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Physical Education Didactic Unit: Basic Motor Skills

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Rocío González

on 10 December 2012

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Transcript of Physical Education Didactic Unit: Basic Motor Skills

RUIZ DE MOLINA, MARÍA GROUP: G2S2 DEFINITION CLASSIFICATION Set of actions that occur in the human being due to genetics and that mature as the individual experiences biological evolution over time. Common to all
Developed over time
Assured survival
Focused on efficiency instead of perfection Locomotor Skills Non-Locomotor Skills Manipulative Skills Displacements:
Walking, running, jumping, skipping, galloping, hopping, sliding, walking backwards, leaping... They consist basically on using the upper muscles of the body and some examples of them are twisting, bending, swinging, turning, stretching, swaying... These involve the usage of some kind of object in order to develop pushing, pulling, throwing, kicking, catching, boucing skills... DEVELOPMENT
MANIPULATIVE SKILLS CONCLUSION BIBLIOGRAPHY SÁNCHEZ BAÑUELOS, F. (2003). Bases para una didáctica de la Educación Física y el deporte. Madrid: Prentice Hall.
SINGER, R.N. (1986). El aprendizaje de las acciones motrices en el deporte. Barcelona: Hispano Europea.
Chinchilla Minguet, José Luis y Alonso Ballesteros, Julián (1998). Educación Física en Primaria. Primer Ciclo/1. Madrid: CCS.
Cepero González, M (2000). Las habilidades motrices y su desarrollo. En M.M Ortíz Camacho (2000), Comunicación y lenguaje Corporal. Granada: Proyecto Sur de Ediciones, Cap.5, pp.171-206.
Romero y Cepero (2002). Los contenidos de Educación Física en la etapa de Educación Primaria: Análisis y Distribución para su secuenciación. Bases Teóricas para la formación del maestro especialista en Educación Física. Granada: Grupo Editorial Universitario, Cap.5, pp.140-158. Development on children Development of the perceptual skills through habitual motor tasks. Development of the basic motor skills and abilities Initiation of specific motor skills and development of the basic factors of physical condition. 4-6 7-9 10-13 Autonomy, interaction with the environment. Motor schemes: establish, set and refine. Development of the specific abilities through the previous learning. Development of the specific motor skills and general physical condition.
14-17 ASSESSMENT The assessment process will be
We will assess:
Our students’ previous capacities
Their performance during the execution of the activities and at the end of the didactic unit. a continuous one Internal assessment Asses the kids’ effectiveness when accomplishing the activities
Observe the students’ cognitive, emotional and interactional development Daily observation The most precise and immediate procedure of evaluation. CRITERIA Their moving capacities considering also their possible body positions and the directions in which the displacements take place.

To throw and catch objects and other manipulative skills with coordination of the body segments locating also their body in an appropriate way.

Observation of their active participation. DEFINITION Any progression from one point to another in space, using as a means the total or partial body movement. One of most important basic skills, because on them are based many of the rest of the motor skills.

To get a good base of displacements, we must ensure that the individual has the opportunity to change speed, change direction and react proficiently. TWO MAIN GROUPS OF DISPLACEMENTS USUAL UNUSUAL WALKING RUNNING CUADRUPEDY CLIMB SLIDES DRAGS Final stage of motor development Initial Stage
Elemental Stage
Mature Stage DISPLACEMENTS TURNS DEFINITION Movements which involve rotation through any of the three axis that cross the human body:
Transverse axis.
Vertical axis.
Sagittal axis. Functional point of view: capacity of turning properly and effectively. Necessary skill that enable individuals to position and orient themselves in the space. Four classifications. AXIS CRITERIA MOVEMENTS AXIS TURNS TRANSVERSE FORWARDS AND BACKWARDS VERTICAL LONGITUDINAL TO BOTH SIDES, LEFT AND RIGHT SAGITTAL LATERAL SUPPORT CRITERIA Turns:
In constant contact to the floor.
With constant grip of the hands.
With multiple and successive supports and suspensions. TURN DIRECTION CRITERIA Forwards


To the right

Normal vertical
Inverted vertical
Horizontal JUMPS DEFINITION It´s an skill that implies a takeoff of the ground because of the extension of one or both legs, as a consequence, the body remains suspended in the air, and finally it returns to touch the soil. Three phases.

Three types. Preparatory: all the preliminary actions of preparation of the impulse
Impulse: fundamental phase of the jump and influenced by the previous actions.
Fallen (dulling) phase of landing or taking contact with the ground. PHASES Horizontal or of depth: those realized with the intention of advancing a certain distance with regard to the point of starting.

Vertical: those that try to jump as long as possible but without the intention of advancing in the space.

With manipulation of objects. TYPES MANIPULATIVE SKILLS DEFINITION They are those in which a person learns to handle objects with precision in accordance with speed and control. Use of hand and body coordination.

Mastered by the learner.

Opportunity of success in sports. FINE MOTOR SKILLS They are a minor set of motor skills related to manipulation of smaller objects. Throwing
Striking Bouncing
Lifting THANK YOU FOR YOUR ATTENTION! GROUP:G2S2 Throughout the didactic unit we have been tried to find out where, when and how to develop basic motor skills to create a future desire for the sport in the children. We have relied on the following aspects when working and teaching basic motor skills:
The Curriculum.
The age of the target.
Sports transference.
Controlled use of material.
Safety measures.
Transversality with other areas of knowledge.
The disabilities and how to overcome them.
Team work.
Development of the children.
Children performance.
Inclusion in the curricula: proper social and personal development. To do that we will use different aprroaches. DISPLACEMENTS Sean Brotherson, (2006). North Dakota State University Extension: Understanding Physical Development in Children.
Learning Disabilities Association of America (1999). Early Identification-Motor Skills Milestones.
Child Care Council Oakland County (2003). Infant and Toddler Development and Growth.
Haywood, K.M., & Getchell N. (2001), Life Span Motor Development. BASIC MOTOR SKILLS THEORY Garrote, N., del Campo, J. y Navajas, R. (2003).Protocolo de análisis y desarrollo de la actividad física y deportiva : diseño y desarrollo de tareas motoras en educación primaria. Dirección General de Deportes. Consejería de Educación de la Comunidad de Madrid. Madrid. B.O.C.M.
Hasselbach, B.(1978) Dance Education, Basic principles and models for Nusery and Primary education.Londres. Schott.
REAL DECRETO 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación primaria (BOE, nº 293, viernes 8 de diciembre de 2006).
SÁNCHEZ BAÑUELOS, F. (1984). Bases para una didáctica de la Educación Física y el deporte. Madrid: Gymnos. TURNS Batallas flores, A. (2000): Habilidades motrices, Ed. Inde.
Díaz Lucea, J. (1999): La enseñanza y aprendizaje de las habilidades y destrezas motrices básicas, Ed. Inde.
Andrés Rodríguez, R; ayudarte Larios, M; conde Caveda, J; García Azorín, C; Justicia Justicia, E; mejías López, D y Sáez Ballesteros, B. (2001): Juegos para el desarrollo de las habilidades motrices en educación infantil, Ed. ediciones Aljibe.
Ortiz Camacho, M: Comunicación y lenguaje corporal, Ed. Proyecto sur de ediciones S.L. JUMPS MANIPULATIVE SKILLS Teaching Ideas (2012). Physical Education. RM Education.
Primary Resources (2012). RM Education.
UTAH Education Network.
PE Central Org (2011). Healthy and Physical Education. Big number of specific abilities.
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