13.4 Physical Education & Motor Skills

Fundamental Motor Skills

Fundamental motor skills are the basic movement patterns that underlie all specialized physical activities. They develop in early childhood and are refined through P-5 instruction. They are organized into three categories.

Locomotor Skills

Locomotor skills move the body from one place to another.

Non-Locomotor (Axial) Skills

Non-locomotor skills are performed with little or no movement from one spot.

• Bend — flexing at a joint (toe touches).
• Stretch — extending a body part fully (reach for the sky).
• Twist — rotating the trunk while feet stay (spinning hoop).
• Swing — pendular movement of a body part (arm swings).
• Sway — rocking side to side (tree in the wind).

Manipulative Skills

Manipulative skills involve controlling an object with the hands, feet, or an implement.

• Throw — overhand, underhand, with a ball or beanbag.
• Catch — with two hands, then one; large ball then small.
• Kick — stationary then moving ball.
• Strike — with hand, bat, or racket.
• Dribble — basketball with hands or soccer with feet.

Skill-Related Fitness Components

Skill-related fitness supports performance in specific activities. There are six components.

A teacher analyzing a wall-ball throw-and-catch activity identifies eye-hand coordination as the primary component addressed, with balance and reaction time as secondary supports.

Health-Related Fitness Components

Health-related fitness supports everyday wellness and disease prevention. There are five components.

Fitness Assessment in Georgia Schools

FitnessGram is the health-related fitness assessment adopted by Georgia schools. It includes:

• PACER (Progressive Aerobic Cardiovascular Endurance Run) — a 15-meter or 20-meter shuttle run that measures cardiovascular endurance by increasing pace each minute.
• Body Mass Index (BMI) — a screening measure calculated from height and weight, used to flag possible underweight, healthy weight, overweight, or obesity. BMI is a screening tool, not a diagnostic measure; results are shared confidentially with families.
• Curl-ups, push-ups, trunk lift, and sit-and-reach — measure muscular endurance, strength, and flexibility.

Teachers present results privately, avoid comparison or labeling, and use data to set goals and plan instruction.

Responsible Personal and Social Behavior

GACE Objective E expects teachers to promote a health-enhancing level of physical fitness, responsible personal and social behavior, and respect for self and others in physical activity settings. Concrete behaviors include:

• Fair play — following rules, accepting outcomes without arguing.
• Teamwork — sharing equipment, including less-skilled peers, communicating clearly.
• Respect for self and others — encouraging struggling classmates, avoiding negative body talk.
• Sportsmanship — shaking hands after games, acknowledging good plays by opponents.

These behaviors are taught explicitly, modeled by the teacher, practiced through cooperative games, and reinforced with specific positive feedback. A teacher who says, "I noticed you waited for Jaden before starting the relay — that's teamwork," teaches more than one who says only, "Good job."

Safety in Physical Education

PE safety practices include:

• Proper footwear — closed-toe athletic shoes tied snugly; no sandals, boots, or heels.
• Warm-up and cool-down — light activity and dynamic stretches before, static stretches after.
• Hydration — water breaks every 15-20 minutes in Georgia heat; encourage drinking before feeling thirsty.
• Injury prevention — inspect equipment, clear the area, teach falling technique, match activities to skill level, modify for asthma or other conditions.
• Heat awareness — follow Georgia High School Association heat-policy guidance; reduce intensity on high-heat or high-humidity days.

Cooperative Games and Activities

Cooperative games emphasize participation and teamwork over winning. Examples include parachute activities, group juggling, buddy walks, and stations where every student rotates through every role. These activities build inclusion, communication, and the social skills that the GACE framework values as highly as motor skills themselves.