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Physical Literacy on the Move
Games for Developing Confidence and Competence in Physical Activity
280 Pages
Authors have addressed physical literacy in books before—but these books have never comprehensively tied theory to practice. Author Heather Gardner has found a way to help K-12 physical and health education teachers bridge this gap in Physical Literacy on the Move.
The result? Students not only learn the concepts of physical literacy but also learn to apply those concepts while having great fun and developing skills and self-confidence along the way.
120 Games for Physical Literacy Development
This highly practical text applies physical literacy from a holistic point of view that goes beyond acquiring basic sport skills or fitness training. The book focuses on the key concepts of physical literacy as it offers the following:
• 120 ready-to-use games and activities appropriate for a variety of accessible settings
• Game and activity adaptations to increase or decrease the challenge
• Personal reflection self-check questions for each activity to help students consider the movement skills, concepts, and strategies used, as well as relationship and social skills and critical thinking issues
• A game finder that helps you find the right kind of game and level of challenge for your students
Four Learning Levels With Adaptations for Each Game
Gardner has broken the games and activities into four progressive levels of learning: beginning, exploring, competent, and proficient. In this way, students are not stuck in levels that are too easy or too hard for them—they have the opportunity to make decisions regarding their own groups, equipment, game set-up, and adaptations. The approach lets them find the optimal level of challenge, maximizing both participation and fun.
The book contains eight chapters, each of which is broken into the four levels of learning. In addition to the ready-to-use games and activities, each chapter also has three special elements to aid in your instruction:
• Words to Know offers terms and illustrations that are important to your physical literacy instruction and that pertain to specific fundamental movement skills.
• Where’s the Physical Literacy? highlights background information and other key learning that you might find appropriate for your students.
• Educator Check and Reflect provides teaching and safety tips, strategies for creating an inclusive learning environment, and teaching reminders.
Game Construction
The games and activities are grouped into activity categories: low-organization games, personal fitness, gymnastics, creative movement, running and skipping, throwing and catching, striking with hands, and striking with an implement or feet. The game descriptions offer all the information needed to easily put them into play; each lists the activity goal, fundamental movement skill, tactical focus, level, facility, equipment, safety, activity instructions, adaptations, self-check questions, and more. You can search for games by chapter, skill, developmental level, or activity category.
The Outcome: Physically Literate Students
When people are physically literate, they can function confidently and competently in a variety of enviroonments and physical activities—activities that aid the development of the whole person. Physical Literacy on the Move is a tremendous resource to help your students develop their physical literacy. And as they are developing that literacy, you can be supporting their individual needs, thanks to the practical applications of the concepts and theories as delivered through the games and activities.
The student-centered games in this book lay the foundation for students to explore and develop their physical literacy through enjoyable activities. And the learning and experiences will spur them to continue being physically active throughout their lives.
Chapter 1. Low-Organization Games
Chapter 2. Personal Fitness
Chapter 3. Gymnastics
Chapter 4. Creative Movement
Chapter 5. Running and Skipping
Chapter 6. Throwing and Catching
Chapter 7. Striking With Hands
Chapter 8. Striking With an Implement or Feet
Heather Gardner, MEd, is a curriculum consultant in Toronto with decades of experience in public school teaching and as a provincial health and physical education (HPE) consultant. She has done major curriculum consulting work for Ophea, a not-for-profit organization that champions healthy, active living in schools and communities. She has been an HPE teacher and curriculum consultant for the Hamilton Wentworth District School Board. Gardner also has been an HPE instructor for Brock University in St. Catharines, Ontario, and has served as a writer and instructor for the Elementary Teacher Federation of Ontario. She was honored by Best Health magazine as having Canada’s best fitness blog in 2013. Gardner enjoys running, yoga, and participating in half Ironman triathlons.
"This is a very helpful resource for all educators who desire to be on the leading edge in the delivery of quality programs. It gives educators the how-to to make a significant difference in their program delivery."
—Sport for Life Society
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
Beanbag Curling
Activity Goal: To send an object to a target and to accumulate the most points.
Activity Goal
To send an object to a target and to accumulate the most points.
Fundamental Movement Skill
Throwing underhand
Tactical Focus
Offense: Perform appropriate movement skills, move safely throughout the space, get the last shot to create a dynamic reaction, avoid obstacles
Level
Proficient
Facility
Gymnasium or outdoors
Equipment
16 beanbags, 2 cones, and 2 hoops (per game of 8 players), skipping ropes or floor tape
Time
20 to 25 minutes
Activity Category
Target
Safety
Ensure that indoor and outdoor activity spaces are a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of beanbags being slid.
Activity Instructions
Divide participants into groups of eight. Then divide each group into two teams of four, and give each team eight beanbags. Each team creates a house with three concentric layers using tape, hula hoops, or skipping ropes, and places a cone in the center. Teams alternate turns throwing a beanbag to get it as close to the cone (the center of the house) as possible. Teams score points for each beanbag that is closer to the center than the closest beanbag of the opposing team.Only beanbags inside the house score points.
Adaptations
To decrease the challenge:
- Decrease the distance between the throwers and the houses.
- Allow underhand throws.
- Use a larger target.
To increase the challenge:
- Increase the distance between the throwers and the houses.
- Require that players use their nondominant hands.
- Decrease the size of the houses.
Self-Check Questions
- Am I able to apply controlled force to send the beanbag to the target?
- Do I apply tactics to increase my chances of hitting a target when other beanbags are in the way?
- Do I communicate well with teammates both verbally and nonverbally?
- Do I place beanbags strategically to make it challenging for my opponents to get close to the house?
Learn more about Physical Literacy on the Move.
Comic Book Moves
Activity Goal: To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Activity Goal
To perform a variety of locomotor movements in response to comic book action words while traveling through space.
Fundamental Movement Skills
Agility, balance, coordination, running, jumping
Tactical Focus
- Move safely in relation to others.
- Perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane).
- Demonstrate a variety of amounts of force using body movement (e.g., light and strong).
Level
Competent
Facility
Gymnasium or outdoors
Equipment
Magazines (including comic books or graphic novels), poster paper, marker
Time
15 to 20 minutes
Activity Category
Individual pursuits
Safety
Ensure that the activity space is a safe distance from walls and free of hazards (e.g., benches, equipment, basketball nets, holes, loose gravel, wet grass); remove or mark any hazards. Provide safe distances between games occurring in the same space. Remind participants to keep their heads up and to be aware of others when moving through the space.
Activity Instructions
Prior to the activity, participants look through comic books, graphic novels, and magazines noting action words such as pow, crash, zip, bam, wow, and splat that suggest a sound and a corresponding action. Record their words on poster paper.
Display the poster paper for reference throughout the activity. Participants scatter throughout the activity space. When you call out an action word from the poster, everyone travels through the space in a way that reflects the action word. Draw attention to those who are moving in creative and unique ways.
Call out two action words together so that participants have to demonstrate two movements in a sequence. Next, call out a series of four to six action words that participants must demonstrate in a sequence while moving throughout the space (each word should have its own movement).
After an appropriate amount of time, participants form groups of four or five and create a movement sequence from four to six action words. Encourage them to call out their words while performing them.
Adaptations
To decrease the challenge:
- Decrease the intensity of the movements.
- Focus on only a couple of spatial concepts (e.g., direction, pathway).
- Allow participants to respond to their own action words.
To increase the challenge:
- Require faster movements.
- Have participants change movements often.
- Place participants in pairs to perform the action words.
- Add equipment (e.g., scarves, wooden dowel, ribbons).
Self-Check Questions
- Am I moving safely in relation to the other participants?
- Do I perform movements using a variety of spatial concepts (e.g., changes in location, level, direction, pathway, and plane)?
- Do my movements demonstrate a variety of levels of force (e.g., light and strong)?
Learn more about Physical Literacy on the Move.
Introduction to Physical Literacy on the Move
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy.
Physical Literacy on the Move was written to help educators of children and youths from grades K through 12 teach high-quality and fun games and activities that support the unique needs of their learners as they develop physical literacy. This comprehensive theory-into-practice resource presents 120 ready-to-use games and activities that require minimal equipment and can take place in a variety of settings. They are organized into eight chapters to facilitate quick instructional preparation: Low-Organization Games, Personal Fitness, Gymnastics, Creative Movement, Running and Skipping, Throwing and Catching, Striking With Hands, and Striking With an Implement or Feet. Each activity includes adaptations to either increase or decrease the challenge. Activities conclude with self-check questions related to the movement skills, concepts, and strategies addressed, as well as living skills such as relationship, social, and critical thinking skills.
What Is Physical Literacy?
Physical and Health Education Canada defines physically literate people as those who "move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person" (www.phecanada.ca/programs/physical-literacy). The definition continues as follows:
- Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
- They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities.
- These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
The games and activities in Physical Literacy on the Move help participants at various skill levels and from grades K through 12 develop the competence and confidence they need to live healthy, active lives. This book goes beyond instructing sport skills, drills, and fitness training into incorporating a holistic approach to physical literacy instruction. This approach includes learning fundamental movement skills and strategies through games and activities as well as exploring individual pursuits such as creative movement, gymnastics, and low-organization games.
Keeping Learning Fun With Participant Choice
Educators using this book act as facilitators while participants choose their own groups, equipment, game setups, and adaptations to optimize the challenge and maximize the participation and fun. Educator flexibility is key in creating a learning environment where participants may experiment with personal choices in order to work at their optimal level of challenge. Allowing participants to select the type, color, or size of equipment; the size of the playing area or net; the distance from the target; or the scoring scheme, gives participants of all skill levels the opportunity to have their personal needs met while learning with others in the same activity space. A variety of adaptations follow each activity to provide opportunities for learners to work within their own levels of physical literacy in a shared learning environment.
Organization
Physical Literacy on the Move is based on a holistic view of physical literacy. Key concepts are presented according to a learner-centered and skill-based progression, acknowledging that quality instruction is connected to learners' needs as well as their stages of physical and emotional development. Fundamental movement skill development is age related but not age dependent, and physical ability depends on factors such as experience, including that with clubs or teams; personal rate of development; and interests. The games and activities in this book are grouped into four progressive levels of learning: beginning, exploring, competent, and proficient. This permits educators to support learners' individual needs so they can work within their unique levels of optimal challenge.
Learn more about Physical Literacy on the Move.
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