Running head: WALKING OBSTACLE COURSE 1

Assignment 3.1: Walking obstacle Course

Ramona Torres-Martinez

Fresno Pacific University

WALKING OBSTACLE COURSE 2

Walking obstacle Course

National, State, or District Standard to be addressed: California Preschool Foundations

Volume 2
Locomotor Skills 2.1: Walk with balance, oppositional arm movements, and relatively
narrow base of support
Balance 1.2: Show increasing balance control while moving in different directions and
when transitioning from one movement or position to another
Directional Awareness 3.2: Can change directions quickly and accurately

Background Information: Children have a sense of knowledge balance and foot-eye

coordination. Children must also be familiar with walking in a straight line. The children must
also be familiar with lining up, taking turns, and following directions.

Group: 5-6 children; Ages 3-5

Objective: The children will be able to maintain their balance while walking and changing
directions on the obstacle course. The children will also learn to walk properly by keeping their
head up, eyes looking forward and moving their feet in heel to toe movements. The children will
also expand on their foot-eye coordination.

Materials:
Large open area
2 or 3 hula hoops
4 cones
1 jump rope
Balance beam or wooden plank
Were Going on a Bear Hunt (2003), Book

Procedure:
Review Children will be provided with the information on how to walk heel to toe in a
straight, zig zag, curved, and circular line. The children will also be taught how to keep
their head up and eyes looking forward not down at their feet. Teacher will also provide
the children with verbal information about the obstacle course and safety rule
Overviews Read the book Were Going on a Bear Hunt (2003), to the children prior to
the lesson and encourage the children to act out the movements in the story. This story
will provide the children with the visual of going on a walk and using their body in
different locomotor movements. The book will also present to the children the concept of
an obstacle course.
Presentation
1. Prior to the lesson the teacher will set up on a grass area or other large open area
an obstacle course using the materials. The obstacle course will start with the
balance beam (walking straight), then a wavy jump rope on the grass (walking in
a wavy line), cones spaced out in a row (zigzag walking), hula hoops spaced out
in a row (walking in a circle).
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2. Teacher will review the story read prior to the lesson and explain to the children
that they will be participating in an obstacle course that requires different walking
movements similar to the ones in the book.
3. The teacher will then ask the children to line up in a circle for a quick warm up
activity before starting the lesson.
4. The teacher and children will do exercises like stretching their arms up high
above their head, bending down to touch their toes ten times, taking five giants
steps forwards then backwards, and jumping like frogs five times.
5. After the warm up the teacher will explain the lesson and the expectations to the
children.
6. The children will then line up at the start of the obstacle course and the teacher
will demonstrate to the children how to complete the obstacle course by
performing each of the walking movements.
7. Then the children will take turns walking in a straight line on the balance beam,
zigzagging through the cones, walking on the wavy jump rope, and walking in a
circle around each of the hula hoops.

Discussion Questions:
1. What was your favorite walking movement you performed today and why?
2. How else could you walk on the balance beam?
3. What would happen if you did not walk heel to toe on the jump rope?
4. Can you explain what might happen if you look down at your feet while walking?
5. Which obstacle course movement was the least and most difficult to perform and why?
Evidence of Learning:
Children will be able to walk heel to toe in different directions without losing their balance.
Children will be able to walk maintain their head up and eyes looking straight instead of looking
down.
Next Steps:
If students show evidence of meeting the objective then the next step would be to add
variations like walking fast/ slow and forward and backwards through the obstacle
course.
If the students did not show evidence of meeting the objective, the next step would be to
focus on one walking movement until mastered then add another movement to the
obstacle course.
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References
Ong, F. (2010). California Preschool Learning Foundations. (vol. 2)Sacramento, CA:

California Dept. of Education

Pangrazi, R., & Beighle, A. (2013). Dynamic Physical Education For Elementary School

Children (17th ed.). Glenview, IL: Pearson Education, Inc.