Motor Skills – Locomotor, Non-locomotor, Manipulative

Grade 3 · Physical Education

Semester 2 | Period 6 | Week 32

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Subject: Physical Education

Semester: 2

Period: 6

Week: 32

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 3
Date: Week 32
Lesson Duration: 45 minutes
Week & Period: Week 32, Period 6
Topic: Motor Skills – Locomotor, Non-locomotor, Manipulative
Sub-topic: Introduction and demonstration of motor skills

Learning Objectives
By the end of the lesson, students should be able to:
Outline different motor skills
Demonstrate locomotor, non-locomotor, and manipulative skills

Previous Knowledge
Students already know:
Basic running, jumping, throwing, and catching

Instructional Materials
Cones, balls, skipping ropes, markers

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Play “Follow the Leader” incorporating running, hopping, and stretching

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher Input (Expanded & Detailed):

  1. Definitions & Explanation of Motor Skills:
  • Locomotor Skills: Movements that transport the body from one place to another. Examples:
    • Running: Move quickly on two feet
    • Hopping: Jumping on one foot
    • Skipping: Alternating step and hop movements
  • Non-Locomotor Skills: Movements performed without traveling, usually in one place. Examples:
    • Stretching: Extending arms or legs to increase flexibility
    • Bending: Leaning the body forward or sideways
    • Twisting: Rotating the torso or limbs
  • Manipulative Skills: Movements involving control of objects using hands, feet, or other body parts. Examples:
    • Throwing: Propelling an object with the hand or arm
    • Catching: Receiving an object with hands
    • Kicking: Striking an object with the foot
  1. Demonstration & Mini Drills:
  • Locomotor Drill:
    • Set up a short race track or cones for learners to run, hop, and skip in sequence.
  • Non-Locomotor Drill:
    • Learners stand in place and practice stretching arms overhead, bending sideways, and twisting the torso.
  • Manipulative Drill:
    • Partner exercises: throw and catch a soft ball 5–10 times.
    • Kick a ball toward a target while maintaining control and balance.
  1. Examples in Daily Life:
  • Running to catch a bus (locomotor)
  • Stretching to reach a high shelf (non-locomotor)
  • Catching a ball during recess (manipulative)

Learners’ Activities (Expanded & Detailed):

  • Locomotor Practice: Short races using running, hopping, and skipping, taking turns in small groups.
  • Non-Locomotor Practice: Stretch, bend, and twist in place; count repetitions or hold stretches for a few seconds.
  • Manipulative Practice: Partner exercises with balls for throwing, catching, and kicking; practice aiming at targets or completing small challenges.
  • Reflection: Discuss which skills were easiest or hardest and why.

 

Assessment Checks (Expanded):

  • Observation: Teacher monitors correct technique, posture, and safe execution of each skill.
  • Oral Questions:
    • “Name the three types of motor skills we practiced today.”
    • “Which skill helps you move from one place to another?”
  • Practical Assessment: Learners perform one example of each motor skill correctly under teacher supervision.

 

Notes (Expanded & Detailed):

  • Emphasize the importance of each motor skill for daily life and participation in games.
  • Correct improper techniques immediately to prevent injuries and reinforce proper form.
  • Encourage learners to practice these skills regularly to improve coordination, strength, and agility.
  • Use mini drills and fun challenges to keep learners engaged and motivated.
  • Highlight safety, spacing, and peer support during activities.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Recap three types of motor skills and allow volunteers to demonstrate

Evaluation Method (Expanded):
Exit slip/quiz: Identify 1 example for each type of motor skill
Teacher feedback provided orally

Assignment (Expanded):
Practice one locomotor and one manipulative skill at home

Follow-up Activity:
Pair learners to create a short routine combining all three skill types

Differentiation / Inclusive Strategies
Provide slower-paced demonstrations for learners needing extra guidance

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low