Cardiovascular Fitness:
Flexibility:
Strength:
Muscular Endurance:
Explosive Power:
Agility:
Reaction Time:
Balance:
Coordination:
Showing posts with label Lab. Show all posts
Showing posts with label Lab. Show all posts
Friday, March 2, 2012
Lab 25 - Experiencing the Health and Skill Related Components of Physical Fitness
Health Related Components of Fitness in pictures ...
Cardiovascular Fitness:
Flexibility:
Strength:
Muscular Endurance:
Explosive Power:
Agility:
Reaction Time:
Balance:
Coordination:
Cardiovascular Fitness:
Flexibility:
Strength:
Muscular Endurance:
Explosive Power:
Agility:
Reaction Time:
Balance:
Coordination:
Monday, February 27, 2012
Lab 16 - The 4 Stages of Game Play
1. Utilized the four stages of game play to carefully determine what stage represents their level of play. Provide a brief written description of their skill level and stage of play. Write three to five recommendations for steps that could be taken to improve their level of play.
2. Explain how you would use the four stages of game play by RInk (1985) as a rubric with students in your own physical education classes.
If I had to make a rubric for my students in my physical education class based on Rink's Four Stages of Gameplay, my rubric for Stage 1 would look something like this ...
The same type of idea/concept above will go for the other three Stages of Gameplay.
2. Explain how you would use the four stages of game play by RInk (1985) as a rubric with students in your own physical education classes.
If I had to make a rubric for my students in my physical education class based on Rink's Four Stages of Gameplay, my rubric for Stage 1 would look something like this ...
The same type of idea/concept above will go for the other three Stages of Gameplay.
Wednesday, February 22, 2012
Lab 11 - Parachute Fitness
1. Find information on the history of the parachute and how the parachute works.
If we want to follow the history of a parachute, we have to return about 1000 years in the past. The first nation which was using something similar to a parachute were the Chinese. The first known picture of a parachute was found in the block of Leonardo da Vinci in 1514. From this picture results the fact, that a man could jump with this parachute from a tower or a building which was on fire. But as far as we know, nothing more than a sketch was done. Nearly hundred years later a mathematician Fausto Veranzino published the idea of a parachute which he called “fall´s breaker”. He realised his ideas and jumped several times from a tower in Venice, this happened in 1595. But more often a French physicist, the contemporary of Montgolfieres brothers, Louis Sebastien Lenormand is connected with the history of a parachute. He constructed his own parachute, and also invented the name “Parachute."The word "parachute" comes from the French prefix paracete, originally from the Greek, meaning to protect against, and chute, the French word for "fall", and it was originally coined, as a hybrid word which meant literally "that which protects against a fall", by the French aeronaut François Blanchard (1753–1809) in 1785.
2. Create a parachute routine composed of various parachute activities learned in class.
Journal will be updated next week.
4. Use pictures to diagram each pose in the Salute to the Sun yoga routine.
2. Create a parachute routine composed of various parachute activities learned in class.
- Information about Parachute
- Igloo
- Jaws
- Pop Popcorn
- The Blackhole
- Anaconda Roll Up
Journal will be updated next week.
4. Use pictures to diagram each pose in the Salute to the Sun yoga routine.
Monday, February 20, 2012
Lab 15 - Improving Teaching Skills
1. Reflect upon your lab teaching experience. Describe your teaching strengths and weaknesses for teaching in this lab.
Todays teaching was a great experience in which I was able to receive feedback from my peers about my teaching. Some of the strengths in my short lesson that I taught were; I had great eye attractive and simple props for my students to pass around and look at. This really helped them to become involved and actually physically see where and what the heart and lungs look like. Another strength that I personally thought I had in my lesson was the inclusion of not just physical activity but actual information and cognitive learning. The main weakness that I personally believe that I had in my lesson was the idea that I was not talking on an elementary level to my students. I was more straight forward with my teaching instead of being more "babyish" like, slowly presenting my lesson. I will definitely have to work on that. One other weakness that I noticed after my teaching was that I did not plan correctly on the time of my lesson. I probably could of added one more activity into my teaching. Otherwise I thought it was a great learning experience.
2. Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught?
What is an effective teacher I ask myself. The answer is quite simple, an effective teaching is someone who never stops developing and refining their teaching skills. One of the most effective teachers I known in my life would have to be a teacher that I observed at a High School back home. She was able to tweak each lesson based on the students abilities in the class. She also has been teaching for 20+ years and she still tells me that she switches up her lessons plans based on the incoming students for the new year. Yet again, this teacher I observed helped write the P.E. Profile. So it was great seeing an effective teacher in action.
3. What goals will you set for yourself as you prepare to teach in the Education 300 Field Experience?
A few goals that I will set for myself as I prepare to teach in the Education 300 Field Experience would be:
Todays teaching was a great experience in which I was able to receive feedback from my peers about my teaching. Some of the strengths in my short lesson that I taught were; I had great eye attractive and simple props for my students to pass around and look at. This really helped them to become involved and actually physically see where and what the heart and lungs look like. Another strength that I personally thought I had in my lesson was the inclusion of not just physical activity but actual information and cognitive learning. The main weakness that I personally believe that I had in my lesson was the idea that I was not talking on an elementary level to my students. I was more straight forward with my teaching instead of being more "babyish" like, slowly presenting my lesson. I will definitely have to work on that. One other weakness that I noticed after my teaching was that I did not plan correctly on the time of my lesson. I probably could of added one more activity into my teaching. Otherwise I thought it was a great learning experience.
2. Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught?
What is an effective teacher I ask myself. The answer is quite simple, an effective teaching is someone who never stops developing and refining their teaching skills. One of the most effective teachers I known in my life would have to be a teacher that I observed at a High School back home. She was able to tweak each lesson based on the students abilities in the class. She also has been teaching for 20+ years and she still tells me that she switches up her lessons plans based on the incoming students for the new year. Yet again, this teacher I observed helped write the P.E. Profile. So it was great seeing an effective teacher in action.
3. What goals will you set for yourself as you prepare to teach in the Education 300 Field Experience?
A few goals that I will set for myself as I prepare to teach in the Education 300 Field Experience would be:
- teach using elementary level language and tone to my students
- develop stories in my anticipatory set related to the lesson that grabs the students attention
- research and see what is currently trending in young students lives and incorporate those ideas into my lessons.
Sunday, February 19, 2012
Lab 10 - Exercising Imagination
1. Identify a fitness theme and design appropriate fitness stations to enhance various health and skill related components of fitness.
Fitness Theme: Superman Cardiovascular Endurance.
Station 1: Saving Lives
2. Identify people that are famous for use of imagination and creativity such as Einstein, Picaso and Bach.
3. Design a rubric for assessing the acting-out of inanimate objects by students in small groups as described in the activity close of this lab.
The rubric will be based on a scale from 1-4
Acting-out of inanimate objects by students in small groups.
1 - The student doesn't demonstrate understanding of the concept of inanimate objects or the movement of acting them out.
2 - The student sometimes demonstrates clear and effective understanding. At times joins in with the small group in acting out the object.
3 - The student usually demonstrates understanding and participates often.
4 - The student consistently demonstrates understanding and always participates in the small group.
Fitness Theme: Superman Cardiovascular Endurance.
Station 1: Saving Lives
- students will run back and forth between two lines about 10 feet apart as many times as they can.
- each time they go back and forth, they save one persons life.
Station 2: Jumping Tall Buildings
- students will continuously jump rope
- for every 10 rotations of the rope, student will have jumped a building
Station 3: Flying High
- students will pretend they have a cape and can fly and will zigzag in between cones set up.
- see how many laps around the "city" the students can do.
Station 4: Lifting Rubble
- each student will have a basketball and they will continuously lift the "rubble" (basketball) from their feet to over their head and back down to their feet.
- Leonardo Da Vinci
- Frank Sinatra
- Elvis Presley
- The Beatles
- Claude Monet
The rubric will be based on a scale from 1-4
Acting-out of inanimate objects by students in small groups.
1 - The student doesn't demonstrate understanding of the concept of inanimate objects or the movement of acting them out.
2 - The student sometimes demonstrates clear and effective understanding. At times joins in with the small group in acting out the object.
3 - The student usually demonstrates understanding and participates often.
4 - The student consistently demonstrates understanding and always participates in the small group.
Wednesday, February 15, 2012
Lab 8 - Communication and Cooperation Using Hula Hoops
1. Explain three important benefits of hoop play.
Hula Hoops serve as a very useful vehicle for enhancing hand-eye and foot-eye coordination as well as body awareness. In this lesson Hula Hoops also serve to promote patience, exercise communication skills, practice telling time and develop better understanding of ecology. In lab 8 we used the activities of Hoop Race and Hot feet inorder to develop the students physical fitness. Hoop Race helps develop students speed while the activity of Hot Feet helps students work on agility and quickness.
2. Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning.
There are many ways in which hoola hoops can be used to reinforce a cognitive concept linked with classroom learning. One idea we learned in lab was to use the colors of the hoola hoops for students to run to when she called out a certain color. This here reinforces the students learning of colors which in return will help them in the classroom. Another idea we learned in lab was to use the hoola hoop as a clock. The teacher told us students to stand on a certain "o'clock" on our hoola hoops. We also learned clockwise and counterclockwise. All this information that can be presented in physical education can most definitely help reinforce classroom learning!
3. Describe how hoops can be utilized to promote growth in the affective domain.
After participating in this lab, I realized that hoola hoops can be a great way to promote growth in the affective domain. In the activity Inside Instant Color, the teacher calls a color that the students must enter the hoop of that color and work cooperatively to accomodate other students inside the hoop. The work cooperatively part is where the affective domain comes into action. Students must "make room" inside the hoop to allow remaining students to enter inside that certain color. This teaches them good attitudes and morals and also respect to others. Great activity!
4. Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching.
In a future teaching lesson, I could teach my students about how an ecosystem works, how all living things have complex relationships with other species and with their environment, and more specifically the ecosystem of ponds.
On PE Central, I found an activity that could lead into a lesson about ecology. You could go into and talk about how the plants in the ecosystem provide a resting spot for frogs. And also how frogs can hop around the pond "ontop" of the water.
Hula Hoops serve as a very useful vehicle for enhancing hand-eye and foot-eye coordination as well as body awareness. In this lesson Hula Hoops also serve to promote patience, exercise communication skills, practice telling time and develop better understanding of ecology. In lab 8 we used the activities of Hoop Race and Hot feet inorder to develop the students physical fitness. Hoop Race helps develop students speed while the activity of Hot Feet helps students work on agility and quickness.
2. Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning.
There are many ways in which hoola hoops can be used to reinforce a cognitive concept linked with classroom learning. One idea we learned in lab was to use the colors of the hoola hoops for students to run to when she called out a certain color. This here reinforces the students learning of colors which in return will help them in the classroom. Another idea we learned in lab was to use the hoola hoop as a clock. The teacher told us students to stand on a certain "o'clock" on our hoola hoops. We also learned clockwise and counterclockwise. All this information that can be presented in physical education can most definitely help reinforce classroom learning!
3. Describe how hoops can be utilized to promote growth in the affective domain.
After participating in this lab, I realized that hoola hoops can be a great way to promote growth in the affective domain. In the activity Inside Instant Color, the teacher calls a color that the students must enter the hoop of that color and work cooperatively to accomodate other students inside the hoop. The work cooperatively part is where the affective domain comes into action. Students must "make room" inside the hoop to allow remaining students to enter inside that certain color. This teaches them good attitudes and morals and also respect to others. Great activity!
4. Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching.
In a future teaching lesson, I could teach my students about how an ecosystem works, how all living things have complex relationships with other species and with their environment, and more specifically the ecosystem of ponds.
On PE Central, I found an activity that could lead into a lesson about ecology. You could go into and talk about how the plants in the ecosystem provide a resting spot for frogs. And also how frogs can hop around the pond "ontop" of the water.
Wednesday, February 8, 2012
Lab 7 - Jumping Rope For A Healthy Heart
1. Can a child in a wheel chair enter the front door and the back door? What modifications would you make?
There is no doubt that a child in a wheel chair could participate in this activity. One modification that could be made in order for this child to participate would be to have the teacher, or even another student, push the child through at the right moment. Another idea would maybe be to have another rope attached to something like the bleachers and then that child can pull him/herself through right when the rope comes down past their nose or front of their face to work on their upper body strength!
2. How would you apply goal setting to this lesson?
In todays lesson, their were many ways in which we could have incorporated goal setting. The first activity that could have incorporated goal setting would have been, Basic Two Foot Jump. You could have asked your students to set a goal for a certain number of jumps to complete consecutively. Same idea with these other exercises we did today in lab; Jump the Shot, Jump the Brook, Vertical Jump, and Enter the Front/Back Door Rapid Fire. If everyone sets a goal for themselves to reach, the more they will get out of the lesson by trying harder to reach their goal!
3. Design a long rope jumping routine for a pair of students jumping at the same time.
One routine that I would design for my class that could be implemented into long jump roping would consists many different locomotor patterns. First, the two students that are jumping would begin hopping on two feet until they got into sync with the rope speed. Then my routine for my students would look something like this ... JUMP-JUMP-HOP(R)-HOP(L)-JUMP(half turn)-JUMP(half turn) ... then repeat from the beginning and see how many cycles they can go through!
4. Create a checklist of critical elements to look for and use in teaching basic, two foot rope jumping.
5. Describe how you would go about organizing a rope jumping club for your elementary school.
The first thing I would make clear is to set a goal for the club. What do we want to achieve as a whole group for this club. The goal I would propose to my jump roping club is to become more physically fit through jumping rope. First have all participants do a pre assessment on their health then do a post assessment on the last meeting of the club to see if everyone became more physically fit. I would schedule certain days on which the rope jumping club would meet. The way that I would get my students involved in this club would be to put up flyers around the school for sign ups and attention grabbing information. Such as:
There is no doubt that a child in a wheel chair could participate in this activity. One modification that could be made in order for this child to participate would be to have the teacher, or even another student, push the child through at the right moment. Another idea would maybe be to have another rope attached to something like the bleachers and then that child can pull him/herself through right when the rope comes down past their nose or front of their face to work on their upper body strength!
2. How would you apply goal setting to this lesson?
In todays lesson, their were many ways in which we could have incorporated goal setting. The first activity that could have incorporated goal setting would have been, Basic Two Foot Jump. You could have asked your students to set a goal for a certain number of jumps to complete consecutively. Same idea with these other exercises we did today in lab; Jump the Shot, Jump the Brook, Vertical Jump, and Enter the Front/Back Door Rapid Fire. If everyone sets a goal for themselves to reach, the more they will get out of the lesson by trying harder to reach their goal!
3. Design a long rope jumping routine for a pair of students jumping at the same time.
One routine that I would design for my class that could be implemented into long jump roping would consists many different locomotor patterns. First, the two students that are jumping would begin hopping on two feet until they got into sync with the rope speed. Then my routine for my students would look something like this ... JUMP-JUMP-HOP(R)-HOP(L)-JUMP(half turn)-JUMP(half turn) ... then repeat from the beginning and see how many cycles they can go through!
4. Create a checklist of critical elements to look for and use in teaching basic, two foot rope jumping.
5. Describe how you would go about organizing a rope jumping club for your elementary school.
The first thing I would make clear is to set a goal for the club. What do we want to achieve as a whole group for this club. The goal I would propose to my jump roping club is to become more physically fit through jumping rope. First have all participants do a pre assessment on their health then do a post assessment on the last meeting of the club to see if everyone became more physically fit. I would schedule certain days on which the rope jumping club would meet. The way that I would get my students involved in this club would be to put up flyers around the school for sign ups and attention grabbing information. Such as:
- Join Homer's Elementary new Rope Jumping Club!
- Become more physically fit while having fun at the same time!
- Each week a new theme will be incorporated.
- Firsts weeks theme will be, Jumping for Jolly Ranchers!
- Join your favorite P.E. teacher, Mr. Marciniak to jump the day away!
Also, I would let my students know in all of my classes about the new Rope Jumping Club. Try and "sell" the club to my students.
6. Stimulus Variation - is a various method and technique in order to attract students attention and interests towards teaching and learning process. Students usually get bored easily if the teacher always uses the same method. Example: When a teacher changes his/her teaching style from talks to using models/posters, visual objects the students become more engaged in the learning experience.
Monday, February 6, 2012
Lab 5 - A Spectrum of Ball Handling Skills
1. Use the internet to search for information about turtles and how they live.
Some interesting facts about turtles and tortoises:
Turtles have been on the earth for more than 200 million years. They evolved before mammals, birds, crocodiles, snakes and even lizards. Several species of turtles can live to be over a hundred years of age including the American Box Turtle.Turtles live on every continent except Antarctica. Turtles will live in almost any climate warm enough to allow them to complete their breeding cycle. Turtles range in size from the 4-inch Bog Turtle to the 1500 pound Leathery Turtle. North America contains a large variety of turtle species but Europe contains only two species of turtles and three species of tortoises. The top domed part of a turtle's shell is called the carapace and the bottom underlying part is called the plastron. The shell of a turtle is made up of 60 different bones all connected together. The bony portion of the shell is covered with plates (scutes) that are derivatives of skin and offer additional strength and protection. Most land tortoises have high domed carapaces that offer protection from the snapping jaws of terrestrial predators. Aquatic turtles tend to have flatter more aerodynamically shaped shells. An exception to the dome-shaped tortoise shell is the pancake tortoise of East Africa that will wedge itself between narrow rocks when threatened and then inflates itself with air making extraction nearly impossible. Turtles have good eyesight and an excellent sense of smell. Hearing and sense of touch are both good and even the shell contains nerve endings. Turtles are one of the oldest and most primitive groups of reptiles and have outlived many other species. One can only wonder if their unique shell is responsible for their success.
Cited: (http://www.peteducation.com/article.cfm?c=17+1797&aid=1492)
2. Identify the fitness components being addressed in squad square fitness. Where are these components located on the New York State Conceptual Framework for K-12 Physical Education?
Some of the fitness components that were addressed in the squad square fitness are, Cardiovascular Endurance(all stations), Muscle Strength and Endurance (Moving Push-Ups), Agility (Ski Jumps), Speed (Step Ups), and Balance (Step Ups & Ski Jumps). These components can be located in the Personal Fitness/Wellness block under the Elementary Skill Level. Also, the squad square activities can be located under the Motor/Movement Skill Development block. This is shown because students are working on jumping, push ups, step ups, and crunches. I achieved a good deal of physical activity after participating in this quick "warm up" activity! I will definitely use the squad square for my future teaching!
3. Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?
The skills that I would incorporate in my PE class for a boy or girl that is afraid of catching a ball would be to:
4. What are some of the guidelines you would follow in pairing students for throwing and catching?
When pairing students for throwing and catching, its always good to pair a student who is good at throwing with a student that is struggling. This way, the student that is a good thrower/catcher can help the student that is struggling. I've always been told that it is not good to pair the strong movers with other strong movers. Let the strong movers help the students that are struggling! This idea helps students to "teach" other students! WOW
5. How would you help a special needs student learn to catch that displays delayed motor control and lack of fine motor control dexterity?
First off, I would definitely keep the same cues as I would use for any other student in the class. Second, in order to help this special needs student to catch better I would start him off with catching a ballon. A balloon floats slowly to the ground which would allow the student to react in enough time to catch the balloon. A teacher that I observed at an elementary school a few years ago used this idea with one of her students!
Some interesting facts about turtles and tortoises:
Cited: (http://www.peteducation.com/article.cfm?c=17+1797&aid=1492)
2. Identify the fitness components being addressed in squad square fitness. Where are these components located on the New York State Conceptual Framework for K-12 Physical Education?
Some of the fitness components that were addressed in the squad square fitness are, Cardiovascular Endurance(all stations), Muscle Strength and Endurance (Moving Push-Ups), Agility (Ski Jumps), Speed (Step Ups), and Balance (Step Ups & Ski Jumps). These components can be located in the Personal Fitness/Wellness block under the Elementary Skill Level. Also, the squad square activities can be located under the Motor/Movement Skill Development block. This is shown because students are working on jumping, push ups, step ups, and crunches. I achieved a good deal of physical activity after participating in this quick "warm up" activity! I will definitely use the squad square for my future teaching!
3. Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?
The skills that I would incorporate in my PE class for a boy or girl that is afraid of catching a ball would be to:
- first, have him/her sit down with a partner and roll a yarn ball back and forth, getting used to the "feel" of a ball coming at the student
- second, I would have the student toss a yard ball up into the air and then try to catch it.
- third, actually have another student toss the yarn ball towards the afraid student.
If a student is afraid of catching some type of object in PE class because it may hurt them, then I would switch to a more softer type of ball. For example, a yarn ball is very soft and also a foam ball.
4. What are some of the guidelines you would follow in pairing students for throwing and catching?
When pairing students for throwing and catching, its always good to pair a student who is good at throwing with a student that is struggling. This way, the student that is a good thrower/catcher can help the student that is struggling. I've always been told that it is not good to pair the strong movers with other strong movers. Let the strong movers help the students that are struggling! This idea helps students to "teach" other students! WOW
5. How would you help a special needs student learn to catch that displays delayed motor control and lack of fine motor control dexterity?
First off, I would definitely keep the same cues as I would use for any other student in the class. Second, in order to help this special needs student to catch better I would start him off with catching a ballon. A balloon floats slowly to the ground which would allow the student to react in enough time to catch the balloon. A teacher that I observed at an elementary school a few years ago used this idea with one of her students!
Lab 4 - Improving Manipulation with Bean Bag Challenges
1. Explain how a unit based on lessons of this nature would serve as a foundation for acquiring specialized throwing and catching skills.
While participating in all of todays bean bag activities such as Balance on Body Parts, Yogi Sit and Stand, Beanbag Shake Off, Toss-Move and Catch, World Record Clap Game, and Full Turn and Catch I noticed that all these activities work on object manipulation, tossing and catching. Also, body awareness and hand-eye coordination can be enhanced based on a lesson like todays. While working with younger students, light soft objects and also bean bags will insure manipulation success at a young and reduce the fear associated with tossing and catching heavier objects that might give your students a bad "first" experience.
2. Identify a theme that could be applied to health hopping appropriate for young children.
In todays lesson, we used The Lion King as todays theme for health hopping. Another theme that could be used would be, pretty much anything that goes along what students are into currently at their young age. The theme I would choose for my classroom would be the cartoon series, "Popeye." Popeye is a great character who is in shape and shows that as long as you eat your spinach you will be strong like Popeye!
3. Design a checklist of critical elements to look for when observing a child performing a locomotor movement.
4. Bean Bag Activities by: Christina Chapan(http://worknotes.com/il/chicago/fit4funkidsfitness/h5.stm)
While participating in all of todays bean bag activities such as Balance on Body Parts, Yogi Sit and Stand, Beanbag Shake Off, Toss-Move and Catch, World Record Clap Game, and Full Turn and Catch I noticed that all these activities work on object manipulation, tossing and catching. Also, body awareness and hand-eye coordination can be enhanced based on a lesson like todays. While working with younger students, light soft objects and also bean bags will insure manipulation success at a young and reduce the fear associated with tossing and catching heavier objects that might give your students a bad "first" experience.
2. Identify a theme that could be applied to health hopping appropriate for young children.
In todays lesson, we used The Lion King as todays theme for health hopping. Another theme that could be used would be, pretty much anything that goes along what students are into currently at their young age. The theme I would choose for my classroom would be the cartoon series, "Popeye." Popeye is a great character who is in shape and shows that as long as you eat your spinach you will be strong like Popeye!
3. Design a checklist of critical elements to look for when observing a child performing a locomotor movement.
 |
| I decided to do an object control checklist. I thought it went along with the lesson more. |
4. Bean Bag Activities by: Christina Chapan(http://worknotes.com/il/chicago/fit4funkidsfitness/h5.stm)
- Teach colors, sizes, numbers, and direction using different beanbags.
- Speed, rhythm, and direction can be taught as you use different songs or music while moving the beanbag from one partner to another.
- Try throwing the beanbag to different surfaces, such as a shelf, or into a hula hoop, basketball or container. See how it feels to throw beanbags into various types of containers.
 |
| The game of Bean Bag Toss is a great activity for students to work on their perception of throwing at a target! |
Lab 3 - Locomotor Skills Applied in Low Organized Games
1. Select one of the locomotor skills and create your own set of teaching cues.
Slide
- choose a foot to lead with (right)
- slide left foot towards your right foot
- left foot chases and catches your lead foot
- continue the chase over and over
2. Identify the specific pathways used in each of the low organized games presented in the lesson focus.
The specific pathways that we used today in each of the low organized games were:
- straight
- curved
- zig zag
- circular
Giving students certain pathways to follow during the lessons, teaches the students to respect one another by saying excuse me if they are both on the same pathway and also to incorporate some dodging skills.
3. Select a topic for a class talk and outline the questions and key points that would help you guide a class talk.
Topic: Healthy Choices for Breakfast
a) Alright class, I have a quick question. Can someone tell me what the most important meal of the day is? Student says ... (breakfast).
b) (great job!) What are some foods we all had for breakfast this morning? Student says ... (pancakes).
c) Now class, are pancakes a breakfast food we should have everyday or just once a week? Students says ... (once a week)
d) (awesome answer) Can someone tell me a healthy food choice for breakfast? Student says (oatmeal)
e) (great choice!) Starting your day off with a healthy breakfast prepares you for a healthy life and a great day at school!
4. Make a checklist of performance points to look for in one of the locomotor movements.
5. Low Organized Game (1)
Slide
- choose a foot to lead with (right)
- slide left foot towards your right foot
- left foot chases and catches your lead foot
- continue the chase over and over
2. Identify the specific pathways used in each of the low organized games presented in the lesson focus.
The specific pathways that we used today in each of the low organized games were:
- straight
- curved
- zig zag
- circular
Giving students certain pathways to follow during the lessons, teaches the students to respect one another by saying excuse me if they are both on the same pathway and also to incorporate some dodging skills.
3. Select a topic for a class talk and outline the questions and key points that would help you guide a class talk.
Topic: Healthy Choices for Breakfast
a) Alright class, I have a quick question. Can someone tell me what the most important meal of the day is? Student says ... (breakfast).
b) (great job!) What are some foods we all had for breakfast this morning? Student says ... (pancakes).
c) Now class, are pancakes a breakfast food we should have everyday or just once a week? Students says ... (once a week)
d) (awesome answer) Can someone tell me a healthy food choice for breakfast? Student says (oatmeal)
e) (great choice!) Starting your day off with a healthy breakfast prepares you for a healthy life and a great day at school!
4. Make a checklist of performance points to look for in one of the locomotor movements.
5. Low Organized Game (1)
 |
| I actually taught this lesson at an Elementary School school a few years ago and my students loved it! |
Lab 2 - Singing to Movement Activities
1. Explain why exercises such as sit-ups and push-ups have to be modified for kindergarten and first grade students in the DVL 1 group.
If regular kindergarten and first grade students were to attempt to do a regular sit-up/push-up it would be quite the terrible sight. Students would mainly only be able to perform one push-up, their form would be horrible and they might hurt themselves doing it the wrong way. If you as a teacher were to modify the exercises, make them simpler or more "fun to do" the students would get more out of doing them. In Lab 2, we did the modified push-up/sit-ups and I personally felt a good workout from them. So a modified exercise is definitely a must for younger students!
2. Why is rhythmic activity important for young children?
Children have a natural urge for rhythmic expression. During an internship at Erie Community College, I spent 30 hours with elementary aged students and let me tell you, rhythmic activity was quite a big part in many lesson. The teacher I was observing incorporated music into almost every lesson. She used music as both a way to get her students actively moving during her lessons and also as a signal for attention. When music was playing, her students were allowed to move around, but once the music stopped, her students knew right away to stop what they were doing, put their equipment down and freeze, and then wait for further directions. I thought it was awesome! Basically, music get the students moving, which is definitely a must in Physical Education!
3. Define laterality and explain why tracing giant letters helps reinforce cognitive learning.
Laterality is the preference that most humans show for one side of their body over the other. For example, some people are left-handed and other or right-handed meaning that they use there left hand more often then their right or vise versa. I personally am right-handed. Tracing giant letters into the air gives each student the ability to use their imagination and also can work on their spelling. According to the days lesson, the teacher told us to use our imagination in order spell our name as BIG as possible. Both of these concepts involve each student to strengthen their cognitive abilities.
4. Why are educators concerned about young children not being able to keep an internal beat?
Educators are concerned about young students not being able to keep an internal beat because, many movement patterns are associated with some sort of beat. For example, galloping involves the beat/pattern of quick-quick ... quick-quick ... quick-quick. Basically, being able to keep an internal beat is great for activities in Jump Jim Joe. The teacher asked us students to come up with our own motor movements based on the "beat" she gave us.
5. Define homo-lateral and cross lateral movements.
If regular kindergarten and first grade students were to attempt to do a regular sit-up/push-up it would be quite the terrible sight. Students would mainly only be able to perform one push-up, their form would be horrible and they might hurt themselves doing it the wrong way. If you as a teacher were to modify the exercises, make them simpler or more "fun to do" the students would get more out of doing them. In Lab 2, we did the modified push-up/sit-ups and I personally felt a good workout from them. So a modified exercise is definitely a must for younger students!
2. Why is rhythmic activity important for young children?
Children have a natural urge for rhythmic expression. During an internship at Erie Community College, I spent 30 hours with elementary aged students and let me tell you, rhythmic activity was quite a big part in many lesson. The teacher I was observing incorporated music into almost every lesson. She used music as both a way to get her students actively moving during her lessons and also as a signal for attention. When music was playing, her students were allowed to move around, but once the music stopped, her students knew right away to stop what they were doing, put their equipment down and freeze, and then wait for further directions. I thought it was awesome! Basically, music get the students moving, which is definitely a must in Physical Education!
3. Define laterality and explain why tracing giant letters helps reinforce cognitive learning.
Laterality is the preference that most humans show for one side of their body over the other. For example, some people are left-handed and other or right-handed meaning that they use there left hand more often then their right or vise versa. I personally am right-handed. Tracing giant letters into the air gives each student the ability to use their imagination and also can work on their spelling. According to the days lesson, the teacher told us to use our imagination in order spell our name as BIG as possible. Both of these concepts involve each student to strengthen their cognitive abilities.
4. Why are educators concerned about young children not being able to keep an internal beat?
Educators are concerned about young students not being able to keep an internal beat because, many movement patterns are associated with some sort of beat. For example, galloping involves the beat/pattern of quick-quick ... quick-quick ... quick-quick. Basically, being able to keep an internal beat is great for activities in Jump Jim Joe. The teacher asked us students to come up with our own motor movements based on the "beat" she gave us.
5. Define homo-lateral and cross lateral movements.
- Homo-lateral movement (asymmetrical movement of one upper limb and the lower limb on the same side)
- Cross-lateral movements are those in which arms and legs cross over from one side of the body to the other.
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| Speed Stacking is a great activity for students to increase their cross-lateral movements! |
Lab 1 - Class Management
Lab 1 - Class Management and Organization
1.) Why do class management and effective teaching go hand in hand throughout every day of teaching?
Effective teachers introduce class rules, management routines, and class procedures. To teach effectively, its necessary to establish an environment in which learning is supported through management. If there are no set rules to manage your class, then most of the class will be the teacher getting the students to settle down and pay attention and less time for learning for your students. Both instructional and managerial structures must be present in order to establish an environment that has the potential for learning.
2.) Why should your list of class rules be short and positive?
If all the rules are developed by the teacher, are written in a series of "dont's," and are very negative, this sends the message to the students that the teacher is the "control" figure in the class and it is not a positive environment to learn in. Short and positive class rules lead the students to a positive environment in which they are more apt to learn in.
3.) List three reasons why students enjoy the squad square structure as well as three reasons why. teachers benefit from employing the squad square structure for management.
Three reasons why students enjoy the squad square ...
4.) What common elements do all of the activities in this management lab share?
The common elements that all these activities shared in this lab were, designed to have students maintain their own personal space, think and respond to the teachers class signals and directions and also, practice body control.
5.) How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The affective domain deals with attitudes, motivation, willingness to participate, valuing what is being learned, and incorporating the values of a discipline into a way of life. The affective domain was addressed in this lesson by having the students respect other students "bubble" also know as their personal space. The psychomotor domain focuses on performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force. The psychomotor domain in this lesson was addressed when the teacher taught the students how to stop faster when she asked the students to "freeze." Each student would get into the athletic stance position which was learned from the cues, "Shock Absorbers, Balanced Body, and Be Alert."Lastly, the cognitive domain focuses on intellectual skills such as, knowledge, comprehension, application, analysis, synthesis, and evaluation. The cognitive domain was addressed in this lesson through the activity called "Magic String." In the activity, the students had to know/learn what body part the teacher wanted your invisible string attached too.
6.) Come up with an activity related to classroom management. Explain the activity.
Simon Says Lining Up : A teacher that I observed at the elementary level did this activity at the end of the class when the P.E. teacher was waiting for the classroom teacher to pick up her students from the gym.
When the students get in line to leave the teacher assumes the role of Simon Says. The teacher begins by saying "Simon Says. Touch your chin." The teacher continues with knee, eyes, hair, body parts, bones, muscles, etc. This will keep them occupied and quiet during the standing in line and you can see what they know about their body parts. To see how well students are listening trick them by not saying Simon says first. If they don't hear Simon Says they shouldn't do a specific movement. Its a great activity to keep your students occupied.
Effective teachers introduce class rules, management routines, and class procedures. To teach effectively, its necessary to establish an environment in which learning is supported through management. If there are no set rules to manage your class, then most of the class will be the teacher getting the students to settle down and pay attention and less time for learning for your students. Both instructional and managerial structures must be present in order to establish an environment that has the potential for learning.
2.) Why should your list of class rules be short and positive?
If all the rules are developed by the teacher, are written in a series of "dont's," and are very negative, this sends the message to the students that the teacher is the "control" figure in the class and it is not a positive environment to learn in. Short and positive class rules lead the students to a positive environment in which they are more apt to learn in.
3.) List three reasons why students enjoy the squad square structure as well as three reasons why. teachers benefit from employing the squad square structure for management.
Three reasons why students enjoy the squad square ...
- able to see everyone in the class
- there is no set "line" leader in each group to fight over
- no bumping into each other if group was set in a line.
Three reasons why teachers benefit from the squad square ...
- able to see all students in the class
- good way to group students based on skill ability
- great way to take attendance
4.) What common elements do all of the activities in this management lab share?
The common elements that all these activities shared in this lab were, designed to have students maintain their own personal space, think and respond to the teachers class signals and directions and also, practice body control.
5.) How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The affective domain deals with attitudes, motivation, willingness to participate, valuing what is being learned, and incorporating the values of a discipline into a way of life. The affective domain was addressed in this lesson by having the students respect other students "bubble" also know as their personal space. The psychomotor domain focuses on performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force. The psychomotor domain in this lesson was addressed when the teacher taught the students how to stop faster when she asked the students to "freeze." Each student would get into the athletic stance position which was learned from the cues, "Shock Absorbers, Balanced Body, and Be Alert."Lastly, the cognitive domain focuses on intellectual skills such as, knowledge, comprehension, application, analysis, synthesis, and evaluation. The cognitive domain was addressed in this lesson through the activity called "Magic String." In the activity, the students had to know/learn what body part the teacher wanted your invisible string attached too.
6.) Come up with an activity related to classroom management. Explain the activity.
Simon Says Lining Up : A teacher that I observed at the elementary level did this activity at the end of the class when the P.E. teacher was waiting for the classroom teacher to pick up her students from the gym.
When the students get in line to leave the teacher assumes the role of Simon Says. The teacher begins by saying "Simon Says. Touch your chin." The teacher continues with knee, eyes, hair, body parts, bones, muscles, etc. This will keep them occupied and quiet during the standing in line and you can see what they know about their body parts. To see how well students are listening trick them by not saying Simon says first. If they don't hear Simon Says they shouldn't do a specific movement. Its a great activity to keep your students occupied.
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