Meaning of Manipulative Movements, Throwing and Catching for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 8
Age: 5 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Basic Movement Skills: Walking and Running
Topic: MANIPULATIVE MOVEMENTS: MEANING, THROWING AND CATCHING
Subject Matter: MANIPULATIVE MOVEMENTS – Meaning of manipulative movements. – Throwing and Catching. Weekly focus: Manipulative Movements: Meaning, Throwing and Catching.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify throwing and catching as manipulative movements.
• State the simple meaning of throwing.
• State the simple meaning of catching.

Affective Domain

• Show enthusiasm while participating in throwing and catching activities.
• Listen attentively to instructions for throwing and catching.

Psychomotor Domain

• Demonstrate the basic action of throwing a soft ball.
• Demonstrate the basic action of catching a soft ball.

Social Domain

• Take turns and cooperate with a partner during throwing and catching practice.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Video clips on manipulative movements, throwing and catching
• Charts showing pictures of children throwing and catching
• Soft foam balls or beanbags (one for every two pupils)

Rationale for the Lesson

This lesson introduces pupils to manipulative movements, specifically throwing and catching, which are fundamental skills for physical development. Mastering these movements helps children develop hand-eye coordination, motor skills, and confidence in physical activities and play, preparing them for more complex sports and daily tasks.

Prerequisite/Previous Knowledge

Pupils can already perform basic gross motor movements like walking, running, and jumping. They can also follow simple instructions and participate in group activities.

Lesson Content/Board Summary

MANIPULATIVE MOVEMENTS: Meaning, Throwing and Catching

Manipulative movements are actions where we use our hands or feet to control an object. It’s like playing with toys, kicking a ball, or picking up things.

Throwing

Throwing is when we push or propel an object away from our body, usually with our hands, towards a target or another person.

• How to throw (simple steps):
  1. Hold the ball in your hand.
  2. Point your shoulder towards where you want to throw.
  3. Swing your arm forward.
  4. Release the ball.

Catching

Catching is when we stop a moving object, usually with our hands, and hold onto it.

• How to catch (simple steps):
  1. Watch the ball carefully.
  2. Open your hands wide, ready for the ball.
  3. Move your hands to meet the ball.
  4. Close your hands gently around the ball.

Watch and Move Along

Let’s watch a video to see how children throw and catch, and we can try to move along with them!

Movement Rhyme: Throw and Catch

Tune: Twinkle, Twinkle Little Star

Lyrics:

Throw the ball, up so high,
Watch it fly across the sky.
Open hands, ready now,
Catch the ball, show me how!
Throw and catch, what fun we make,
For our bodies’ happy sake!

Actions:

• “Throw the ball, up so high”: Pretend to throw a ball upwards.
• “Watch it fly across the sky”: Follow the imaginary ball with your eyes.
• “Open hands, ready now”: Hold hands open in front.
• “Catch the ball, show me how!”: Bring hands together as if catching.
• “Throw and catch, what fun we make”: Repeat throwing and catching motions.
• “For our bodies’ happy sake!”: Pat chest with a smile.

How to use the rhyme: The teacher leads the pupils in singing the rhyme while performing the actions. Repeat several times to reinforce the movements and vocabulary.

Key Words

• Manipulative – Using hands or feet to control an object.
• Throwing – Pushing an object away with your hand.
• Catching – Stopping a moving object with your hands.

What the Teacher Should Show or Draw

• Display charts showing different children throwing and catching in various ways.
• Demonstrate the correct posture and arm movements for throwing and catching.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils and leads them in a short warm-up activity like stretching arms and legs, and wiggling fingers and toes to get their bodies ready for movement.

Pupils’ Activity: Pupils greet the teacher and participate in the warm-up exercises, stretching their bodies.

Learning Point: Pupils are physically and mentally prepared for the lesson.

Step 2: Explanation of Manipulative Movements

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher explains the meaning of manipulative movements using simple language and shows charts or video clips of children using their hands and feet to control objects (e.g., kicking a ball, picking up blocks, throwing a toy). The teacher asks pupils to identify actions where hands control objects.

Pupils’ Activity: Pupils watch the charts/video, listen to the explanation, and point out actions where hands are used to control objects.

Learning Point: Pupils understand that manipulative movements involve controlling objects with hands or feet.

Step 3: Introduction to Throwing

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher introduces “throwing.” The teacher demonstrates the basic steps of throwing a soft ball (hold, aim, swing, release) clearly and slowly. The teacher then guides pupils to imitate the throwing motion without a ball first, then with a soft ball, throwing it gently into a designated safe area.

Pupils’ Activity: Pupils listen, watch the teacher’s demonstration, imitate the throwing motion in the air, and then practise throwing a soft ball gently.

Learning Point: Pupils understand what throwing is and practise the basic movement.

Step 4: Introduction to Catching

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher introduces “catching.” The teacher demonstrates the basic steps of catching a soft ball (watch, open hands, meet, close hands). The teacher then guides pupils to imitate the catching motion with open hands, then practises catching a gently thrown ball from the teacher.

Pupils’ Activity: Pupils listen, watch the teacher’s demonstration, imitate the catching motion, and practise catching a ball thrown by the teacher.

Learning Point: Pupils understand what catching is and practise the basic movement.

Step 5: Combined Practice: Throwing and Catching in Pairs

Time: 4 minutes

Teaching Skill: Peer Practice/Supervision

Teacher’s Activity: The teacher pairs up pupils and distributes one soft ball or beanbag to each pair. The teacher reminds them to throw gently and take turns. The teacher supervises and offers individual guidance and encouragement as pupils practise throwing and catching with their partners.

Pupils’ Activity: Pupils pair up and practise throwing and catching gently with their partners, taking turns.

Learning Point: Pupils apply throwing and catching skills in a cooperative setting.

Step 6: Reinforcement Activity: “Throw and Catch” Rhyme

Time: 3 minutes

Teaching Skill: Song/Movement

Teacher’s Activity: The teacher leads the pupils in singing the “Throw and Catch” rhyme from the Board Summary, encouraging them to perform the actions. The teacher repeats the rhyme to reinforce the concepts and movements.

Pupils’ Activity: Pupils sing the rhyme and perform the actions for throwing and catching.

Learning Point: Pupils reinforce their understanding and physical actions through a fun rhyme.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What do we call movements where we use our hands to control an object?” (Manipulative movements)
2. “Show me how you throw a ball.” (Pupils demonstrate throwing)
3. “Show me how you catch a ball.” (Pupils demonstrate catching)
4. “Is throwing a manipulative movement?” (Yes)

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Cool-down

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher leads a short cool-down, gently shaking arms and legs. The teacher reminds them that throwing and catching are fun ways to play and keep their bodies strong.

Pupils’ Activity: Pupils respond to praise and participate in the cool-down exercises.

Learning Point: Pupils feel accomplished and understand the importance of physical activity.

Lesson Keywords

• Manipulative – Actions where we use our hands or feet to control an object.
• Throwing – Pushing an object away from our body, usually with our hands.
• Catching – Stopping a moving object, usually with our hands, and holding onto it.

Differentiation

• Support: For pupils struggling with coordination, provide larger, softer balls or beanbags. Start with very short distances for throwing and catching. The teacher can use hand-over-hand guidance for catching or demonstrate the actions more slowly and repeatedly.
• Extension: For pupils who quickly grasp the skills, challenge them to throw at a simple target (e.g., a bucket or hoop on the floor). Encourage them to try catching smaller objects or throwing with their non-dominant hand.

Note for teachers using this lesson plan

Before the lesson, ensure you have enough soft balls or beanbags for every two pupils. Clear a safe space indoors or outdoors for the throwing and catching activities to prevent accidents. Emphasize safety rules, such as not throwing hard or at other children’s faces. Be patient and provide constant positive reinforcement, especially for children who are hesitant. Observe individual pupils to identify those who need more support or those who are ready for a greater challenge. The goal is participation and effort, not perfection. Repeat the rhyme and demonstrations as needed to embed the movements and vocabulary.