A–B. Active Living and Movement Competence · Active Living and Movement: Train with Purpose, Play with Strategy

Move With the Object: Locomotor and Manipulation Skills Together

B1.2 1.3About 70 minutes

Learning goals

I can perform locomotor and manipulation skills in combination while responding to external stimuli.
I can send objects different distances and to different targets to help runners advance in striking/fielding games.
I can move into position to receive an object in net/wall activities, using a split step.
I can keep control of an object while moving, as in ringette, and time a throw-turn-catch in a rhythmic sequence.

Words to know

manipulation skill
A skill that controls an object: sending (throwing, striking, kicking), receiving (catching, trapping) or retaining (dribbling, carrying with a stick).

split step
A small hop to a balanced, wide stance as the opponent hits, so you can push off in any direction.

lead runner
In striking/fielding games, the runner closest to scoring.

placement
Sending an object to a chosen space or target, rather than just as hard as possible.

ringette
A non-contact team sport on ice, played with a straight stick and a rubber ring; it was created in Ontario in the 1960s.

spotting (in turns)
Fixing your eyes on a point, or quickly finding the object again, to control a turn.

Remember from Grade 9

In PPL1O you combined locomotor and manipulation skills using read → choose → execute: pivoting in ultimate to find an open lane, judging weight in curling, and reading plays in sledge hockey.

Grade 10 adds four new contexts from the curriculum: placing objects to advance runners, getting into position to receive, keeping control while travelling, and timing a throw with a full-body movement.

Hook: the slowest player on the field scores

In a kickball game, the slowest runner on the team is on second base. The next kicker doesn't kick as hard as possible; she places a slow roller toward the right side, away from third base. The fielder throws her out at first, but the runner reaches third and then scores on a fly ball.

She made an out on purpose and helped her team score. Moving with (and sending) objects is about decisions, not just power.

What B1.2 asks of you in Grade 10

Perform locomotor and manipulation skills in combination in a variety of physical activities, while responding to external stimuli. The curriculum's examples:

sending an object different distances and to different targets to help runners advance in striking/fielding activities;
moving into position to receive an object in net/wall activities;
maintaining control of the ring while moving toward the opponent's net in ringette;
throwing a ball, performing a full turn and catching the ball in a rhythmic sequence.

Striking/fielding: sending to advance runners

As a hitter or kicker:

Read where the runners are and where the fielders are standing.
Place the ball: a ball sent behind a runner (for example, to the right side when the runner is on second) is hard to throw ahead of that runner.
A deep fly ball with fewer than two outs lets a runner on third tag up (go back and touch the base when the ball is caught) and then run home.

As a fielder:

Throw ahead of the lead runner when you can get them out; otherwise take the sure out.
Match the throw to the distance: a firm underhand toss for a few metres, an overhand throw for longer distances, and a relay through a teammate (cutoff) for very long throws.
Communicate: teammates call where to throw ("Two!", "Home!").

Net/wall: moving into position to receive

In badminton, tennis, pickleball and volleyball, the best players seem to have more time. They move early:

Ready position: knees bent, weight on the balls of the feet, racquet or hands up.
Split step: a small hop that lands as the opponent contacts the object. Landing in a wide, balanced stance means you can push off in any direction.
Move: shuffle or run to get behind the object, not reaching from the side.
Set up and send: face (or angle your platform toward) the target, then strike.
Recover to a central base position, ready for the next shot.

Ringette: control while moving

Ringette is a non-contact team sport played on ice with a straight stick and a rubber ring. It was created in Ontario in the 1960s and is played across Canada.

Carry the ring by putting the stick inside it, keeping it close to your body and protected from defenders.
Skate with your head up to read teammates and defenders while you control the ring.
A key rule: players can't carry the ring across a blue line; it must be passed to a teammate across the line. So control, passing and moving to receive are all combined.

In ringette, A carries the ring, then passes across the first blue line to B, who carries it and passes across the second blue line to C. Nobody can carry the ring over a blue line, so passing and moving to receive are essential.

Rhythmic: throw, turn, catch

In rhythmic gymnastics and rhythmic movement routines, performers throw a ball, do a full turn, and catch it. Success depends on timing:

A higher throw gives more time, but is harder to throw accurately and to catch.
Throw straight up (or slightly forward) with an extended arm, releasing at the top of the arm swing.
Turn on the balls of your feet with your core braced and arms close (a compact body turns faster).
Spot the ball as soon as you come around, then reach up and let your hands "give" as you catch.

Physics gives a guide: ignoring air resistance, a ball that rises h metres above your hands takes about t = √(2h ÷ 9.8) seconds to go up, and the same time to come down.

A ball thrown 1.5 m above the hands takes about 0.55 s to rise and 0.55 s to fall: about 1.1 s in total for a full turn and the catch.

Living skill: communication (1.3)

The curriculum's example for 1.3 is using non-verbal communication, like making eye contact with a teammate or looking for a target hand when passing in a territory game. In ringette or ultimate, a teammate showing a target hand ("put it here") and making eye contact tells you they're ready. Use clear calls too: "Mine!", "Two!", "Ring!".

Worked example

Let's place a kick to advance a runner

Kickball: one out, a runner on second base. The fielders are bunched toward third base. You are a medium-power kicker. Where and how should you kick, and why?

Read: the lead runner is on second. The fielders are on the third-base side, so the right side (toward first base) is open.
Choose: kick a ground ball toward the right side. If a fielder gets it, the easiest play is to first base, which is behind the runner, so she can reach third.
Alternative: a long fly ball to the outfield; with one out, the runner on second may advance to third after the catch (tagging up).
Execute: approach at an angle, plant beside the ball, and contact it with the side or top of the foot pointed toward the right side.

Kick to the open right side. Even if you're out at first, the runner moves to third, where she can score on the next fly ball or hit. That's sending an object to a target to help runners advance.

Worked example

Let's time a throw-turn-catch

Ari needs about 0.9 s to complete a full turn and spot the ball before catching. Ignoring air resistance, how high above his hands must he throw the ball? Use t = √(2h ÷ 9.8) for the time up (the time down is the same).

Total time needed: 0.9 s, so time up = time down = 0.45 s.
Rearrange: t = √(2h ÷ 9.8), so t² = 2h ÷ 9.8, so h = 9.8 × t² ÷ 2.
Substitute: h = 9.8 × 0.45² ÷ 2 = 9.8 × 0.2025 ÷ 2 = 1.98 ÷ 2 ≈ 0.99 m.
Check with the diagram: 1.5 m gives about 1.1 s, more than enough; 1 m gives about 0.9 s, just enough.

About 1 m above his hands. He might throw a little higher (1.2 m) for a safety margin, while keeping the throw accurate.

Hands-on activity

Four move-with-the-object stations

You need: a soft ball (or a rolled pair of socks), a playground ball for kicking, 4 to 6 markers, a rope or skipping rope (for a "blue line" or a low net), a broom or hockey stick, a flying disc or a small soft ring (a rope tied in a loop works), a partner, and a park or yard.

Warm-up (5 min): jog, shuffles, arm circles, easy throwing and catching.

Placement kicks (8 min): set up three markers as "bases" and three targets (left, centre, right). Your partner calls a target ("right side!"); kick a ground ball to it. Score a point for each hit target.
Split step and receive (8 min): stand behind a rope "net" in a ready position. Your partner tosses the soft ball to different spots. Split step as they release, move to get behind the ball, catch it, then return to the centre.
Ring control (8 min): with a broom or stick inside the rope loop (or a disc), move it around markers with your head up. Your partner holds up fingers; call out the number to prove you're looking up. Then pass across the rope "blue line" to your partner instead of carrying it over.
Throw-turn-catch (8 min): throw the soft ball straight up about 1 to 1.5 m, do a full turn, and catch it. Count successes out of 10. Then try it to the beat of music.

Safety: use soft balls, keep sticks low, leave plenty of space between stations, and turn on a flat, non-slip surface. Look up for branches or lights before throwing upward.

Just for fun

Ringette players never carry the ring across a blue line. Rumour has it the blue line is just shy, and prefers a proper introduction (a pass).

Your turn

Name the four Grade 10 examples for B1.2.

What is a split step, and when should it land?

Why should you get behind the object to receive it?

In ringette, what must you do to move the ring across a blue line?

A runner is on second base. Which side should you aim a ground ball to help her advance?

Give one way to make a throw-turn-catch easier.

Give one example of non-verbal communication when passing.

More practice: warm-up

Is dribbling a locomotor or a manipulation skill?

What is the lead runner?

Is ringette a contact sport?

What does "tag up" mean?

Where should you return after hitting in badminton?

More practice: on your own

A fielder has the ball in deep left field and home plate is far away. How should the ball get home?

In volleyball, a player keeps passing the ball sideways off her arms. What should she change about her movement?

Why is skating with your head up important when carrying the ring?

How long is a throw-turn-catch if the ball rises 0.8 m above the hands? Use t = √(2h ÷ 9.8).

Describe how communication helps a fielding team decide where to throw.

Challenge

Runners are on first and third with one out. You are kicking. Describe two smart placement choices and what each is meant to do.

Explain, using the read-choose-execute idea, how a badminton player uses the split step to return a shot to the back corner.

A rhythmic performer throws the ball 2 m above her hands. How much time does she have? Is that enough for two full turns if each turn takes 0.5 s and she needs 0.2 s to spot and catch?

Check your understanding

Quiz

In ringette, the ring must be ______ across each blue line.

A split step should land when:

A runner is on second. A ground ball to the right side helps because:

A ball that rises 1.5 m above your hands gives about how much time before you catch it?

To receive in volleyball, you should:

Which is non-verbal communication when passing?

For parents and teachers

Big idea: Expectation B1.2 asks students to combine locomotor and manipulation skills while responding to external stimuli: placing objects to advance runners, moving into position to receive, controlling a ring in ringette, and timing a throw-turn-catch.

How to help at home:

Be the partner for the stations: call targets, toss balls to different spots, hold up fingers during ring control.
Play a family kickball or softball game and talk about where to kick to move runners.
If ringette is offered in your community, it's a great non-contact winter sport to try.

Common difficulties:

Reaching instead of moving the feet to receive.
Kicking or hitting as hard as possible instead of placing.
Looking down while controlling an object.

Safety: soft balls, low sticks, space between stations, and a flat surface for turns. Check above for branches before throwing upward.