Kindergarten · Physical Education
Quarter 1 · Week 6 · TEKS
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This kindergarten physical education lesson focuses on developing students' competency in fundamental non-locomotor movement skills. Students will learn to maintain balance while bearing weight using different bases of support and practice bending, stretching, twisting, and curling movements while maintaining balance. The lesson aligns with TEKS standards PE.K.02A and PE.K.02B and emphasizes safe, controlled practice through demonstration, guided activities, and reflection.
Students should be familiar with basic body awareness and able to follow simple movement instructions safely.
Non-locomotor skills are movements performed without traveling from one place to another. These include actions like bending, stretching, twisting, curling, and balancing. These skills help children develop body control and stability, which are essential for all physical activities.
Balance is the ability to maintain the body's center of gravity over its base of support. The base of support is the area beneath the body that includes every point of contact with the ground. Different bases of support include standing on two feet, one foot, or with feet apart. Changing the base affects stability. For example, standing on one foot is less stable than standing on both feet.
When children bear weight on their bodies, such as standing or leaning, they must adjust their base of support to maintain balance. Teachers can demonstrate standing on two feet, then one foot, and even wider stances to show how balance changes. Students should practice holding these positions steadily without wobbling or falling.
These movements involve changing body shape and position while maintaining balance. Bending involves moving joints to bring parts of the body closer together, like touching toes. Stretching lengthens muscles and body parts. Twisting rotates the body or parts of it around an axis, such as turning the torso. Curling involves curling the body into a ball shape. Practicing these movements helps develop flexibility and control.
Demonstrate each movement slowly and clearly, emphasizing safety and control. Break down complex movements into smaller steps. Use verbal cues like 'slowly bend your knees' or 'twist your shoulders gently.' Encourage students to practice movements in a safe space and stop if they feel uncomfortable. Use mats or soft surfaces to prevent injury during practice.
Demonstrate standing on one foot and then on two feet. Ask: Which position feels more stable and why?
Standing on two feet provides a wider base of support, making it easier to maintain balance. Standing on one foot narrows the base, making balance more challenging.
Standing on two feet feels more stable because the base of support is larger, so it's easier to keep balance.
Show bending down to touch toes slowly while keeping balance. Ask: How do you keep from falling over?
Keeping the body controlled and moving slowly helps maintain balance during bending. Using arms for support or bending knees slightly can also help.
I move slowly and keep my body steady so I don't fall over when I bend.
Begin the lesson by asking students if they can stand on one foot and hold still. Demonstrate standing on two feet, then one foot, and ask students to try each position.
Students attempt to stand on two feet, then one foot, noticing how their balance changes.
This activity introduces the concept of balance and base of support by having students experience different stances and how they affect stability.
Guide students through movements of bending, stretching, twisting, and curling while standing in place. Demonstrate each movement and encourage students to follow along slowly.
Students practice bending down to touch toes, stretching arms overhead, twisting their torso side to side, and curling into a ball shape while trying to keep balance.
Students explore non-locomotor movements that require balance and body control, practicing each movement to develop coordination.
Explain how balance depends on the base of support and how movements like bending and twisting challenge balance. Use simple language and visual demonstrations.
Listen and observe teacher demonstrations, then ask questions if unclear.
Students learn the relationship between balance, base of support, and body movements, understanding why balance is important during these actions.
Set up stations where students practice holding different balance positions and performing bending, stretching, twisting, and curling movements. Provide feedback and encourage safe, controlled practice.
Rotate through stations practicing balance positions and non-locomotor movements, trying to improve control and stability.
Students apply their understanding by practicing movements repeatedly, building skill and confidence in maintaining balance during different actions.
Observe students as they demonstrate balance positions and perform bending, stretching, twisting, and curling movements. Ask students to explain how they kept their balance.
Demonstrate balance and movement skills learned. Explain strategies used to maintain balance.
Assessment through demonstration and explanation confirms students' competency in non-locomotor skills and balance as per TEKS standards.
Students practice bending down to touch toes, stretching arms overhead, twisting their torso side to side, and curling into a ball shape while trying to keep balance.
Which base of support is more stable: standing on one foot or two feet? Why?
Standing on two feet is more stable because it provides a wider base of support, making it easier to balance.
How can you keep your balance when bending down?
By moving slowly and controlling your body, you can keep your balance when bending down.
What does twisting your torso do to your balance?
Twisting challenges balance, but moving slowly and carefully helps maintain it.
Why is it important to practice non-locomotor skills like curling and stretching?
Practicing these skills helps improve body control, flexibility, and balance.
How can changing your base of support help you balance better?
A wider base of support makes it easier to balance because it increases stability.
Provide hand support or a wall for students who struggle with balance. Use visual cues and simple language to explain movements. Allow extra time for practicing each movement.
Use pictures and demonstrations to show movements. Use simple, clear instructions and repeat key vocabulary. Encourage peer modeling and partner practice.
Challenge students to hold balance positions longer or with eyes closed. Incorporate movements into a short routine combining balance and non-locomotor skills. Encourage students to explain how they maintain balance in their own words.
Ask families to practice balance activities at home, such as standing on one foot or bending and stretching together. Encourage parents to talk about how changing the base of support affects balance and to support safe practice.
In this lesson, students learned about non-locomotor movement skills focusing on balance and body control. They practiced maintaining balance while bearing weight using different bases of support and performed bending, stretching, twisting, and curling movements while keeping balance. These skills build a foundation for physical literacy by improving stability, coordination, and control essential for all physical activities.
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.