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.

4 thoughts on “ABC- Week 2- Group B”

  1. For some reason, I am not able to post to the blog. I am going to post my reflection to your reply section, however, so as to add to the conversation and show that I have done my reading.

    I found it interesting how the book referred to a Cartesian separation of the mind and body because although Descartes was a rationalist he never actually physically separated the mind and body, only empiricism from rationale. I do however believe that the monist philosophy of a connection between mind, body, and spirit in the creation of a holistic view of physical literacy which would broaden the curriculum .

    The knowledge of physical literacy looks much like the knowledge of language literacies that we have gone through in other classes which has been expanded and molded to meet a corporeal understanding. Like language literacies, physical literacy has a basis in critical thinking, communication, and application. Like phonetics, structure, and grammar can be applied in various situations of language literacy, certain movements are the basis upon which physical literacy can be built. Once physical knowledge, form, and function come together, functional capacity, contextualized capabilities, expressive possibilities, and flow consciousness can be expanded upon.

    The usage of these building blocks is not to create a sports literacy, but rather one in which a multiliteracy and multimodality can be built. An appreciation for the corporeal which facilitates quality of movement in accompaniment with quantity. A knowledge of personal capacities, an understanding of many genres of physical expression, and an appreciation for these things.

Leave a Reply

Your email address will not be published. Required fields are marked *