NURS 6521 Week 5 Paper - Curriculum Design for Gross Motor Physical Activities for Children Two- Five Years of Age

Curriculum Design for Gross Motor Physical Activities for Children Two-Five Years of Age CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 2 Outline CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 3 Lesson Plan week 1: 2- to 5-year-old Games and Activities Day 1 crawling, galloping, hopping, and jumping Day 2 Running, squatting, skipping Day 3 Pulling, climbing, sliding, carrying, cycling, and stretching Day 4 Running, throwing, catching, and kicking Day 5 Dancing, bending, twisting, and swimming Assessment point scale: Please refer 75%-100: Passing 50%-75%: Need to be reassessed 0%-50%: Failing: Refer to PT or OT Curriculum Design for Gross Motor Physical Activities for Children Two-Five Years of Age Day Activity Complexity Assessment Learning Outcomes (Achieved Goals and Objectives) CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 4 Monday Walking, crawling, galloping, hopping, and jumping. The complexity is enhanced by intensity of crawling, galloping, and hopping. For that reason, the teacher should increase the intensity gradually such as the suggested in the list of activities where the one-hour sessions of instruction start with walking, followed by crawling, galloping, hopping, and jumping (Gümüşdağ, 2019). The teacher should assess the physical fitness of the children so that the The activities are intended to evaluate a child’s gross motor skills as they develop from ages 2 to 5 years. For instance, a child's ability can be assessed in terms of their physical endurance and mental concentration in activities such as walking, crawling, galloping, hopping, and jumping (Estevan et al., 2018). Additionally, the assessment should consider the child’s willingness and capacity The gross motor activities are intended to help children between the ages of 2 and 5 years to participate in exercises that enhance control and balance during development (Gao et al., 2019). From that perspective, the intensity and complexity of the activities is used to assess their gradually improve in gross motor skills that are crucial for that age group. The children should portray improving gross motor skills in activities such as walking, crawling, galloping, hopping, and jumping. Through the activities, a CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 5 activities do not wear them out too much. In one of the activities, the children need to jump across without stepping into the water containing alligators, crocodiles, and sharks. These creatures are made using papers or other appropriate materials. Hence, the complexity of the activity can be increased by increasing the width of the waterway. This way, the children will become better at jumping as the to collaborate with others in the one-hour activities. These gross motor skills are assessed in terms of how a child improves on a daily basis. For example, the teacher should record the time a child takes to complete each activity on a daily, weekly, monthly, and annual basis. This shows their improvement as they participate in the gross motor activities. teacher has the opportunity to determine the capabilities of every child in these activities. This way, the teacher can create a personalized approach to helping children who are slow in developing the gross motor skills. Using instructive materials such as a trampoline is an extraordinary activity to improve balance. Moreover, it gives the children an opportunity to interact and observe their peers movements and other physical activities. This is crucial in light of the fact that gross motor development requires not only CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 6 waterway becomes wider and more complex. Then again, you can add a scaffold for the children to cross. The teacher should also create a scaffold out of a few portions of painter's tape, adhered to the floor, and ensure it is restricted to the point of requiring a slow-moving balancing act. The complexity of the gross motor activities should consider that balance improvement are incredible for this age physical activities but a social environment that facilitates interaction of the children with their peers. CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 7 groups. Tuesday Running, squatting, skipping, hopping, and jumping The complexity of the gross motor activities can be enhanced using materials such as hulahoops that are placed at the end of the raceway. This is intended to increase the competition attitude in the children and hence increase the complexity of the activities (Estevan et al., 2018). When the children are participating in a race, the The teacher should assess the children’s muscular resilience to apply force against obstruction and muscular perseverance to apply force more than once against opposition. The teacher should also evaluate the children’s motor planning ability to move the body with proper sequencing and timing to perform substantial developments with refined control. The gross motor activities are intended to enable the children participate in activities that foster coordination and balance in development. As much as they improve the children physically, they should also improve their mental toughness as they participate and compete with their peers. For example, running, squatting, skipping, hopping, and jumping require solid gross motor skills, coordination, and balance. In that regard, a teacher can assess the CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 8 teacher can have the children start at a certain point. The end of the race has clothes of a certain color. Whenever the teacher says go, they run to the opposite end of the course, pick one thing, and put it on. The children then run to the opposite end of the course, pick another cloth, and put it on. The activities should be repeated until the children are worn out or cannot wear more clothes again. From that point of It is also vital to assess the children’s motor learning that includes a change in motor (muscle) behavior as a result of training or past experience during the gross motor activities (Scheuer et al., 2019). The teacher should likewise evaluate the children’s sensory handling for precise tasks, understanding and reaction to sensory excitement in the environment and their bodies. children’s gross motor skills in a hopscotch to determine if they improve their coordination and balance. A hopscotch is a straightforward method for rehearsing those skills. In the event that there is no free walkway to draw on or a playground close by, the teacher can set up passage hopscotch using a painter's tape. The activities are also important in helping the children use items that are easily accessible such as hula hoops. Such activities increase the children’s ability to remain participative and CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 9 view, the children should race with the goal of wearing the clothes faster and before their peers (Bjornson et al., 2020). Squatting or bending to get objects assists the children to figure out how to recover their balance when they are progressing and is additionally incredible for developing focal stamina. For that reason, the teacher should ask the children to increase the speed of picking items. So basically Additionally, there is the need to assess the children’s postural control to balance out the trunk and neck to enhance coordination of different legs. Playing with hula hoops is an incredible method for building coordination, balance, and strength. Hence, the teacher, should have children pretend to be carnival creatures climbing all through the hoops (Brian et al., 2018). The teacher should hold interactive in simple yet intense exercises. Additionally, the use of materials such as hula hoops enables the children to understand that they can improvise the readily available materials and use them as playing items (Bjornson et al., 2020). CURRICLUM DESIGN FOR GROSS MOTOR PHYSICAL 10 helping tidy up the room is an extraordinary gross motor activity. the hoop up in an upward direction and have them clear their path through, or hold it on a level plane and have them venture into and out of it. Or on the other hand they should just lay the hoop level on the floor and let the children jump in and out. Wednesday Pulling, climbing, sliding, carrying, cycling, and stretching A one-hour gross motor activities involving pulling, climbing, sliding, carrying, cycling, and stretching can be extremely intense and complex for children The assessment of the gross motor skills gained through activities such as pulling, climbing, sliding, carrying, cycling, and stretching is done on a physical and cognitive The gross motor activities practiced in a one-hour session are aimed at giving the children an opportunity to participate in activities that enable large muscles to control objects or making intensive movements