HOW IT WORKS
- There are 10 different units that teach students the underlying fundamental motor skills.
- Each unit is made up of a series of levels that provides a developmentally appropriate sequence to motor skill development. As students progress through the levels, they establish a foundation of different motor skills and begin to combine and apply those motor skills in specialized movement contexts.
- Each level contains skill instruction, practice tasks and group games.
- When a unit begins, the teacher selects a starting level for each of his/her classes. We provide a suggested pacing guide, but ultimately the teacher should select a level that matches the skill level of the class.
- Once a level has been selected, the teacher reviews the technique file to understand the critical teaching points (there is also a video that demonstrates the skill to make sure the teacher knows exactly what he/she is looking for). The teacher also reviews the different game options and selects the game that will work best for his/her class.
- The teacher does not move on to the next level until the class has demonstrated competency of the critical teaching points.
- Each class follows the same structure: warm up game, skill instruction, skill practice, group game(s), class debrief.
There are 10 different units that teach students the underlying fundamental motor skills.
|Unit Name||Area of Focus|
|Sportsmanship||Being respectful, being honest, working with others|
|Track||Locomotor movements (running, galloping, sliding and skipping), jumping (vertically and horizontally), jump rope|
|Gymnastics||Balance, weight transfer, rolling, curling, stretching, twisting, bending|
|Throwing/Catching||Underhand throwing, overhand throwing, passing, catching|
|Frisbee||Backhand pass, forehand pass, one handed catching, two handed catching|
|Soccer||Dribbling, passing, receiving, kicking|
|Field Hockey||Striking object with long implement|
|Basketball||Dribbling, passing, shooting|
|Volleyball||Underhand volley, overhand volley, serving|
|Badminton||Striking object with short implement|
SAMPLE PROGRESSION: SOCCER UNIT
Each unit is made up of a series of levels that provides a developmentally appropriate sequence to motor skill development. As students progress through the levels, they establish a foundation of different motor skills and begin to combine and apply those motor skills in specialized movement contexts.
|Level #||Skill Focus|
|Level 01||Balance with one foot on ball|
|Level 02||Keep a ball close while dribbling|
|Level 03||Dribble with the inside of the foot|
|Level 04||Kick a stationary ball while stationary|
|Level 05||Toe taps|
|Level 06||Dribble using an inside-inside pattern|
|Level 07||Dribble and stops the ball using sole of foot|
|Level 08||Approach a stationary ball and kicks it forward|
|Level 09||Dribble with head up|
|Level 10||Dribble with top of laces while jogging|
|Level 11||Pull ball back while dribbling|
|Level 12||Kick a ball along the ground off the dribble|
|Level 13||Change speed while dribbling|
|Level 14||Dribble around objects while jogging|
|Level 15||Pass while stationary|
|Level 16||Receive a pass while stationary|
|Level 17||Kick a ball in the air off the dribble|
|Level 18||Dribble using inside-outside pattern|
|Level 19||Change direction using inside of foot while dribbling|
|Level 20||Pass off the dribble at a target|
|Level 21||Receive a pass while moving|
|Level 22||Shoot off the dribble|
|Level 23||Dribble using an outside-outside pattern|
|Level 24||Change direction using outside of foot while dribbling|
|Level 25||Understand when to pass|
|Level 26||Get to an open space|
|Level 27||Punt the ball|
|Level 28||Step over move|
|Level 29||Two touch pass|
|Level 30||Land on shooting foot|
|Level 31||Get back (between goal and person with ball)|
|Level 32||Scissors move|
|Level 33||One touch pass|
|Level 34||Shoot off the pass|
|Level 35||Attack the ball|
SAMPLE SKILL INSTRUCTION AND PRACTICE TASKS
Clear focus. Each level is based on a desired learning outcome. This helps teachers focus their instruction and feedback.
Shared understanding. Students want to know why they’re learning a particular skill. By sharing the benefits with them (ex: running on the balls of your feet will help you run faster), it helps increase engagement.
Critical teaching points. Techniques are broken down into the critical elements. This helps teachers know what to look for and provide feedback on.
Maximize practice opportunities. Our practice tasks are designed to give each student maximum practice opportunities. The more opportunities a student has, the more likely he/she is to gain competence and confidence.
Build confidence. Students benefit from individual or small group practice when learning a new skill.
SAMPLE GROUP GAME
Are fun. We create fun storylines for each game to capture the students’ imaginations and make them want to participate in physical activity.
Provides variety. Each level contains several game options for an educator to select from. Not only does a variety of activities keep students excited, but it allows educators to select games that meet the needs of their space and class’ interests.
Incorporates newly learned skills. By providing games that incorporate the newly learned skills, students can see the connection between skill development and game play.
Leverages individual strengths. Each game is designed to incorporate multiple roles so students with all different interests and strengths can confidently participate.
Safe environment. If a student isn’t ready to participate in the group activity, we create a practice zone where they can continue to work on their skills until they have built up their confidence.
High energy. Kids need 60 minutes of moderate/vigorous physical activity each day. Our games are designed to keep them moving.
Each class follows the same structure: warm up game, skill instruction and practice, group game(s), class debrief.
Warm up game (5-7 minutes)
Each class begins with a warm up game. These are games that are designed to immediately get the students moving and require little to no equipment. They may or may not be related to the unit the students are working on.
Skill instruction and practice (5-10 minutes)
Once the class has had a chance to warm up and get some of the wiggles out, the teacher will explain the skill the class will be working on and teach the students the critical teaching points. The class will then participate in a short practice activity. This is an activity that is done individually or in small groups to maximize practice opportunities.
Group Game(s) (25-30 minutes)
Each level contains 3-4 different game options that incorporate the skill the class is working on. The teacher will select the game(s) that he/she thinks will work best for their class. During the game, the teacher will make sure to focus his/her suggestions and teaching efforts on the skill the class is working on.
Debrief (3-5 minutes)
At the end of each class, the students will share compliments for their classmates and review the discussion questions to reflect on what they learned during the class.
BRING GROWFIT PHYSICAL EDUCATION TO YOUR SCHOOL
GrowFit makes it easy and affordable to bring our PE program to your school. We are currently offering 2 options:
If you already have a PE teacher(s) on staff, we can provide you with the curriculum and support to upgrade your physical education program.
Full Service PE
We provide the teacher, curriculum and equipment for schools that want a completely managed PE solution.