Exercise

Teaching Pathways and Levels: Straight, Curved and Zigzag

By Dave Joisil (Mr. J) · Certified Health and Physical Education teacher

Updated

Separate pathway, direction and level in PE with slow route trials, accessible low-to-high choices, and an original set of route-and-level cards.

A pathway is the shape of the route a mover follows: straight, curved, or zigzag. Direction tells where they travel, such as forward or sideways. Level describes a relatively low, middle, or high body position. Teach these as separate ideas before combining them.

This lesson focuses on choosing and describing routes, not perfecting galloping or skipping. Use walking or an individually suitable way to travel on a clear, stable surface. Keep routes wide enough for the learner and equipment, and provide generous space for turning and stopping.

Build one route at a time

Use flat markers to indicate a short straight lane with a start and finish. Walk it while tracing a straight line on a card. Ask children to point to the matching route drawing before trying the lane. Return outside the route rather than against oncoming traffic.

Next, make a broad curve. Explain that it bends gradually rather than having sharp corners. A zigzag changes direction at a series of corners; use gentle, widely spaced turns, not tight pivots. Only one route needs to be active while children are learning the return procedure.

Route detective game

The adult selects a straight, curved, or zigzag card. One learner traces it with a finger, then travels the matching route while others notice where direction changes. Swap roles without making anyone a permanent spectator. Duplicate routes if waiting becomes the main activity.

Ask “Where did the route bend?” rather than “Who finished first?” A child can choose a wider curve or fewer zigzag corners and still investigate the same concept. Avoid backwards travel in a busy beginner setup; it adds a visibility demand unrelated to identifying a pathway.

Add levels without obstacles

Return everyone to a personal spot. Demonstrate a comfortable middle position, a slightly lower shape, and a higher reach. Low does not require crawling or a deep squat; high does not require jumping, tiptoes, or overhead arms. Use relative positions appropriate to each learner.

Try one level change while stopped, then resume a familiar route at an easy level. Do not ask children to duck under ropes, climb, or jump over equipment to prove the vocabulary. For a seated learner, a small comfortable change in arm position may explore level without changing prescribed supports.

Copy-and-print: Route and level cards

  • STRAIGHT: draw one unbending line. Start ______; finish ______.
  • CURVED: draw a broad arc. Turning room needed: ______.
  • ZIGZAG: draw three gentle corners. Space between corners: ______.
  • DIRECTION choice for this route: forward / sideways / agreed travel: ______.
  • LEVEL at the parked spot: lower / middle / higher. My comfortable version: ______.
  • I noticed the route changed here: ______. Next time I would widen: ______.

Add arrows and pictures that learners understand. Check a card by asking a child to show its meaning without moving first. If the drawing is confusing, improve it before assuming the child does not understand the movement.

Troubleshooting a busy room

When routes intersect, stop and move the markers rather than requiring children to negotiate crossings. When corners become rushed, reduce the number and widen them. If children focus on the skill instead of the route, return to walking or the agreed simpler travel option.

Use the locomotor map to select a later skill, or personal-space PE games when moving around others is the main learning goal. No galloping clip is presented as a demonstration of every pathway or level.

Directions, levels, and pathways are identified in Howard County kindergarten PE curriculum. These route cards are original lesson materials, not a developmental test or a claim of compliance with every curriculum.