Reflection #2, Group B- Julie Kertesz , Wed. Sept. 30th

Nice job today for the Group Teach 3! Thank you for getting us moving and placing us outside. You made a fun, active, and motivational lesson. The travel time out to the field was an excellent warm up and enjoyable. Chuck the chicken was another fun game that allowed us to collaborate and still move around. Your main game of kicking ball was fair, interactive, and strategic.

I am confident that your lesson would encourage new students to see PE as a positive experience ! Everything was fair and well planned for success. You made us move around and I do believe that will help students in their learning environments. I think that movement can teach us a lot about the way we learn. Movement increases the minds ability to focus and to think. Without movement, the brain is not going to be functioning at its best.

Below is a video about ‘learning through motion. Krissy Moehl demonstrates the skills she has learned in her racing career. She shares with us how movement taught her so much about the world that she lives in. It is a good example of how movement can teach us about how we learn.

Roberto Colusso – Journal Movement – Week 3

I was really surprised to hear that riskier playgrounds are more beneficial for children than keeping them indoors. I remember hearing in the news that parents were increasingly concerned about their children’s safety outside and while I suspected that there was something wrong with that line of thinking, I had no recourse to argue against it. The worry over sending children out on their own plays into a fear of the unknown. For a prospective teacher, this anxiety is heightened by the fact that we will be placed in a position of responsibility. Knowing that some element of risk is actually beneficial for child development goes a long way toward quelling that concern.

It’s also refreshing to hear that children are more active outdoors. I remember being young and going out adventuring with my friends. It therefore makes sense to encourage children to play outdoors. The solution can be as simple as taking whatever activities you had intended to do indoors and do them outside. It would also be nice to find activities to do that require being outside like hiking or perhaps visiting a petting zoo.

week four: physical literacy

Initially i found the concept of physical literacy a tad bit confusing, because i didn’t read into it very much. However as the readings progressed I soon realized the entirety of how beautiful this theory or concept really is, very much like reading, physicality doesn’t have to be relegated to just sports, PE, getting into shape or pre-wedding traditions. Physical literacy looks at the entire life of the human whether they are inclined towards having phenomenal physical attributes or just someone who enjoys to walk and dance. The main point is that they get up and move, the texts and readings use key words and phrases such as, respectful, life long, holistic, adventurous, appropriate, trust, empathy, encouraging, and and many more.

The main point is that as educators there is a need to enable and encourage our students to keep on moving for the rest of their life. Thus we need to be mindful that we are creating an environment that will foster literate physical movers for life and that we need to focus both on the literacy part and the educational component of teaching rather than just using sports or their own innate motivations to attain this level of literacy.

Sept 23 Movement Journal- Kate

I think the most important element of physical literacy is that being physically literate means you can participate in, and hopefully enjoy, a wide range of physical activities. Although there are definitely specific literacies for different sports and activities, having a set of basic skills is the first step. I think our focus with PE in schools should be preparing students for a life of physical activity. For this reason it is so important that students get to gain skills in a wide variety of relevant activities. I know, as far as my PE education is concerned, that nothing in class prepared me for the physical activities I now enjoy. For my daughter I hope that her PE classes are much more relevant to her life. Currently she’s doing gymnastics in her kindergarden PE class, and while she loves it, I don’t really understand the sacred position gymnastics holds in the PE curriculum. As far as I know, very, very few people go on to enjoy gymnastics as their sport of choice after leaving school. I recognize that there are many transferable skills in gymnastics but why not learn the same skills with dance or yoga, which are much more popular with adults?

Roberto Colusso – Comment on Journal Entry – Week 2

My own thoughts resonate with Zoe Filliter’s Movement Journal entry. I appreciate the way that Physical Education has changed over its recent history into something that is more accessible to everyone. Simply by diversifying the kinds of activities that are made available to the students, PE can be much inclusive of its students. To be sure, there is plenty of justification for teaching conventional sports and activities. But it is also important to teach children that they have to keep active and to accomplish this by finding what is most enjoyable to them.

Upon further reflection, I began to wonder what role playground games such as skipping rope, hopscotch and four square might have in the gymnasium. I know that some of these games have the stigma of being for girls only or for boys only, but there’s no reason for bringing such stigmas into the class room. Besides, I’m sure that there are a lot more kinds of games that I don’t know about simply because no one ever taught them to me.

Target Games- Post Lesson Reflection

In planning and teaching our lesson, I felt very restricted given our time allowance. There was so much we wanted to include in our lesson- acknowledging the territory, the importance of positive self talk, modeling proper technique, giving adequate feedback along the way and of course, plenty of time to play! However, it was a strong reminder of the importance of having everything prepped, organized and ready to go in order to make the most of a lesson, whether it be 30 minutes long or 60. With that in mind and considering everything we know of the importance of physical activity for mental, physical and emotional well being, I’m surprised and disappointed with the fact that elementary P.E classes are only 30 minutes long. I don’t think this is enough time not only for a teacher to try to incorporate so many necessary and enriching elements into their lesson plans, but also it doesn’t give students enough time to play either. I noticed how engaged everyone was during the timed and competitive portion of 21 and I think my biggest challenge throughout the whole process was having to tell the class that the time was up! However, I believe this points to the need to place more emphasis on physical education and to incorporate physical activity across the curriculum.

Week 3: Net/Wall Games and Physical Literacy

This week’s class included an intro to physical literacy and to teaching net/wall games. The group that presented this week set the bar high. Their high energy, thoughtful transitions, and lesson plan structure proved they’re group management pro’s. I enjoyed the scaffolding of skills that developed through stations, which were well-timed and didn’t lag on.

Our intro to physical literacy uncovered some inspirational theories and mission statements to develop the following abilities:
• Consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
• Demonstrate a variety of movements confidently, competently, creatively and strategically across a wide range of health-related physical activities.
• Make healthy, active choices throughout their life span that are both beneficial to, and respectful of their whole self, others, and their environment.

Although I consider myself physically literate, I had only recognized that as the fundamental movement skills used during sports and exercise. After last class, I’ve realized it can involve feelings and emotions as well. This is an area of my physical literacy I would like to engage in more. Overall, I found the lecture and theory to be a bit abstract, it seems there isn’t yet a resource guide or means for evaluation. I wholeheartedly believe that physical literacy needs to be promoted in the classroom to build healthy, active adults. Working with Elementary learners, I’ll have to research PHE Canada and Canadian Sport for Life to find best practices for application.

What Is Physical Literacy? Movement Journal by Emily Mills

What is physical literacy? Who can be physically literate? To be honest, when I try to picture what the stereotypical physically literate person would look like in my head, I picture someone in their 20s-30s, probably male, who is fairly muscular and is skilled in almost every sport they attempt. However, after viewing the class readings and discussions, I’ve tried to think critically about what different types of physically literate people might look like. For example, I would view an eighty-year old male who goes on very long walks everyday and likes to do exercises to keep his mental skills sharp to be quite physically literate even if he is not as physically strong as someone in their twenties.

Although I really appreciate the emphasis on mental and physical health mentioned by Whitehead (2010) and PHE Canada, I wonder if the definitions are a bit narrow or intimidating. For example, PHE Canada says a physically literate individual is one that moves with confidence or competence in a wide variety of areas (2010) but depending on how you define “competence”, there may be very few individuals that fit into this category. For older adults or children with special needs or physical disabilities, having competence in a “wide variety of areas” may be particularly challenging for them. I think we need to have a broader definition of physically literacy that places emphasis on an intrinsic love for physical activity and is more inclusive of people of different abilities and age groups.

September 23rd – Tobi’s Movement Journal

Hello all 🙂

I really enjoyed last class and learning more about what it means to be physically literate. I think we have been hearing more and more about what it means to be “literate” and it can be applied in so many different subject areas.

I learned that it doesn’t only relate to the personally physically, but also mentally. I think to be physically literate you also need to know and understand how to keep your body healthy. This could include making sure you are warming up and cooling down, or knowing when to stop if your body has endured to much, or having good nutrition habits.

I think every child should be given the opportunity to learn the Fundamental Movement Skills that we learned. We have all been in that PE class where not every individual is coordinated or athletic. I think being physically literate will give students the confidence they need when growing up.

I think as educators, we need to make everyone in our PE class feel included, comfortable and welcome. If we notice that a student is having a hard time with a drill or a task, ensure that we are giving positive feedback or allow students to work in pairs or in groups. 🙂

ABC- Week 2- Group B

I found a lot of the ideas in this week’s readings to be very relatable to me. Although I do enjoy engaging in sporting activities, I have always felt that PE classes (at least in my experiences) tend to favor specific groups of students while alienating others. My personal experiences in PE classes placed great importance on fundamental skills and sport literacy, but ignored the mental and emotional elements of physical literacy. Developing an understanding of the fundamental movement skills is a necessary building block for further exploration of function, form, feelings, and flow. However, it seems that too often teachers get caught up in the fundamentals without acknowledging the large variety of ways in which these skills can be applied to everyday life (not just on the sports field). The textbook offered many interesting alternative ideas for PE activities that I have not been lucky enough to participate in, but believe would be most excellent to incorporate into the curriculum. Some of these ideas include circus and flow arts, yoga, climbing, juggling, hooping, martial arts, and horse riding (pg.234). I believe that the more variety a teacher incorporates into their lessons, the more likely they will be able to appeal to a larger audience. Physical and Health Education is not just for athletic students and we need to develop teaching approaches that reflects this.