside the target box. Model different ways the ball can be sent away from the body (e.g., use a tee and hit the ball with an arm or implement). Allow one practice trial before the assessment trials.

SUGGESTED EQUIPMENT:

gym-friendly tape foam implement

skipping ropes (i.e. to create *tactile lines) audible ball

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If the student successfully sends the ball into target box on the first trial, move to Send Two. If the student is not successful, have the student attempt the stationary send a second time.

Additional Accommodation Options:Motor• The student has a partner provide support with stability

Sensory• The students has a partner that taps the target for an auditory cue and provide verbal feedback to help

describe the result• The student uses an auditory ball to complete the send

Behavioural and/or Intellectual • Model the assessment first

Send Two – Dynamic SendThe student is behind the line 4 metres away from the wall. The student moves forward, or has a partner throw the ball toward them, and aims to hit the ball inside the target box with an arm or implement while their body is in motion. Allow one practice trial before the assessment trials.

If the student successfully sends the ball into the target box on the first trial, the student tries a second time. If the student is not successful, the assessment is finished.

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Additional Accommodation Options:The additional accommodations for the stationary send and dynamic send are the same (see above).

Assessment:Place a check for every successful trial. Use the teacher rubric to determine the level the student achieves and record this information in the rating column.

Kick One / Send One: Observers are looking for the student to step/move forward with the opposite foot/side of the body, make solid contact with the ball (no stumbling or tripping) and kick (or send) the ball to the target (over the line or in the target box for the accommodated option). If the student sends the ball to the target on the first trial, move on to Kick Two/Send Two. If the student is unsuccessful in the first trial, he or she completes the second trial of the place kick/stationary send (but does not move on to Kick Two/Send Two regardless of the outcome of the trial).

Kick Two / Send Two: Observers are looking for the student to release the ball from his or her hands in a controlled manner, make contact with the ball in a controlled manner (before it hits the ground) and punt (or send) the ball to the target (over the line or in the target box for the accommodated option). If the student does not punt (or send) the ball to the target on the first trial, record as Developing. The student has completed the assessment. If the student does punt (or send) the ball over the line or in the target box on the first trial, the student tries a second time. If, on the second trial, the student is unsuccessful, record as Acquired. If the student successfully punts (or sends) the ball over the line or in the target box on both trials, record as Accomplished.

Note: Kicking (or sending) the ball wide of the 2-meter-long tape or to the ceiling is a lack of object manipulation.

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TEACHER RUBRIC

Grades 4–6 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDObject Manipulation

Place Kick / Stationary SendDoes not kick (or send) the ball on or above the line (or in the target box) in either of the two placed kick (or send) attempts.

Place Kick / Stationary SendKicks (or sends) the ball on or over the line (or in the target box) for 1 of the 2 attempts using a suitable send technique where the student steps forward with opposite foot, makes contact with the ball with top of the foot (or implement).

Minimal stumbling or loss of balance upon recovery/post contact with ball.

Punt Kick / Dynamic SendStudent tries the punt kick (or dynamic send) but is not successful on the first trial.

Punt Kick / Dynamic SendSuccessfully performs the first punt kick (or dynamic send) on or over the line (or in the target box) using suitable form, consisting of stepping forward with opposite foot, releasing the ball and making contact with the ball with the foot (or implement) before the ball hits the ground.

Ball hits the wall on or above the line (or in the target box) generally in front of the student (not directed laterally or toward ceiling).

Punt Kick / Dynamic Send Successfully performs punt kick (or dynamic send) on or over the line (or in the target box) twice.

Whole movement is executedin a smooth motion with balance maintained throughout with good bilateral coordination.

ASSESSMENT TABLEEmerging - The first and second trials for place kick (or stationary send) are unsuccessful (two assessments in total).

Developing - The first trial for place kick (or stationary send) is unsuccessful – the second trial for place kick (or stationary send) is successful (two assessments in total).

Developing - The first trial for place kick (or stationary send) is successful - the first trial for punt kick is unsuccessful (two assessment in total).

Acquired - The first trial for place kick (or stationary send) is successful - the first trial for punt kick (or dynamic send) is successful - the second trial for punt kick (or dynamic send) is unsuccessful (three assessments in total).

Accomplished - The first trial for place kick (or stationary send) is successful - the first and second trials for punt kick (or dynamic send) are successful (three assessments in total).

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Objective: To assess the students’ ability to run, stop and change … · 2019. 11. 28. · Passpor og 46GRADES 1 Movement Skills: Locomotion Objective: To assess the students’