STRATEGIES & ACTIVITIES for EARLY LEARNING PHYSICAL EDUCATION

AGES 3 to 5

INTRODUCTION

The goal of physical education is to help children grow into healthy, responsible people who have the knowledge, skills, and attitudes to work together, think critically, and take part in many kinds of activities that build a lifelong healthy lifestyle. Being physically active is a key part of building a child's self-esteem, confidence, fitness, and overall well-being. Research shows that children who are physically active for 60 minutes a day are healthier, feel more confident, learn more effectively, and are less likely to miss school (National Association for Sport and Physical Education [NASPE], 2011). As children get better at moving their bodies, they also develop higher-level thinking skills that they will need for future success in both social situations and schoolwork. Children build important life skills by taking part in both cooperative (working together) and competitive activities.

Good physical education uses activities that fit each child's stage of development to build confidence and skill in things like sports, dance, outdoor play, and fitness. The main goal should be to make sure every child feels successful and has fun. Children need plenty of well-rounded playtime that lets them build both gross motor skills (using large muscles) and fine motor skills (using small muscles).

Definitions:

• Motor skills are movements made using either small muscles or large muscles.
• Gross (large) motor skills — such as walking, kicking, hopping, galloping, running, sliding, skipping, leaping, and jumping — are the foundation, or building blocks, of movement.
• Fine (small) motor skills — such as using the two-finger pincer grasp (using the thumb and pointer finger together, like picking up a small object) and handling small objects — help children get ready to write.
• Locomotor skills are movements that carry the body from one place to another, such as walking, hopping, running, jumping, galloping, leaping, and sliding.
• Non-locomotor skills are movements that stay in one spot, such as balancing on one foot, moving one body part at a time, bending, twisting, and turning.

ADULTS SUPPORT LEARNING IN PHYSICAL EDUCATION WHEN THEY:

• Keep encouraging, challenging, and strengthening children's gross and fine motor skills by teaching, showing how, and giving children many chances to:
• Run, gallop, throw, catch, hop, kick, dance, jump, climb, pull, carry, stretch, bend, twist, and move one body part at a time.
• Practice building with large and small blocks, shaping clay, using scissors or tongs, stringing beads, fitting pegs into holes, putting together puzzles, using a computer mouse, and using different writing tools (pencils, crayons, markers) and art materials (painting, printing, working with clay, stamping).
• Join in fine and gross motor activities together with the children.
• Teach, demonstrate, and enforce proper safety rules.
• Give children chances for both organized (planned) play and free, spontaneous play.

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Strategies & Activities for 3-YEAR-OLDS

Strand 1: MOTOR SKILLS AND MOVEMENT

Motor skill development includes both small-muscle and large-muscle movements. Gross (large) motor skills include walking, kicking, hopping, galloping, running, sliding, skipping, leaping, and jumping. Fine (small) motor skills include activities that strengthen the hand and wrist, helping children begin developing the skills they'll need for writing.

Substrand: GROSS MOTOR

General strategies and activities for gross motor skills and movement:

• Set up a simple obstacle course to practice several gross motor movements.
• While walking down the hall, have the child at the front of the line name an animal and show how they think that animal moves. The other children copy the movement.
• Use different kinds of balls to practice catching, throwing, and kicking.
• Use both stationary (fixed in place) and portable (movable) equipment to build large motor skills.

STANDARDS	STRATEGIES & ACTIVITIES
PE 3 yr.1.1: Take part in activities that build control and balance while moving from one place to another (for example, walking forward in a straight line, hopping, running and stopping, changing direction, and jumping over low objects).	Play games where children move (run, jump, hop, etc.) from one spot to another. Use colored cones and show children what movement to do as they travel from one cone to the next.
PE 3 yr.1.2: Take part in activities that build coordination and balance while staying in one place (for example, balancing on one foot, moving body parts one at a time).	Play games where children copy movements, either in large or small groups, led by the teacher or chosen by the child. Give children chances to practice single movements, like standing on one foot, bending at the waist, or stretching up on tiptoes.
PE 3 yr.1.3: Take part in activities that build control of large muscles to handle objects (for example, throwing and catching a ball, hitting a ball with a club, riding wheeled toys).	Use music, along with props like streamers or scarves, to encourage big movements. Use hoops or targets on the ground for children to try dropping a ball onto. Begin practicing the proper, safe use of wheeled toys.

Substrand: FINE MOTOR

General strategies and activities for fine motor skills and movement:

• Provide fine motor toys and materials (stringing beads, stacking blocks, puzzles, large interlocking blocks, etc.) so children can build their fine motor skills.
• Encourage children to put on their own clothing (jackets, boots, socks, gloves, hats, etc.).
• Provide different writing tools (paint, paintbrushes, crayons, markers, chalk, colored pencils, etc.) for children to try out.
• Give children chances to cross the midline — the imaginary center line of the body — through dance, play, writing, and other activities.

STANDARDS	STRATEGIES & ACTIVITIES
PE 3 yr.1.4: Handle small pieces or objects (puzzle pieces, interlocking cubes, tongs, etc.) and build with different kinds of blocks.	Offer blocks of different sizes and types for stacking and building. Encourage children to start practicing zipping their own backpacks or jackets. Give children scissors to practice fringing paper, snipping straws, or cutting playdough.
PE 3 yr.1.5: With help and guidance, build small muscle control by making lines, circles, and scribbles with writing tools (for example, chalk, crayons, paint, markers, digital tools).	Offer materials like sand, shaving cream, or finger paint so children can practice simple writing strokes with their fingers. Provide different tools for pouring or digging. Provide tongs so children can practice picking up pom-poms, seeds, or beads to strengthen their hands and fine motor skills.
PE 3 yr.1.6: This standard begins at age 4.	Not applicable at this age.
PE 3 yr.1.7: This standard begins at age 4.	Not applicable at this age.

Strand 2: EFFICIENT MOVEMENT AND PERFORMANCE

Moving efficiently means showing more and more control over body movements, along with an awareness of personal space — the area around your body that belongs to you.

STANDARDS	STRATEGIES & ACTIVITIES
PE 3 yr.2.1: Begin to show awareness that personal space exists.	Use activities like hula hoops or stretching arms out to help children understand their own space and other people's space. Guide children's interactions and talk with them about how their movements might affect others. Use music and movement activities to help children move in ways that keep proper distance from others.

Strand 3: PHYSICAL ACTIVITY AS A TOOL FOR WELLNESS

Children will notice which activities bring them satisfaction and enjoyment by taking part in physical activity and thinking about how it can support a lifetime of wellness (overall health and happiness).

STANDARDS	STRATEGIES & ACTIVITIES
PE 3 yr.3.1: Notice how exercise and physical activity affect our physical and emotional wellness (for example, feeling changes in breathing or heart rate, talking about how exercise helps our muscles and body, asking what physical activities a child enjoys).	Encourage children to join in energetic play, and point out physical changes (like heart rate) they notice before and after the activity. Set aside time for physical activity in the daily schedule, and talk about why it matters. Offer books and pictures about physical activities for children to look at and try. Provide equipment so children can do exercise that fits their age.

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Strategies & Activities for 4-YEAR-OLDS

Strand 1: MOTOR SKILLS AND MOVEMENT

Motor skill development includes both small-muscle and large-muscle movements. Gross (large) motor skills include walking, kicking, hopping, galloping, running, sliding, skipping, leaping, and jumping. Fine (small) motor skills include activities that strengthen the hand and wrist, helping children begin developing the skills they'll need for writing.

General strategies and activities for gross motor skill development:

• Set up a simple obstacle course to practice several gross motor movements.
• Taking turns, have children name an animal and show how it moves while the other children copy the movement.
• Use different kinds of balls to practice catching, throwing, and kicking.
• Use both stationary and portable equipment to build large motor skills.

Substrand: GROSS MOTOR

STANDARDS	STRATEGIES & ACTIVITIES
PE 4 yr.1.1: Show control and balance while moving from one place to another (for example, walking forward in a straight line, hopping, running and stopping, changing direction, and jumping over low objects).	Play games where children move (run, jump, hop, etc.) from one spot to another. Use colored cones to mark paths where children practice different motor skills to get from one color to the next. Set up a simple obstacle course for practicing a variety of gross motor movements. Play games where children copy each other's movements in large or small teacher-led groups. Play simple relay races and games where children take turns using different movements and maneuvers.
PE 4 yr.1.2: Show coordination and balance while staying in one place (for example, balancing on one foot, moving body parts one at a time).	Give children chances to practice single movements, like standing on one foot, bending at the waist, or stretching up on tiptoes. Play games where children copy movements in large or small groups, either teacher-led or chosen by the child.
PE 4 yr.1.3: Show control of large muscles to handle objects (for example, throwing and catching a ball, hitting a ball with a club, riding wheeled toys).	Use music, along with props like streamers or scarves, to encourage big movements. Use different kinds of balls to practice catching, throwing, and kicking. Use hoops or targets on the ground for children to try dropping a ball onto. Begin practicing the use of wheeled toys.

Substrand: FINE MOTOR

General strategies and activities for fine motor s...