Mastering the Jump: A Comprehensive Motor Skills Unit

Posted on Dec 17, 2024 in Physical Education

Justification

We have proposed a teaching unit dedicated to the jump based on its importance as a basic motor skill. It is a domain practice and therefore it is considered necessary for proper development of motor skills in the individual. This teaching unit is designed for children aged 11-12 years (primary, tertiary, sixth form). At this age, children have learned to control their impulses and to comply with other requirements of order and disciplines both in training and in free games. The training unit will be based on learning the theoretical aspects of the jump through practice (skip stages, types of jumps…). These contents are going to develop through activities and games in which the child experiments with this basic motor skill and finds a profitable way to achieve it. Moreover, these are entertaining games and activities.

Objectives

The learning objectives listed below serve as a guide for content and learning activities. We provide criteria for monitoring these activities and will also serve as a reference in the process of cognitive evaluation.

Differentiating the different types of jumps.
Knowing the correct execution of jump techniques.
Having knowledge of possibilities arising from the use of the motor jump.
Executing correctly the different techniques and apply jumps.
Adapting the jump to the situation required.
Experimenting developing one’s potential and limitations.

Attitudinal objectives

Establishing balanced constructive relations.
Participating actively in the tasks and help peers and the teacher.
Respecting the tasks entrusted.

Concept

Understanding the possibilities of movement resulting from the use of the jump. Distinction of different types of jumps. Learning the right jump.

Procedural techniques

Implementation of the method of different types of jumps. Adapting jumps to use as presented. Exploration of physical abilities through the use of the jump.

Attitudinal

Development and promotion of the relationship between students. Interest and motivation to conduct activities and overcoming personal challenges. Respectful attitude towards the class teacher and classmates.

Methodological Guidelines

Teaching strategies: The activities of our unit will use both didactic and instructional strategy and emancipatory strategy, based on the type of activity that is assigned to the student and the situation of a class. The use of the instructional strategy will be to properly organize the class to avoid discipline problems while optimizing the time spent in performing those activities. In this way, it will be easier to observe and correct any errors by addressing students that could commit them. The emancipatory strategy is to have students explore their abilities and possibilities in the activities to develop.
Education styles:
- Allocation of tasks: Use it to obtain the previous knowledge of the students and to also instill students with a range of skills and basic technical aspects deemed necessary when performing different activities that will be raised.
- Reciprocal Teaching: Through this style, it is intended for students to develop independence and critical skills, which promote socialization through the interaction of the students themselves, as this type of activity lends itself to mutual collaboration to achieve a common goal.
- Solving tasks: That style will be used to pretend to develop creativity and personal initiative of the students. It is also useful for checking if the student has been able to acquire or absorb knowledge and basic technical aspects worked on previously.
Education techniques: Discursive strategies are used and the feedback.

Evaluation

Three phases

Formative assessment will verify whether the student is responding to the objectives set by the teacher and can adapt or even change the proposed activities if not. It will also have the role of teaching self-assessed, with feedback an essential and indispensable part.

Criteria of evaluation

The evaluation criteria we have finalized taking into account the learning objectives of each unit, and with them we try to verify if the student performed:

To acquire the necessary theoretical knowledge of the jump and subsequent application to practice (questionnaires, theoretical tests, use of feedback…). We want the child to improve the technique of the jump, but also increases their knowledge and which is autonomous both when making the jump or on a reciprocal basis to help another student. For this activity, positive reinforcement and knowledge of the result will be used.
Technique to perform different types of jumps and adapt to the needs of the situation/moment (doing the exercises and corrections marked by the teacher). Has to differentiate various types of diving and know under what circumstances we may be more useful. For this reason, in each session, we changed the situation in which the child has to carry out the activity.
Promote interaction and socialization among students (through activities). Teamwork is one of the key points we want to highlight in each session. Group work and respect for the development of activity and their partners is very important. This will use reciprocal teaching and activities in which cooperation between them is essential for proper development of the activities.

Adapting Curriculum addressing the needs of a student with SEN

If we were in a classroom with a student with ADHD (Attention Deficit Hyperactivity Disorder), there would be no significant curriculum adaptation needed in response to student characteristics, such as poor concentration, forgetfulness, restlessness, difficulty in organizing, oversight of their activities and so many mistakes. Curricular adaptation would slightly affect the design of some activities but not to the curriculum described as the teacher should only consider this student to have normal behavior with respect to the group. It must be ensured at all times that the child understands the task and try to avoid that, at times, physical contact with the rest of the group turns into conflicts.

Part of the teaching unit

Jumping third cycle 6th grade

Specific objectives

Using the jump in different situations. Developing the child’s imagination in overcoming an obstacle. Use the balance in a playful way.

Imagination, using different types of hop, animation.

Material

Rope, hoops, benches, mats.

Type of SEN

ADHD

Warming: We perform a dynamic warm-up in which children run around the court as the professor goes ordering.
- 1st Run
- 2nd Sit down
- 3rd Jump
- 4th Lying on your knee
- 5th Touch down
- 6th Together in groups of 2, 3, 4…
- 7th Pass under the legs of his partner.
- 8th Meet at preference groups colors.
- 9th No Touching a color, object…
Approximate time: 15 minutes
Main part: Diving work using recreational games.
- Description: Circuit jumps. A circuit is made with several posts which use various types of diving in a fun way:
  - 1st Jumping ring in hoop
  - 2nd First hurdle at different height.
  - 3rd Jump and fall into mat
  - 4th Second pass over the bank to the lame leg
  - 5th Second jump and shoot the teacher basket
  Initial information: A description of how to make the circuit and the different ways to jump that you were in various obstacles.
  Organization: Group, will then, when the partner will come to a second post will come out the other and so then.
  Material: Hoops, fences, mats, benches, balls and baskets.
  Time: 15 minutes
  Understanding results: We assessed the performance of various jumps, the positioning of the feet, with the help of arms and motivation of children to activity. For the student, how many different dives you used? How is skipped if the obstacle is of a different height? Did you jump with both feet or just one?
- Curriculum adaptation: Third task Parcheesi: rings will be distributed throughout the area of the court so that a student’s stay and will have to catch another that is free, the way of movement is jumping through the hoops. If a player is caught or falls outside the ring will keep it.
Initial information for the teacher: Explain the rules and how to jump from hoop to hoop. The entire group will play at once, but that will change the role of capture.
Material: Hoops
Time: 10 minutes
Resulting Knowledge: Explaining the most adequate way to jump hoop to hoop without being captured and to capture. Student exchange”how to jump or always in the same way? What advantages and disadvantages to jumping hoops or rings near far?
Back to the quiet: To stretch various muscles individually. Then with the help of a balloon students lie on your back and placing it in the belly with the help of hand experience as to catch their breath and release the ball go up and down. Then it will give a questionnaire for self-teaching. Approximate Time: 10 minutes.