Curriculum/Instruction
al Models

Skill Themes (2nd of 2
constructivist styles)
3 W’s of Skill Themes

What are skill themes?


Developing individual skills (soccer pass) and
skill themes (dribbling) using concepts learned
in movement education’s concepts.
These sport skills later form the basis for
traditional sports
3 W’s of Skill Themes

When should you transition from movement
ed to skill themes?


Usually somewhere in the 3rd grade.
You will notice students developing past the
movement concepts (aka, they’re getting bored).
At this point, they are ready for skill themes.
3 W’s of Skill Themes

Why use skill themes

Students are not developmentally ready for the
“full” sports or activities.
Playing a basketball game in 4th & 5th grade is
inviting DISASTER.
 DO NOT play “full” sports in 4th & 5th grade



Build skills so they can be successful in more
complex environments (aka-they’ll be ready)
Students enjoy this intermediate step
Skill Themes:
Developing individual sport skills
using movement education’s themes and concepts.
Content
 Skill theme concepts
Concept Transfer – from movement ed
to skill themes






Large surface increases object control Soccer pass
with laces/instep
Wider base of support for stability  Gymnastics
Object control more difficult at high speeds 
Basketball dribbling
An off-center force causes rotation  Volleyball serve
Zigzag pathways are harder to predict  Hockey
dribbling
Free flow produces higher quality movements 
Many sports
How of instruction
Which method is movement exploration taught through?
Reproductive Styles – Students reproduce teacher understandings
1.
2.
3.
4.
5.
COMMAND - Teacher makes all decisions, like “follow the leader”
PRACTICE (includes stations) - Students carry out teacher-prescribed tasks as modeled while
receiving teacher feedback
RECIPROCAL - Students work in pairs: one performs, the other provides feedback (may utilize
criteria sheet)
SELF-CHECK - Students assess their own performance against criteria sheet prepared by
teacher
SELF SELECTION - Students are provided with legitimate options for skill practice that have a
range of difficulty (low to high)
Productive Styles – Students create understandings
6.
7.
8.
GUIDED DISCOVERY - Students answer questions in a series that lead to discovery of a
concept (typically movement related)
PROBLEM SOLVING (includes synthesis) - Students solve problems or create programs with
assistance from the teacher, multiple solutions (divergent)
INDIVIDUAL PROGRAM - Students develop a program based on physical and cognitive
abilities.
Organization of Curriculum
Content
Spiral – revisit concepts periodically to
review and enrich. May utilize a schedule to
track time devoted to each area.
1.

This is the better method….why?
Units
2.

Organized around related skills
Sample Lessons
4th – Movement and Position
4th – Bounce Pass
5th – Cooperative
5th – Throwing Challenge
5th – Dribbling
Offense/Defense Activity
Advantages: Movement
Education and Skill Themes
Why Use These Approaches?
 Spiral curriculum continually reinforces learning (is used)
 More positive approach to self, sport, and exercise
 More FUN (evidenced by higher interscholastic athletic participation)
 De-emphasizes competition and encourages cooperation
 Permits flexibility and challenge by choice in learning concepts (great
for differentiated instruction)
 Allow Ss to be unique (each child comes in with different aspirations,
movement experiences, and needs)
 Learning can be more private than public due to individualization and
high activity time.
 Uses various teaching styles: Guided discovery, command,
reciprocal, problem solving
 Develops critical thinking, movement vocabulary, creativity, and
communication.