Lesson Plan For Teaching Locomotion And Movement Awareness

Lesson Plan for Teaching Locomotion and Movement Awareness Skills in Group Activity

This lesson plan outlines a developmentally appropriate group activity designed to teach children fundamental locomotion skills alongside movement awareness concepts. The activity incorporates multiple stations to engage children actively in practicing their movement and control skills. The primary focus is on hopping as a locomotion skill, coupled with space and effort awareness concepts, to promote both physical development and movement understanding.

Introduction and Objectives

The objective of this lesson is to help children develop their locomotion skills, with a focus on hopping, while also enhancing their awareness of space and effort during movement. The activity aims to improve coordination, balance, muscle strength, and understanding of movement control in a fun, cooperative environment. Children will learn to hop forward with controlled force and timing, and to manage their space and effort efficiently during movement activities.

Materials Needed

• Hula hoops or tape lines on the floor
• Bean bags or small soft objects for throwing
• Markers or cones to define station areas
• Music or auditory cues (optional)

Lesson Structure

Warm-up (10 minutes)

The session begins with a dynamic warm-up involving light jogging, arm circles, and stretching to prepare children’s muscles for physical activity. Incorporate movement-based games such as Follow-the-Leader or Simon Says to activate their awareness of body parts and space.

Station 1: Hopping Pathway (Locomotion Skill)

Children will practice hopping forward along a designated pathway (tape line or hula hoop). Emphasis is placed on hopping with controlled force and balance. Teachers will observe and offer guidance for maintaining safety and proper technique. Use auditory cues to guide pace, encouraging children to hop at a sustained, medium speed.

Station 2: Stability and Body Awareness

Children will bend down to pick up a bean bag from the ground, practicing stability and body control. Then, they will place the bean bag on their head or shoulder, focusing on balance and body awareness. This station reinforces stability skills and encourages awareness of body parts during movement.

Station 3: Object Control and Space Awareness

Children will throw a bean bag straight across a tape line or towards a designated target, practicing object control along with spatial awareness. Teachers will encourage children to control their throw’s direction, force, and pathway, emphasizing space awareness concepts.

Group Activity: Integration Circuit (15 minutes)

Children rotate through stations, practicing the selected fundamental skills and awareness concepts. The teacher facilitates, providing feedback and encouraging children to focus on aspects such as energy, direction, and positioning. The activity culminates in a group game where children hop, pick up objects, and throw, applying the skills learned.

Conclusion (5 minutes)

The session ends with a cool-down involving gentle stretching and reflection. The teacher reviews the movement skills and awareness concepts practiced, asking children to share what they learned about controlling their movements, space, and effort.

Assessment and Reflection

The teacher observes each child's ability to hop with control, balance objects, and manipulate space. Children demonstrating mastery are extended with more complex movements or increased difficulty, while others receive additional support. Post-activity, the teacher evaluates which skills need reinforcement in future lessons.

References

• Fundamental Movement Skills and Movement Awareness Concepts tables, available in weekly resources.
• Gallahue, D. L., & Ozmun, J. C. (2006). Understanding Motor Development: Infants, Children, Adolescents, Adults. McGraw-Hill Education.
• Case-Smith, J., & O'Brien, J. C. (2015). Occupational Therapy for Children and Adolescents. Elsevier.
• Pangrazi, R. P., & Beighle, A. (2018). Dynamic Physical Education for Secondary School Children. Human Kinetics.
• Sugden, D., & Duncombe, R. (2006). Developing Fundamental Movement Skills: A Guide for Teachers and Coaches. Routledge.
• Robinson, L. E., et al. (2015). The role of fundamental movement skill proficiency in physical activity during childhood and adolescence. Journal of Sports Sciences, 33(12), 1305-1316.
• Popham, W. J. (2014). Classroom assessment: What teachers need to know. Pearson Higher Ed.
• National Association for Sport and Physical Education. (2008). Motor Development Guidelines for Children. NASPE.
• Spörn, M., et al. (2012). Movement awareness and activity in early childhood. Early Childhood Education Journal, 40(1), 3-11.
• Robinson, L. E., et al. (2011). Effects of fundamental movement skill interventions on children's physical activity: A systematic review. Sports Medicine, 41(3), 199-214.