Imagination Creation

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Imagination Creation ...

    Playful-Purposeful Movement Kristi Mally EARCOS - 2010


    Learning for Young


    EARCOS 2010

    Kristi Mally, PhD


    Come Play with Me

    I tried to teach my child with books;

    He gave me only puzzled looks.

    I tried to teach my child with words;

    They passed him by, oft unheard.

    Despairingly I turned aside, “How shall I teach this child?” I cried.

    Into my hand he put the key, “come,” he said, “Play with me!


Playful-Purposeful Movement Kristi Mally EARCOS - 2010

    Magical Movement Tunnels

    PURPOSE: Enhancing a movement language related to the locomotor movements and movement concepts specifically the idea of moving in relationship to others.

EQUIPMENT & ORGANIZATION: Begin by having pairs of students create tunnels

    that their peers can travel through. These tunnels are scattered throughout the playing space.

    HOW TO PLAY: Those not included in a tunnel travel through playing space using an identified movement form. When they get to a tunnel they travel under do a

    fun dance move then continue traveling to another magical tunnel. Change the students who are in the tunnels and who are traveling.


    Body Part Touch and Go

    PURPOSE: Body part identification, traveling through general space, changing levels, and maintaining balance.

EQUIPMENT & ORGANIZATION: Spread poly spots throughout playing space

    about 2/student. Students start at a spot. I also like to use cut out shapes of various body parts, but these are not essential.

    HOW TO PLAY: Show the students the picture of the foot and tell them that this is the only body part that can touch the poly spots. When the music starts, students travel all around touching as many spots as they can with their foot without

    running into each other or falling down. When the music stops the students freeze. To provide a small break have students complete a few balance challenges (i.e., balance with 4 body parts on the ground or balance with your tummy high and your back low). Next show them the picture of the hand and tell them they can only touch poly spots with their hands. Repeat game. Repeat with other body parts

    such as elbow and head. Make sure to do the balance tasks in between rounds so they get a chance to catch their breath.


    Car Pool

    PURPOSE: Listening and remembering skills, color identification, moving and dynamic balance.

EQUIPMENT & ORGANIZATION: Green, yellow, red, and purple poly spots

    scattered throughout playing space. Students start in personal space amongst the poly spots.


Playful-Purposeful Movement Kristi Mally EARCOS - 2010

    HOW TO PLAY: This activity has four progressive levels that are added on in a scaffolding manner. Begin with a conversation about a Stop Light and safe driving.

    Then tell them that they are driving their cars all over the town, but every time they get to a red poly spot they should stop and hold a balance for 5 counts, and then continue driving. Stop them and talk about the yellow light great time to talk

    about the importance of keeping head up and eyes open. Yellow poly spot =

    rd level of play adds the green poly spots = marching in place for 5 counts. The 3

    jump, spin and say woowoowoo. Lastly add the blue poly spots = pot holes that they can leap or jump over, or bump through.


    Around and Around

PURPOSE: Locomotion and movement concepts specifically moving in

    relationship to objects (i.e., around, over, under, through, in). Also works on moving in personal space through general space

EQUIPMENT & ORGANIZATION: One hula hoop for each student scattered

    throughout the playing space.

    HOW TO PLAY: Students begin in their home hoop, exploring moving in relationship to it ask them if they can move:

    ; Around forward, sideways, backwards, high, low

    ; In and out

    ; Over

    ; Under

    ; Through

    ; Move with hands in and feet out bear walk, crab walk, plank

Now give clues on how to remember which hoop is their home practice moving

    away from their home and then back to their own home.

    ; Round 1: When music starts students move around a hoop and then around

    their own hoop continue.

    ; Round 2: instead of around and around, students move into and then out of

    ; Round 3: students move to a hoop, go over it and then pick it up and move

    under it

    ; Round 4: students move to a hoop, pick it up and go through it

    ; Round 5: student move to a hoop, sit it in and spin


Playful-Purposeful Movement Kristi Mally EARCOS - 2010

    Magical Zoo

PURPOSE: Balance, strength, and stability while stationary and moving

EQUIPMENT & ORGANIZATION: Task signs with animal pictures and names;

    secure task signs to cones; spread the cones throughout playing space; playing space now becomes your Magical Zoo

    HOW TO PLAY: Begin with a conversation about animals and zoos, then tell them that there is a zoo in your gym but it is not a normal zoo. Instead it is a magical zoo. Each time you get to an animal’s cage you magically “poof” turn into that animal –

    and that is the only way you can move until you reach another animal’s cage. Again you magically “poof” turn into this new animal. Let them make the noises as they

    move through space.

    ; Variation: Students travel connected with a partner together they

    move as if they are one animal.


    Balance Puzzles

PURPOSE: Space awareness and static balance

EQUIPMENT & ORGANIZATION: Set of balance puzzles one balance per sheet of

    paper. This activity can be organized in a variety of different ways: 1) Show the entire class one puzzle and everyone does it at the same time; 2) put the puzzles in a big circle students move around the circle when the music is on when the music

    shuts off students do the balance that they are next to; 3) scatter the balance puzzles all over space as students explore each puzzle on their own.

    ; Right and left hand

    ; Right and left foot

    ; Head large circle

    ; Elbow small circle

    ; Knee small half circle

    ; Bottom/bumper connected small half circles

Create puzzles by putting combinations of these body parts on one sheet of paper

    make sure the puzzle is doable and safe.

    HOW TO PLAY: Depending on the organization - student look at the puzzle, figure out what it would look like, and then attempts to create the balance and hold it for an identified amount of time.



Playful-Purposeful Movement Kristi Mally EARCOS - 2010

    Exploring Shapes and Space

PURPOSE: Dynamic and static balance, space awareness related to shapes

    perceptual constancy

EQUIPMENT & ORGANIZATION: Medium sized abstract shape cut outs

HOW TO PLAY: This can be organized similar to balance puzzles the difference

    however is that students attempt to put their bodies into the shapes of the cut-outs. Once they do a balance ask them to change it: bigger, smaller, higher, lower; or have them turn the shape in a different direction which will make it appear to be a completely different shape.

EXTENSION: Put the shapes in a row have the children move from one shape to

    another holding a shape and then morphing their body into the next shape. ------------------------------------------------------------------------------------------------------------

    Follow Me

    PURPOSE: Space awareness, moving through space in relationship to another student and to an object. This activity can integrate self-toss and catch, bounce and catch, or downward striking.

EQUIPMENT & ORGANIZATION: Every two students need a hula hoop, a single

    jump rope. If you are going to work on an object control skill than each group would need that equipment too today we used juggling scarves and mini basketballs

    HOW TO PLAY: The leader moves through space pulling a hoop with a jump rope. The hoop should stay on the floor at all times. The follower must stay as close to the hoop as they can while it is moving. When the music shuts off the leader stops moving, as the follower steps into the hoop and does an identified task bouncing

    into the hoop, self/toss and catch, an exercise, or a balance.

EXTENSIONS: Leader vary the pathways, speed; Follower vary the locomotor

    movement, vary the skill performed when the leader stops.


Playful-Purposeful Movement Kristi Mally EARCOS - 2010

    Scarves Throwing and Catching

    PURPOSE: Tossing, throwing, catching; Movement concepts of effort, space awareness, and relationships

    EQUIPMENT & ORGANIZATION: Every student has his/her own scarf and personal space.

HOW TO PLAY: After teaching cues to catching take students through a catching

    challenge series beginning with exploration of tossing and catching.

    ; Toss to forehead and catch

    ; Toss, look away, catch

    ; Toss, clap

    ; Toss, touch head

    ; Toss, touch tummy

    ; Toss, touch knees

    ; Toss, touch floor

    ; Toss, combine any of the above

    ; Toss and play Head, Shoulders, Knees, and Toes

    ; Take them through a day in the life of a 5 year old they must keep tossing

    and catching as they act out the day (shower, brush teeth, eat, play, read etc.)

    **Scarves also make a great tool for working on throwing overhand for force, because the scarf does not travel far therefore students get many repetitions



PURPOSE: Hand-eye coordination and tracking; striking skills

    EQUIPMENT & ORGANIZATION: Every two or three students need one of the following: plastic wand with a beach ball connected using a strand of yarn. Use enough yarn so the ball can touch the floor when it is held out by a child.

    HOW TO PLAY: One student holds the wand while another students practices striking and/or kicking.


    ; Use different body parts

    ; Change the level of the ball

    ; Use a short handled paddle

    ; Add movement when music is on student travel through space, avoiding

    those holding the wands/balls, when music shuts off students find a peer and

    begin striking the ball


Playful-Purposeful Movement Kristi Mally EARCOS - 2010

    ; Work on space awareness with the person holding the wand ask them to

    move the ball so it moves high, low, and medium, behind, under, in front of.


    The Great Exchange

PURPOSE: Self toss adjusting body for varying tasks

EQUIPMENT & ORGANIZATION: 10 hula hoops spread around the outside of the

    playing space; 3-4 of 10 different tossing items one type of item in each of the

    hoops. Students begin by choosing one item and finding a personal space in the middle of the playing area.

HOW TO PLAY: When music is on students self toss and catch when music is off

    students put the object back in its home, choose a new object, go back to a personal space and begin tossing.

VARIATION: Students travel in pairs and toss back and forth


    Clean up the Field

PURPOSE: Underhand tossing far and near; force production

EQUIPMENT & ORGANIZATION: Using ? court, spread out a bunch of equipment

    such as hoops and spots this becomes the trash in the field. Each student or pair of students needs a bean bag and stands in their own spot somewhere around the perimeter of the ? court playing space-around outside of the field.

    HOW TO PLAY: Students underhand toss toward the equipment. If the bean bag lands on an object the student retrieves his/her bean bag and the equipment. If the bean bag does not land on an object the student retrieves the bean bag only. After each toss students go back to their home around the field and toss again. I typically require the bean bag to stop on top of the object rather than just touch it this works

    on force production.


Playful-Purposeful Movement Kristi Mally EARCOS - 2010

    Shoot the Moon

PURPOSE: Tracking and throwing

EQUIPMENT & ORGANIZATION: Half pool noodles for every pair, plus a noodle

    circle created by shaping a big pool noodle into a circle and connecting with a noodle connector for every pair.

    HOW TO PLAY: One student tosses the noodle circle high up into the air as the other student throws his/her half noodle trying to make it go through the noodle circle.


    How did you get there?

PURPOSE: Listening skills, leading skills, creative movement

EQUIPMENT & ORGANIZATION: No equipment required; students stand on a line

    on one end of the playing space.

    HOW TO PLAY: Teacher does a movement across the playing space, turns and looks at the students. Students say … “Kristi how did you get there?” Teacher says … I drove my big truck. The students then drive their big trucks across the playing space. Teacher does a few more examples as the students practice the chant, then let students take turns leading the game.

    Thank you for attending and participating in this session. My hope is that you learned

    at least one thing that will affect the way you plan and instruct young children.

    Enjoy - Kristi


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