CAPS
•Cognitive: Safety and good judgement in movement; strategizing with teammates, creating their own games.
•Affective: Involve students in evaluation procedures. Demonstrates both leadership and following behaviours
•Psychomotor: Demonstrate a range of basic motor skills for running and stopping, and changing direction.
•Social: demonstrate an ability to follow rules, routines, and procedures for safe and respectful play. Collaborate with peers to play well, and to create new games with specified roles.
BC IRP Connections
a1 Relate the effects of regular participation in a variety of types of physical activities to quality of life (e.g., stress reduction, prevents the onset of certain diseases, increased overall physical and emotional health)
b1 apply learned movement skills in new and unfamiliar physical activities
c1 apply safe procedures for specific physical activities
c3 model leadership in creating a positive climate for physical activity (e.g., mentoring, organizing, coaching)
Cooperative Games
What are Cooperative Games?
Cooperative Games are meant to build a sense of community in the classroom. These games focus on participation, fun, challenge, and team building over winning or defeat. Cooperative Games take many forms and are not necessarily without a ‘winning’ goal. In most cases, however, games can and should be adapted during play to continue game play, and place responsibility on individual students to keep score.
How will we teach Creative Dance?
Students will be introduced to a variety of Cooperative Games. Rather than building on-the-ball and off-the-ball skills, these games will focus on communication and teamwork. The unit will end with a series of invented game lessons during which students will modify Cooperative Games or come up with their own Cooperative Game based in other areas. The process of working as a team to create a new game will push the boundaries of the students’ creative and group work abilities.
