District-Determined Measure Example
Locomotor Skills in Kindergarten Physical Education
Content Area and Grade Range: Physical Education, Kindergarten
DDM Summary: Locomotor skills are the foundations of movements needed to
perform a variety of physical activities. They are the building blocks of
coordination. This assessment measures students acquisition of these
foundational skills of running, galloping, skipping, and hopping.
Development Team: David Folli, Ludlow Public Schools; Mary Johansmeyer &
Jamie Bishop, Mohawk Trail Regional School District; Rebecca Minton,
Northampton Public Schools; Gwynne Morrissey, Collaborative for Educational
Services; Linda Davis­Delano, Springfield College
Last updated: June 16, 2015
Table of Contents
Introduction .............................................................................................................. 2
Administration Protocol .......................................................................................... 2
Instrument ................................................................................................................ 2
Scoring Guide .......................................................................................................... 9
Measuring Growth and Setting Parameters........................................................... 9
Piloting .................................................................................................................... 10
Kindergarten Locomotor Skills Rubric ................................................................ 11
Collaborative for Educational Services – DDM – Kindergarten Physical Education
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Introduction
We used a DDM from Ludlow Public Schools as a starting point for this
collaborative, cross-district elementary level DDM. We ultimately found that the
commonly used assessments published in PE Metrics: Assessing National
Standards 1-6 in Elementary School (SHAPE America-Society of Health and
Physical Educators, 2013) assessed the same skills as our initial assessment, and
we liked the format of the published rubrics better. Kindergarten was chosen
because locomotor skills are introduced at this level and are the essential
foundations of whole body movement required to perform a variety of physical
activities, including those involved in team and individual recreation. They are the
building blocks of coordination. This DDM was created by four current and former
P.E. elementary teachers, a member of the Collaborative for Educational Services
with experience in developing assessments, and the director of education
preparation and licensure of Physical Education from Springfield College.
Table of Test Specifications
This measure is aligned with:
● NASPE (National Association for Sport and Physical Education):
○ Standard 1: The physically literate individual demonstrates competency
in a variety of motor skills and movement patterns.
● MA State Standards:
○ 2.1 Apply movement concepts, including direction, balance, level (high,
low), pathway (straight, curve, zigzag), range (expansive, narrow), and
force absorption (rigid, with bent knees) to extend versatility and
improve physical performance.
○
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor
(walking, running, skipping, hopping, galloping, sliding, jumping, leaping),
and non-locomotor (twisting, balancing, extending) skills as individuals and
in teams.
Collaborative for Educational Services – DDM – Kindergarten Physical Education
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Cognitive Complexity
Content
(Standard)
Low
Moderate
High
Difficulty
Easy
Moderate
Hard
%
25
Running
1
Galloping
1
Skipping
1
1
25
Hopping
1
1
25
% of Total Items
25
50
25
1
25
1
25
25
50
Administration Protocol
This test will be given three times a year (September, January, and May) for all four
locomotor skills. Results of the first and third administrations are used to calculate
student growth, while the second administration gives teachers the opportunity to
check in on student progress—an instructional best practice. The scripts for
describing the tasks and expectations to students are in the Instrument section.
Expectations of prior experience:
It is expected that the average kindergarten child will have already experienced
locomotor skills in their everyday play prior to entering kindergarten. Young
children may acquire running, galloping, skipping, and hopping skills through
informal activities. The goal of this assessment and associated instruction is to
ensure that all students leave Kindergarten with good whole body movement
habits.
Instruction in locomotor skills:
Each locomotor skill will be taught during the first few months of the school year.
Each skill will be broken down into steps, practiced, and infused into activities and
games throughout the school year.
Preparation for all four skill assessments:
● Allow only safe footwear, i.e., no sandals, boots, bare feet, etc.
● Assessments can be done inside or outside.
● If outside, use a smooth, hard surface that is free of obstructions.
● Setting up a video camera is optional, but highly recommended; make
sure that it is close enough to be in view and close enough to see the
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●
●
●
●
students’ entire bodies to assess the form and consistency of each
locomotor skill.
Video use may be especially valuable for large classes, where it is
challenging to see individual performances happening simultaneously.
All four skills may be assessed in the course of one 30-minute class period,
but teachers should use their professional judgment—it may be valuable to
assess one or more of these skills during the warm-up or as the main activity.
Cones mark the starting points for three or four lines of students (“squads”).
Cones also mark each line’s end point. Each set of start and end cones
should be 40 to 60 feet apart. (See diagram below; depends on the length of
your gym.) Starting cones should be five feet apart; ending cones should also
be five feet apart. Ensure that there are 10 feet of unobstructed space in front
of the starting cones, and an additional 15 feet of unobstructed space beyond
the ending cones.
Create three or four three-foot squares, five feet apart at each starting
point with floor tape, chalk, etc. to be used for hopping assessment.
Accommodations for students with special needs and English Language
Learners
The rubric and task directions make expectations clear for all students. Modeling
included in beginning and mid-year administrations makes expectations clear to
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English Language Learners alongside their peers. Students with physical disabilities
will be accommodated in accordance with their IEPs, which may include making
lanes wider or distances or time shorter.
Deviations from protocol
● Based on absence:
Should children be absent on assessment days, they may be assessed at the
next most convenient time. If a child enters the school after the start of the year
and before Thanksgiving, that child’s locomotor skills may be assessed upon
entry and included in the measure’s student population for the year. For children
entering the school after Thanksgiving, they may be assessed alongside their
peers in the remaining test administration windows (i.e., January and May), but
will not be included in the measure’s student population for the year.
● Based on individual school context:
Teachers should use their professional judgment in deviating from this protocol.
Reasons for deviation might include the size of the gym, class size, length of
class time, and how often classes meet, e.g., classes that meet twice a week
may have quite different experiences and opportunities from classes that meet
only once a week. We recognize that some classes meet for only half the year,
others for the whole year, and teachers may need to adjust the timeline of this
DDM’s administration depending on the length of time they spend with classes in
a year. Additionally, being mindful of time for assessment versus time for learning
or participation, teachers could consider increasing the number of students
performing each skill simultaneously, especially if video is available.
● For students who come to kindergarten with well-developed locomotor skills:
For numerous reasons, some students arrive in kindergarten with welldeveloped locomotor skills. Teachers may want to consider the following
extensions for these students:
○ Perform each skill in a circle, approximately the size of the gym, not in
place.
○ Without stopping, perform each skill in different combinations, e.g.,
skipping to hopping, skipping to galloping to running.
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Guidelines for the administration of each skill
Administration of RUNNING
● Students will run the length of the lane
you created with cones.
● Make sure students do not stop
running until after they pass the
ending cone.
● Clearly indicate that the running lane
is from their starting cone to their
ending cone.
● After all students first in line (Group 1)
arrive at the ending cones, Group 2
begins.
● Group 2 lines up behind Group 1 as
they finish, and once all have arrived,
Group 3 begins, etc.
● Once every student has run across,
begin the process again with Group 1
running from the end cone to the start
cone.
● Repeat as needed to accurately
assess each student’s performance.
Administration of GALLOPING
● Students will gallop the length of the
lane you created.
● Clearly indicate the galloping lane
(from their starting cone to their
ending cone) and the stopping zones
(the fifteen feet beyond the ending
cone).
● Do not designate right foot or left foot;
use the terms “one foot” and “the
other foot”.
● Students first in line (Group 1) wait at
their cones until everyone in Group 1
has arrived, then all start their return
at the same time.
● Students should turn around and
gallop back with their other foot
leading.
● Once finished, students will go to the
back of their line.
● Repeat as needed to accurately
assess each student’s performance.
Administration of SKIPPING
● Clearly indicate the skipping lanes
(from their starting cone to their
ending cone).
● Assessment process is the same as
for running, assessing three or four
students at a time.
● Once finished, students go to the
back of their line.
● Repeat as needed to accurately
assess each student’s performance.
Administration of HOPPING
● Clearly indicate each student’s
personal space for hopping.
● A stopwatch or a clock will be needed
for timing. Use your own stop and go
signals, allowing students to hop for
10 seconds on each foot.
● Once finished, students go to the
back of their line.
● Repeat as needed to accurately
assess each student’s performance.
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Instrument
Any of the following instructions may be repeated to the whole class as often as
necessary during each skill’s assessment.
Instructions for students: Running and galloping
RUNNING pre-test and mid year test:
● Today, we are going to work on
running.
● This is what running looks like.
(Demonstrate the skill to the class.)
● Pump your arms forward and
backwards, moving them opposite of
your legs. Your toes point forward and
your foot lands heel to toe.
● On my signal, run fast staying in the
running lane.
● Do not stop running until after you
cross the finish line.
● Run as fast as you can, showing me
your best running form.
RUNNING post-test:
● Today, I am going to watch you run.
● Stand behind the starting line.
● On my signal, run fast all the way
through the course.
● Stay in the running lane by running in
a straight line.
● Do not stop running until after you
cross the finish line.
● Run as fast as you can, showing me
your best running form by swinging
your arms forward and backward,
having your toes pointed forward and
landing on the heel of your foot first.
GALLOPING pre-test and mid year test:
● Today, we’re going to work on
galloping.
● Watch me first. I’m going to put one
foot in front of the other. Notice how
my back foot chases my front foot
while I am moving forward. (Gallop
four or five paces)
● Stand behind the starting line.
● On my signal, gallop to the end of the
lane, with one foot leading.
● Stop, then turn around and gallop
back, with the other foot leading.
● Stay in your lane.
● This is not a race.
● Show me your best galloping form by
using the same foot in front, facing
forward, bringing your feet together
without crossing them and without
stopping your movement.
GALLOPING post-test:
● Today, I’m going to look at your
galloping.
● Stand behind the starting line.
● On my signal, gallop to the end of the
lane, with one foot leading.
● Stop, then turn around and gallop
back, with the other foot leading.
● Stay in your lane.
● This is not a race.
● Show me your best galloping form by
using the same foot in front, facing
forward, bringing your feet together
without crossing them and without
stopping your movement.
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Instructions for students: Skipping and hopping
SKIPPING pre-test and mid year test:
● Today we are going to work on
skipping.
● Watch me first. I take a step and a
hop on one foot and then a step and a
hop on the other foot. Keep repeating
this pattern. (Skip four or five paces)
● On my signal, start skipping from the
starting line to the finish line, while
staying in your lane.
● This is not a race.
● Show me your best skipping!
SKIPPING post-test:
● Today, I’m going to look at you
skipping.
● Stand behind the starting line.
● Skip from the starting line to the finish
line, while staying in your lane.
● This is not a race.
● Show me your best skipping; step­hop
on one foot, then step-hop on the
other without stopping in between.
● On my signal, skip to the finish line.
HOPPING pre-test and mid year test:
● Today, we are going to work on
hopping.
● Watch me first. I am going to stand on
one foot, push off the ground with that
foot and land back on the ground with
the same foot. Look how I am landing
in the same spot from where I took off
each time. I can hop up and down for
10 seconds without stopping. (Hop up
and down four or five times)
● Stand in the middle of your own
square.
● On my signal, start hopping on one
foot in your square until I give the stop
signal.
● Then, I will ask you to switch to your
other foot.
● I am looking to see if you take off and
land on the same foot without
stopping or moving outside your
square for 10 seconds.
HOPPING post-test:
● Today, I am going to watch you hop.
● Stand in the middle of your own
square.
● On my signal, start hopping on one
foot in your square until I give the stop
signal.
● Then, I will ask you to switch to your
other foot.
● I am looking to see if you take off and
land on the same foot without
stopping or moving outside your
square for 10 seconds.
Collaborative for Educational Services – DDM – Kindergarten Physical Education
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Scoring Guide
The scoring rubric thoroughly describes each discrete skill. A level 3 performance describes a
proficient performance in detail. Levels below and above that refer to elements of a proficient
performance.
At each administration of each skill, look both at students’ form and their ability to consistently
execute the skill, as best described in the rubric cells. Note each student’s level of performance
in both columns, Form and Consistency. At the end of each of the three administration windows
(September, January, and May), add students’ points from the Form and Consistency columns
for each skill. The minimum possible score for each skill is 2 points; the maximum is 8.
Helpful reference videos showing proficient performance of each skill can be found in the
“5­8 Years Old” list of Active For Life lesson plans
(http://activeforlife.com/lesson-plans-and-resources/#!prettyPhoto).
Measuring Growth and Setting Parameters
Elementary P.E. teachers applied a repeated measures approach to the assessment as a way of
gathering mid­year information on student’s progress. They also chose a pre­test/post­test approach
to measuring growth, comparing skills at the end of the year to those at the beginning of the year.
Students tend to arrive in Kindergarten with a 2 or 3 in Form and a 2 or 3 in Consistency, i.e., a total
score in each skill of 4 to 6 points. Teachers wanted to reflect that growth might not be uniform
across skills, and came to consensus about using growth in some skills as an indicator.
Parameters
Total Point Gain (Form + Consistency) in X number of skills
4 or more points in 1 skill
OR
High
3 points in each of 2 or more skills
2 points in each of 2 or more skills
OR
Moderate
3 points in 1 skill AND 2 points in 1 or more skills
Low
0 or 1 points in 3 or more skills
We recommend excluding students from the class growth determination who arrive in
kindergarten already scoring 4s in three or more skills in Form and/or Consistency. This should
be a very small number of students, if any.
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Piloting
Elementary teachers in the development group and some volunteers from nearby districts
piloted the DDM between March 10 and May 31, 2015 (a total of six teachers). We sent a
descriptive cover letter via email, along with a copy of the draft assessment tool, scoring rubric,
and growth parameters to participating teachers. We asked that teachers pilot the tool before
the end of March. On April 3, we sent out a Google Form survey requesting preliminary
feedback (we received three responses), and suggesting that a second administration occur
around the middle to end of May. We requested follow-up feedback from that second
administration on June 8, also via a Google Form, to which we received just two responses. We
requested that participating teachers share pilot student data with us, but we received data only
from one of the development group teachers.
Please see the file titled “CES Elementary PE DDM Pilot Forms and Data” for the survey tools,
summary of responses, and pilot data sample. In particular, we were pleased with one teacher’s
response: “The students seemed like they would have done the routine all class. Funny.”
Based on feedback from two surveys and from conversation with the whole development
group, we have made the following revisions:
● Highlight the value of videotaping student performances for accurate scoring.
● Put instructions, script, and skill descriptions into bullet format for easy reading.
● Streamline the instructions onto one piece of paper.
● Devise suggestions for extending these skills’ challenges for students who arrive
in Kindergarten already highly proficient.
● Revise proposed length of lanes for performing skills, based on feedback that
numerous elementary gyms are not 60 feet long.
● Explicitly recognize the need for professional judgment in determining the length of
lanes, the number of students who can perform the skill simultaneously, and duration of
the DDM’s administration (e.g., Sept to June, Sept to Jan) dependent on each school’s
context and class schedule.
● Revise scoring and growth parameters to more accurately reflect student performance
of each skill. Suggest the exclusion of students from growth scoring who begin the year
already highly proficient.
● Revise the score-tracking sheet in line with new parameters to make growth
scoring simpler.
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Kindergarten Locomotor Skills Rubric
RUNNING
Similar to the walk, except that the tempo and
body lean differ. There is a time at which both
feet are off the ground simultaneously. Arms
should move forward and backward in
opposition to the legs without crossing the
midline.
Form
1
Runs with 2 or fewer
essential elements
present.
Runs with 3 of 4
essential elements
present.
2
3
4
Consistency
GALLOPING
A form of locomotion which is a combination
of an open step by the leading foot and a
closed step by the trailing foot. The same
foot leads throughout. The rhythm is uneven.
Form
Stops running action Gallops with 2 or fewer
OR
essential elements
falls down.
present.
Runs…
Gallops with only 3 of 4
without stopping or essential elements
falling down,
present.
BUT stumbles, runs
in erratic pathway or
has inconsistent
stride.
Runs with the essential Runs…
elements of a mature
in straight pathway
pattern:
without stumbling,
arm/leg opposition
stopping, or falling
toes point forward
down.
arms swing
forward/backward
and do not cross
midline of body
feet land at the ball
or midfoot.
Displays all the
Runs…
essential elements of a
smoothly
mature pattern, with
in straight pathway
fluid motion.
without breaks in
stride.
Consistency
Two or more
breaks in action
AND/OR
does not return to
the start with the
other foot leading.
Gallops…
with no more than
1 break in action
for entire task,
turns and gallops
back to the start,
with other foot
leading.
Gallops…
with no break in
action for 40-60
feet
turns and gallops
back to the start,
with the other foot
leading.
Gallops with the
essential elements of a
mature pattern for
entire task:
same foot leading
forward orientation
moment of nonsupport
back foot does not
move in front of
lead foot.
Displays all the
Gallops…
essential elements of a
smoothly
mature pattern, with
with continuous
fluid motion for entire
action
task.
with each foot
leading.
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HOPPING
Springing action from one foot and landing on
the same foot. The knee stays bent and the
ankle joint is primarily what accomplishes the
push into the air.
Form
Performs hopping
action incorrectly for
both feet
1
3
4
Loses balance
OR
cannot sustain
hopping motion on
both left and right
feet for 10 seconds.
Hops…
continuously for 10
seconds
with no loss of
balance
BUT
does not stay in selfspace.
Hops…
Hops…
taking off from one
within self-space
foot
continuously for 10
AND
seconds
landing on the same
with no loss of
foot.
balance or
Performs action on
extraneous arm
other foot.
motion.
Performs action on other
foot.
Hops…
Hops…
taking off from one
within self-space
foot
continuously for 10
AND
seconds
landing on the same
with fluid motion
AND
foot
with smooth,
consistency on each
balanced action.
foot.
Performs action
correctly on other foot.
Performs hopping
action correctly for one
but not the other foot
2
Consistency
SKIPPING
A combination of a step and a hop, first on
one foot then the other. The pattern has the
alternation and opposition of the walk plus
the same-sided one-foot step. It's an uneven
rhythm.
Form
Lacks the essential
elements of skipping.
Skips with 1 of 2
essential elements
present.
Consistency
Skips…
for less than 40-60
feet
OR
with 2 or more
breaks in movement
OR
loses balance.
Skips…
for 40-60 feet
with no more than 1
break in movement
or loss of balance.
Skips with the
Skips…
essential elements of a
for 40-60 feet
with no breaks in
mature pattern:
step-hop action
movement or loss of
on alternating feet
balance.
with a moment of
non-support.
Displays all the
Skips…
essential elements of a
with smooth
mature pattern, with
movement
fluid motion.
for 40-60 feet.
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RUNNING
FORM
Student Sept
GALLOPING
CONSISTENCY
FORM
HOPPING
CONSISTENCY
FORM
SKIPPING
CONSISTENCY
FORM
CONSISTENCY
TOTAL SKILL GROWTH
June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth Sept June Growth RUNNING GALLOPING HOPPING SKIPPING Growth Categor Notes (e.g., ac
A
1
2
1
1
2
1
2
3
1
2
4
2
3
3
0
3
4
1
1
2
1
1
2
1
2
3
1
2
Mod
B
2
3
1
1
3
2
3
3
0
3
4
1
3
3
0
3
3
0
2
3
1
2
2
0
3
1
0
1
Low
C
1
2
1
0
2
2
1
3
2
0
3
3
2
4
2
2
3
1
1
2
1
1
1
0
3
5
3
1
High
D
3
4
1
3
4
1
4
4
0
4
4
0
2
3
1
2
2
0
3
4
1
3
3
0
2
0
1
1
Low
Learning disabili
E
0
1
1
0
1
1
3
4
1
3
3
0
0
1
1
0
1
1
0
1
1
0
1
1
2
1
2
2
Mod
Student often di
GROWTH KEY
Total point gain (Form + Consistency) in X number of skills
High
4 or more points gained in 1 skill OR
3 points gained in each of 2 or more skills
Moderate
2 points gained in each of 2 or more skills OR
3 points gained in 1 skill AND 2 points gained in 1 or more skills
Low
0 or 1 point gained in 3 or more skills
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