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Subject: Physical Education
Semester: 1
Period: 3
Week: 16
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 2
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Locomotor Games
Sub-topic: Games Involving Movement from Place to Place
Learning Objectives
By the end of the lesson, students should be able to:
Define locomotor games. Identify types of locomotor movements such as hopping, skipping, running, and jumping. Demonstrate locomotor skills through games. Explain the importance of locomotor games for fitness and coordination.
Previous Knowledge
Students already know how to run and jump during play.
Instructional Materials
Whistle, cones, open play space, skipping ropes, and chalk for marking lines.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher organizes light jogging and arm swings. Teacher asks learners, “What movements do you use to go from one place to another?” Students answer with ideas like walking or running.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Explanation:
- Locomotor games involve moving the body from one place to another.
- Common movements include:
- Hopping: Jumping on one leg
- Skipping: Moving rhythmically, alternating feet
- Running: Moving quickly between points or markers
- Jumping: Propelling the body forward or upward using both legs
Importance of Locomotor Games:
- Improve heart health
- Strengthen legs and lower body muscles
- Develop coordination, agility, and endurance
- Make children active, confident, and physically fit
Demonstration:
- Teacher demonstrates each locomotor skill step by step:
- Hopping on one leg across a marked line
- Skipping rhythmically, using ropes or lines
- Running between cones or markers
- Jumping forward safely and landing on both feet
- Emphasize correct posture, safe landings, and controlled movements
Practical Activity:
- Organize learners into groups and stations:
- Station 1: Hopping across a marked space
- Station 2: Skipping in pairs using ropes
- Station 3: Running between cones in a short relay
- Station 4: Jumping forward in turns
- Encourage learners to cheer peers, take turns, and move safely
- Rotate groups so all learners practice every locomotor skill
Learners’ Activities (Expanded):
- Practice each locomotor skill in turns and groups
- Observe peers and give encouraging feedback
- Share verbally: “Which movement felt easiest? Which felt hardest?”
- Reflect on how each movement helps fitness and coordination
Assessment Checks:
- Observe correctness, posture, and safety while performing each skill
- Ask orally:
- “Which locomotor skill uses one leg?”
- “Why do we need locomotor games?”
- Check learners’ participation and ability to follow instructions
Notes (Expanded & Detailed):
- Locomotor games are physical activities that move the body from one place to another
- Hopping: Improves balance and leg strength
- Skipping: Strengthens the heart, lungs, and coordination
- Running: Builds endurance and cardiovascular health
- Jumping: Develops power and leg muscles
- These games also enhance agility, coordination, confidence, and overall physical fitness
- Regular practice supports healthy growth, active participation, and enjoyment of physical activities
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Learners review locomotor skills by naming and demonstrating them. Teacher reinforces importance of practicing these skills.
Evaluation Method (Expanded):
Exit slip/quiz: 1. Mention two locomotor movements. 2. Why are locomotor games important? 3. Show me how to hop.
Assignment (Expanded):
Practice one locomotor movement (skipping, hopping, running, or jumping) at home for 5 minutes.
Follow-up Activity:
Next lesson will focus on manipulative games and fitness screening practice.
Differentiation / Inclusive Strategies
Learners with physical difficulty may walk briskly instead of hopping. Groups will be balanced to support weaker learners. Teacher encourages all to participate.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low