P-3 FMS and Movement concepts

Gymnastics 1/2

Space and Spatial awareness

Primary: move throughout space and within boundaries and different tempos (PCD)

Primary: travel in personal space and general space using various body parts following directions (e.g., move forward, backward, sideways through general space on your hands and feet staying low to the floor) (CT, PCD)

G1: explore and demonstrate a variety of ways to travel through space without making contact with others using a variety of travelling skills (e.g., hop, leap, jump) (CI)

G2: begin to refine spatial and body awareness, including effort and relationships (extensions, levels, planes) (CI)

G3: refine spatial and body awareness, including effort and relationships (area and direction, relationships with objects and with people) (CT, CZ)

Balance

Primary: practise and maintain balancing in different body shapes, both self-created and teacher-led (e.g., balance creating a wide body shape; balance being as narrow as you can; balance in a twisted body shape) (CI, CT)

Primary: practice transferring weight from one foot to the other, to maintain control and balance (PCD)

G1: balance objects (e.g., beanbags) using different body parts (e.g., head, shoulder, hand, foot) while traveling alone and with a partner (CI, CT)

G1: identify how many body parts they can name that could be used for bases of support while balancing (COM)

G2: create and perform balances with a partner (CI, CZ)

G3: identify and demonstrate how many body parts they can name and use for bases of support while balancing (COM)

G3: create and perform balances with a partner using a variety of shapes, levels, symmetry, or asymmetry (CI, CZ)

G3: design and demonstrate, with a partner, a variety of statues (balances) of different shapes, with one person bearing some or all of the weight of the partner, while focusing on being as stable as possible

G3: create and perform a sequence of balances that demonstrate a given variety of bases of support while remaining on a raised object (e.g., bench, low beam)

Rolling

Primary: begin to explore developmentally appropriate rolling skills (PCD)

  • G1: explore and demonstrate developmentally appropriate rolling skills with proper characteristics (e.g., rolling forward and rolling sideways in a variety of body shapes) (PCD)

    G2: create a movement story of locomotor and non-locomotor movements, alone or with a partner, with teacher-given criteria that includes different pathways, directions, and movement skills (COM, CI)

    G3: create a movement story of locomotor and non-locomotor movements, alone or with a partner, using visual representation with teacher-given criteria

  • (e.g., symbols on paper, pictures) that includes different pathways, directions, and movement skills (COM, CI, CT)
  • Adapted from the Nova Scotia DOE Curriculum
    Learning Outcomes Framework – Grades Primary—6. (2015, October 01). Department of Education and Early Childhood Development, Province of Nova Scotia.