RESOURCE  

(Expansion of Indicative Content Content) 

Note: This module resource is based on a structure of 5 weeks x 4 hours  

1 

Introduction to Year 1 Physical Education  

Theory-Based Lecture (1 hour)  

• course description PE 1 
• curriculum primary school 
• seminar topics 
• assignment seminars 

 Lesson preparation 

Theory-Based Lecture (2 hours)  

• Written lesson preparation 
• Structure of a lesson 
• Didactic-methodical structure grid 

 Characteristics of good physical education 

Theory-Based Lecture (1 hour)  

• 8 Characteristics of good physical education according to Ulf Gebken (2005) 
• ZEN: Prepare – Develop – Follow-up (Kuhn, 2009) 

2 

Mobilise the basic motor skills  

 Theory-Based Lecture (1 hour)  

• Primary school curriculum 
• Competence area: “Mobilise the basic motor skills “ 

 Movement-Based (3 hours)  

Cycle 1: 

• Explore equipment landscapes, obstacle courses and movement building sites. 
• Use the large basic forms: running, climbing, gliding, jumping, turning and orientating in space orientate in space 

Cycle 2: 

• creatively work with small equipment 
• work with small equipment with a partner or in groups. 

Cycle 3: 

• Run short distances quickly and longer distances with stamina, and in addition perform orientation tasks and move on different surfaces 
• Jumping to heights and distances, also with aids, and using jumping opportunities in the natural environment in the natural environment 

▪ Cycle 4: 

• imitate, invent and present acrobatic tasks. 

3 

Playfully measuring forces 

 Theory-Based Lecture (1 hour)  

• Primary school curriculum 
• Competence area: “Playfully measuring forces” 

 Movement-Based (3 hours)  

Cycle 1: 

• Allow physical contact, 
• Playfully scuffle and respect the limits of the other person. 

Cycle 2: 

• Control the intensity of the effort and the use of the body. 
• Use own strength appropriately for the situation 
• Establish and maintain fairness rituals (e.g. greeting each other before a playful fight). 

Cycle 3: 

• Recognise and observe rules in wrestling and playful fighting as a necessary prerequisite for fair fighting. comply with them 
• Defend or conquer materials in spite of the opponent’s interference. 
• express themselves on physical experiences and reflect on alternative strategies 

Cycle 4: 

• Develop handicap rules to create equal opportunities and change them if necessary, e.g. the stronger one may only use one arm (leg) 
• – Take over simple referee functions and contribute to the observance of the rules. 

4 

Engaging in individual and collective play 

 Theory-Based Lecture (1 hour)  

• Primary school curriculum 
• Competence area: “Engaging in individual and collective play” 

 Movement-Based (3 hours)  

▪ Cycle 1: 

• Take on and fill a role in movement games. 
• Make one’s contribution to work together in playful situations to achieve a common goal 

Cycle 2: 

• Understand play roles and act according to their meaning 
• orientate oneself in the play space 
• Understand the rules of the game as a basic prerequisite for success in play 

Cycle 3: 

• Play simple forms of goal kicking and back kicking games and use the corresponding equipment (balls, sticks, etc.) appropriately, rackets) and use them appropriately 
• play fair with and against each other 

Cycle 4: 

• know the different main roles in the major sports games and play them in a team-friendly way 
• Develop their own ideas for the game 

5 

Moving to music 

Theory-Based Lecture (1 hour)  

• Primary school curriculum 
• Competence area: “Moving to music” 

 Movement-Based (3 hours)  

Cycle 1: 

• Move freely to music 
• move with classmates in different positions: circle, row, … 
• Dance in a round dance 

Cycle 2: 

• perceiving different rhythms, tempo, dynamics and translating them into movement. 
• Maintaining balance in standing and in movement 
• perform dance-like forms of movement 

Cycle 3: 

• imitate rhythmic sequences with one’s body 
• perceive body tension and build up and release it purposefully 
• Perform folk and fashion dances 

Cycle 4: 

• Perform gymnastic and dance movements with different equipment 
• invent, practise and present movement sequences in the group