Descriptors

 

Tasks:

General (all tasks)

Sending

Receiving

Transporting

Body Control

Descriptors:

Does not display skills

 

  • Does not demonstrate skill or has difficulty demonstrating skill even with direct physical assistance or detailed verbal instruction

 

  • Does not demonstrate skil or has great difficulty sending objects with upper (e.g. arms/hands) or lower body, e.g. legs/feet) even with direct physical assistance or detailed verbal instruction
  • Appears clumsy or awkward when using upper (e.g. arms/hands) or lower body, (e.g. legs/feet) to strike an object or send to another person
  • When using equipment, often misses or has trouble making contact with an object 
  • Does not demonstrate skil or has great difficulty receiving objects using upper (e.g. arms/hands) or lower body, (e.g. legs/feet) when delivered from another person even with direct physical assistance or detailed verbal instruction
  • Appears clumsy or awkward when using arms/hands, legs/feet to intercept or stop a moving object
  • Often unable to intercept, and may even turn away/avoid approaching objects

 

  • Has difficulty with ability to move around different environments (e.g. frequently bumps into things or people, has difficulty hopping, skipping, or jumping relative to their peers)
  • Movements appear jerky, awkward, not fluid
  • Rarely engages in activities that involve rolling or tumbling

 

  • Has difficulty with activities that require balance such as standing on one foot (e.g. lifting foot to fix shoe) or balancing while moving (e.g. crossing a fallen tree branch or low lying structure)
  • May fall more often than other children of the same age
  • May seem nervous to not have both feet on solid ground

 

Displays skills with instruction

 

  • Completes skills with physical assistance or detailed verbal instruction and demonstrations
  • With direct physical assistance or detailed verbal instruction can imitate sending skills
  • Will not or rarely initiates sending skills on his/her own (e.g. needs direct assistance or instruction to switch between overhand and underhand throwing)
  • With direct physical assistance or detailed verbal instruction, can imitate receiving skills such as stopping a ball with his/her foot or attempting to catch a ball (e.g. needs to be told to hold arms out in front to catch)
  • Will not or rarely initiates receiving skills on his/her own 
  • With direct physical assistance or detailed verbal instruction, can imitate transporting skills such as jumping, hopping, and skipping (e.g. need to help child jump down from objects in play environment when other children do not)
  • Will not or rarely initiates new transporting skills on his/her own
  • With direct physical assistance or detailed verbal instruction, can demonstrate balancing skills (e.g. child might ask you to hold their hand(s) if asked to stand on one foot)
  • Will not or rarely initiates balancing activities on his/her own

Displays skills with little or no instructions

 

  • Performs movement skills either independently or with simple verbal instructions or encouragement (e.g. kick the ball with your foot)
  • Cannot perform multiple skills within the category
  • Has difficulty combining skills across domains (e.g. kicking while running)
  • Demonstrates sending skills either independently or with some simple verbal reminders or instruction during play (e.g. try kicking harder next time; pull your arm back before you throw)
  • Does not demonstrate different types of sending skills during play/activities (e.g. rolling, throwing with hands, kicking with foot, striking with bat)
  • Demonstrates receiving skills independently or with some simple verbal reminders or instruction during play (e.g. try to catch/trap it with your body, watch the ball closely)
  • Can stop/receive an approaching object sent directly to them, but rarely uses different strategies to receive objects during play (e.g. catches using similar methods each time)
  • Demonstrates transporting skills independently or with some simple verbal reminders or instruction during play (e.g. try to jump and land without your hands touching the ground, try to swing your arms when you run)
  • Does not independently try different transporting skills (e.g. jumping, hopping, rolling)

 

  • Demonstrates balance while standing or moving either independently or with some simple verbal reminders or instructions during play (e.g. hold your arms out)
  • Demonstrates basic body control for age but has difficulty combining balance with skills in other domains during play (e.g. child has trouble maintaining balance if ball is thrown to them)

Combines skills

 

  • Shows competence using multiple sending skills (e.g. might kick a ball with foot, then throw with hands at different times during the same activity)
  • Combines sending skills with other domains during play (e.g. can kick a ball at an object while running; throws a ball underhand then runs to stop the rolling ball with foot)

 

 

 

  • Substantial hopping distance
  • Immediate transition to hopping and immediate hop to stationary position
  • Good horizontal and/or vertical speed
  • Uses opposite lower limb and upper body in synchrony
  • Uses arm/hands and legs/feet to receive/intercept approaching objects
  • Shows competence using multiple receiving skills (e.g. able to receive a ball with both hands/arms and legs/feet)
  • Shows competence combining receiving skills with other domains during play (e.g. can receive a ball that was not sent directly to the child while running and then send the object back)
  • Can move through their environment easily using multiple methods (e.g. running, jumping, galloping, skipping, tumbling)
  • Shows competence using multiple transporting skills (e.g. might run, hop and then jump)
  • Shows competence combining transporting skills with skills from other domains (e.g. can jump to catch a ball or run to intercept/receive a ball rolling on the ground with their foot)
  • Shows competence with balancing across many games and activities (e.g. balancing on one leg for short periods of time, standing on their tip toes, maintaining posture)
  • Demonstrates body control with other skills (e.g. is able to maintain posture while receiving)

 

Displays creativity combining skills

 

  • Combines movement skills in complex ways
  • Demonstrates use of combined skills across domains during play in new/novel ways
  • Creative in use of movement for play
  • Only a few children will fall into this category as they must truly demonstrate mastery and creativity
  • Shows mastery with sending skills. Appears “ahead or beyond” his/her years with regard to use of sending skills
  • Constructs his/her own games by combining sending skills and other skills or makes unique, creative modifications to existing games

 

  • Shows mastery with receiving skills. Appears “ahead or beyond” his/her years with regard to use of receiving skills
  • Constructs his/her own games by combining sending skills and other skills or makes unique, creative modifications to existing games (e.g. receiving with balancing, and/or transporting)
  • Easily tracks and receives incoming objects of varying sizes and trajectories compared to other children of the same age 
  • Shows mastery in moving through different environments. Appears “ahead or beyond” his/her years with regard to use of transporting skills
  • Constructs his/her own games by combining different transporting methods (e.g. skipping, galloping, hopping, tumbling) with sending and receiving games (e.g. creates obstacles to jump over/crawl under before kicking/throwing a ball to a target)
  • Shows mastery with balancing skills. Appears “ahead or beyond” his/her years with regard to use of balancing skills (e.g. movements are more fluid and is able to maintain balance during difficult tasks)
  • Constructs his/her own games by combining balancing with other domains to create new or adapt existing games/activities
  • Engages in activities that require a high level of body control (balance, posture)