Monthly Archives: September 2015

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Meghan’s Movement Post September 23, Week 3

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Hey everyone,

Sorry this is late! I completely forgot about it!  Going along with my theme of not-being-a-reflection, here is my ode to PE teachers through the eyes of the student!  Enjoy!

 

English, math, oh what a bore!

I fidget in my seat, bum sore,

C’mon clock, a little more!

I just want to play and score.

 

The clock says ten, the teacher stands,

‘Lets calmly walk’, teacher demands

We all file up, our hands in hands

Anxious, nervous, everyone understands

 

We enter the gym, all hell breaks loose,

We shame each other, playing duck duck goose.

We play with balls, that are dirty with use

We swallow our fear, like tightening the noose.

 

It’s baseball now, there is fear in the air,

Who will strike out, this game isn’t fair.

There’s a fly ball, catch it if you dare,

Jimmy will pummel you at recess, with care.

 

Report card season, you get your first grade.

You know with PE, you tried, and you played

Hopefully an A!, last night all you prayed,

A B-, poor skill set, is what the letter displayed.

 

PE, what a scene of mockery and shame,

You know in your heart, it’s all one big game

In high school you skip, can’t contain your disdain

It was that first B, poor skill set, who is to blame.

Intermediate 4-7

Session 3 Movement Journal for Sep. 25 – Terence Wong

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This week, my group had the opportunity to do the group teach for net/wall games in our PE class. It was a very cool experience going through the preparation, planning, and organizing of the activity. I felt that it gave my group a good feel for how teaching PE will be like and things to learn and improve on as well.

What I think worked particularly well was that our group operated like a true team, allocating specific tasks to each other, brainstorming ideas, then coming back together to come to a common ground and plan. We worked very well together and each brought different ideas, skills, and strengths to the whole of the lesson. The time management we had on the lesson plan was able to translate into the classroom setting, which also helped to facilitate the lesson even further.

I found that there were some activities (five minute warm-up and cool-down) that we may have needed to adapt.  I believe we found it to be difficult to stretch and ‘shuffle monkey’ for five minutes straight. In this way, we could improve upon preparing different variations to the activity.

Overall, I think the learners responded very well to the lesson – everyone was participating in activities and openly responding to discussion questions based on their own knowledge of the readings and experiences.

Very happy with how the group teach went and very appreciative of the group that I had the privilege of working with.

Good luck to the rest of the groups!

PE Lesson Plans

EDCP 320: Group Teach Lesson Plan

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Clarissa Guevara, Rylan Rogers, Amanda Santos & Terence Wong

Wall & Net Games: Grade 5- Volleyball

Aims & Objectives:

To build skills on:

  • Learning the ready position
  • Practice the skill of setting a volleyball
  • Gain the ability to gage force adjustment proper for bumping a volleyball
  • Practice the proper technique for serving

PLO’s

  • B1: demonstrate preparation (ready position), movement and follow through phases of a selected activity
  • B2: demonstrate proper technique to send an object at varying distances in predictable settings
  • B3: demonstrate proper technique to receive an object while adjusting to varying speeds and different levels

Equipment: Volleyballs

Safety Issues: Projector, benches, backpacks

Principles of Learning: Rotation Stations

Assessment & Evaluation: Based on effort, participation and behavior which is given through oral feedback, rubric provided at the end of the document

Sequence of Lesson:

  1. Warm-up-5 minutes led by Rylan
  • Modeling of ready position and foot movement, explanation of why this position
  • Rylan will perform demonstrations
  1. Activity- Rotations Stations; 25 minutes led by Amanda
  • Station 1: Setting a volleyball with the wall/partner à Clarissa
    • Teaching cue: to gain proper technique when setting the volleyball
  • Station 2: Bumping a volleyball towards the wall/partner- Rylan
    • Teaching cue: to understand and attempt the proper area where the ball should hit the arm to pass the ball to teammate
  • Station 3: Serve underhand, partner catches and returns the ball in the same way-Terence
    • Teaching cue: practice underhand attempt and arm placement to ball in order to get ball over net
  • Station 4: Free Play-Amanda
    • get in a circle and have a volley using an umber system so each student touches the ball
  • NB: if students are not comfortable with skills from other stations this can be used as extra practice time
  • Teaching cue: To practice all the skills that they have just practiced and work on teamwork and communication
  • Transitions: Terence will be the timekeeper and will blow the whistle every 5 mins and the students will be expected to shuffle in the ready positions to the next station in under 10 secs
  • There will be music playing for the duration the of activity on a low setting so the whistle can still be heard
  • Demonstrations will be given at each station by each leading TC
  1. Cool Down- 5 mins led by Terence
  • Stretching of the body with the main focus on muscles used in the skills practiced
  • Discussion of what was learned
  • Terence will demonstrate stretches and participate with class

Evaluation Strategies:

  • Each station has a specific skill that will be practiced and will be evaluated by the leading TC
  • The class will be notified before the activity and again at each station.
  • Leading TC’s will provide oral feedback for the students to implement

Physical, Cognitive & Active Development:

  • Physical: basic movements, ideas and concepts
  • Cognitive: confidence in skills, teamwork and communication
  • Active: Participating in the class
  • Affective: Become more confident with the fundamental skills of volleyball, to gain a sense of teamwork and likeness between students

Teaching Cues & Transitions between Activities:

  • Meet in center circle for large group instructions
  • Whistles will be used to get attention and as a signal for rotation from station to station, starting the activity, ending the activity and to gain the attention of the large group
  • Check for understanding by thumbs up/ thumbs down or asking questions
  • Feedback will be given through asking ‘why’ questions

Concern for Diverse Learners

  • Free play stations will serve as an extra practice station if some students are not comfortable with the skills they have just practiced

Extra Resources:

Grade 5 Volleyball Movement Skills Rubric:

  Forearm Pass (bumping) Setting Underhand Serve Teamwork/

Communication

 Participation
Very Good Consistently uses correct technique of skill Consistently uses correct technique of skill Consistently uses correct technique of skill Incorporates and takes initiative Participates in all stations with readiness and willingness to learn
Good Sometimes uses correct technique of skill Sometimes uses correct technique of skill Sometimes uses correct technique of skill Incorporates into all skills adequately Generally participates in all stations
Developing Has difficulty using correct technique of skill Has difficulty using correct technique of skill Has difficulty using correct technique of skill Is hesitant but attempts Hesitancy around trying skills
Needs Time Is not able to perform this skill correctly Is not able to perform this skill correctly Is not able to perform this skill correctly Is extremely hesitant and cannot attempt Does not try to participate in skills

Adapted From: https://wis-pe.wikispaces.com/file/view/Grade+5+Volleyball+Skills+Rubric.pdf

PHE Canada (position paper). What is the relationship between physical education and physical literacy?

http://www.phecanada.ca/sites/default/files/pl_position_paper.pdf

Robinson & Randall (Ch.13) Content of Teaching Physical Education

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Movement Journal for Week 3 (Sept 25th): Amanda Santos

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This week my group and I were in charge of teaching the class a lesson on net and wall games and we chose volleyball as our activity. In our lesson our transitions I thought worked really well, it was really seamless and quick. I think that the rotation stations worked well as well, if we had more time in the lesson that would have helped the students really get a feel for the skills that we were showing them. Our planning went really well and I feel like we fed off each other and we agreed on all our ideas and collaborated well on all aspects. For teaching, we all knew our roles and were helpful with our group mates to help with their own part. When we were planning our lesson we knew which skills we were strong at so when it came time to teach, we could use our background and success with a certain skill and really help out all our students. I think they were caught off guard with how hard we made them work but in the end they all participated and developed more skills within the lesson.

The students responded well to our lesson and were cognitive while at each station through their attention to each leader who was showing them the skill. They were physical at each station while applying what they had observed to their own skill level and trying to be better. The students were affective in their response to the lesson through being open to everything they were learning. The students’ eagerness to learn really help us teachers keep our enthusiasm up and give all we had to helping them improve their volleyball skills. Our transitions and the hustle of the students kept the lesson on time so that there was nothing to interrupt the flow of the lesson.

I was proud of myself and my group with what we came up with and our execution of the lesson as well. I think that our students learned a lot, shook off some rust and really enjoyed some volleyball which I think will come in handy during our intramurals.

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PE movement journal – Sienna, Sep 23rd 2015.

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This week, I finally understood the true meaning of physical literacy. A physically literate individual values his or her involvement in various physical activities and their contribution to a healthy lifestyle. I come to realize that I am not a physically literate person. Not at all! I do not like to engage in any physical activities except yoga. If I happen to participate in some physical activities, it is for the purpose of losing weigh, a means to an end. Moreover, in the past, I thought the purpose of teaching physical education in a class is to teach various skills of physical activities to students. However, I begin to understand the significance of teaching physical literacy in a PE class and to embrace the values of being a physically literate individual. For instance, unable to visit the yoga studio the past two months, I have been feeling lethargic lately. Suddenly, I realize how I view yoga has changed. Instead of treating it as an activity to lose weight, I am appreciating yoga as a physical activity that contributes to my energy level. I hope to participate in various physical activities, not just yoga, from now on and become a physically literate individual. The way I present myself in a classroom will affect the way students accept classroom activities. I want my students to treat PE class as a fun and lifelong learning experience. In order to make students to approach PE class as I hope they would, I must set an example myself. I must integrate physical activities in my life and appreciate the value of engaging in physical activities and their impact on creating a healthy lifestyle.

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Group Teach Reflection: Target Games

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On Tuesday, our group presented our lesson plan on Target Games. Being the first group to go was nerve-wracking, especially having to present right after going through all the evaluation rubrics! However, all in all, I think the lesson went well with the help of all our supportive classmates.

During our planning process, we had a lot of different ideas. There were a lot of things we had to keep in mind: PLOs, our target audience, physical/cognitive/affective development, fun, time management, evaluation and assessment, etc. How could we convey all the objectives, information, and instructions to the class, ensure there was a high enough participation time factor, and evaluate learning all within half an hour? It made me reflect on the reality of physical education in schools and how there really isn’t enough time set aside for something so important. It also made me excited to think about the ways in which I could incorporate physical activity in my classrooms throughout the day.

I noticed that the planning came easier to me than the teaching. I was able to research instant and warm-up activities that were simple yet relatable and then tie them together with the main lesson and learning objectives. The actual teaching part was a little more difficult – shout out to Lisa, Tina, and Claire (who did an amazing job leading the instant activity). Again, there were many things to keep in mind and a few hiccups along the way. Transition time was something we had difficulty with, especially with getting the equipment and going outdoors for some activities. Something I have to remember is to wait for the entire class to come in after an activity before providing new instructions, especially when in a large, outdoor space.

Overall, I think the lesson went well. The class played along and laughed at our silly skit, but I think they were really able to see how our whole lesson was structured and tied together.

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Week 3 Journal

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Each time I come to our PE class I get so excited thinking about what I am going to get to teach this year during practicum! I was especially pleased that we covered physical literacy this week. Physical literacy is such an important aspect of a child’s overall health and I really think that with a focus on this we will be able to encourage more children to participate in an active lifestyle and enjoy their PE experience.

I think physical literacy really ties in to some of the reaccuring themes in our other classes. In particular its focus on specific skills relevant for our everyday lives rather than just focusing on skills relevant for a specific sport. In our other classes we have talked about assessment and expanding from the traditional test based model to incorporate activities that allow a variety of students to excell. A focus on physical literacy feels like a step towards expanding assessment in PE. Although Whitehead suggests that physical literacy is not something we can assess, it gives us another ruler on which to measure our classes advances in healthy, active living and drives us away from just assessing how well students are able to play a given sport.

Lastly I really enjoyed the volleyball lesson that this weeks group of teacher candidates put on. The ‘shuffle monkey’ activity was a particularly good example of a physical activity that is useful in a variety of sports and also a variety of everyday activities!

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Sheena’s Movement Journal – September 23rd

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Margaret Whitehead’s definition of physical literacy involved the word “motivation.” I thought that this was really interesting. My definition of physical literacy involved competence and confidence, both of which were included in Whitehead’s and the Physical and Health Education Canada (PHE) definitions. I never thought about motivation as a component of literacy before, but I definitely think it is an essential part. After all, if a student is confident and competent in certain kinds of physical activity, but does not want to do it, we would not be able to accomplish our goal in PE to inspire students to be active for life.

I really enjoyed the badminton lesson. At first, I thought that it would be boring to only work on a few skills. I played badminton in high school and I was so eager to get onto the court and play a full game. However, after playing the adapted version, I realized I was having fun, and so was everyone else! I think that having teams work with the team on the opposite side of the net fostered a team spirit and made it so that no one could really lose. I thought that this was a great idea, especially after the talk we had last week on the Hall of Shame games and activities. The badminton games were also arranged in such a way that all students were able to participate equally, without much rest. This was also brilliantly done. It inspired me to think about how different games like basketball or soccer could be adapted in a similar way to maximize student participation. Finally, I think that it was great that the group only taught a few skills. This makes perfect sense because we will be teaching elementary school students, and this will likely be their first time encountering badminton. By teaching a few skills at a time, students will not be overwhelmed.

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Week 3 Journal

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Physical literacy is an important skill not only in P.E but in all classes and aspects of life. These movements will help the child in their future. Therefore it is important to implement physical literacy into your other lesson plans as well. I grew up playing many different sports. I found they each help my performance in other sports. It allowed me to bring other movements and abilities into other game play. For instance, I went to Cirkids (a circus program) which improved my balance, strength and flexibility for all other sports. Soccer improved my endurance for Cirkids. Steve Nash was a great example of this. I have never seen his soccer ability before. They blew me away! He did not just grow up playing basketball everyday. He skateboarded and played soccer as well (and who knows what else) but each of these sport movements helped the other sport This allowing him to be the best basketball player as well as a very skilled soccer player.

P.s I loved the tic tac toe game as a warm up. Very creative!

 

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SEPT 23- Maria’s Movement Journal

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In this week’s class, I learned that physical literacy goes beyond the acquisition of knowledge and understanding. Physical literacy is an ongoing journey and is not about owning a single set of skills. As Whitehead (2014) states physical literacy also involves “the motivation, confidence and physical competence to value and take responsibility for engagement in physical activities for life.”

After defining physical literacy in class, it had me reflect back to how I became physically literate in soccer. I have played soccer since I was six years old and was on a competitive team throughout high school. My physical literacy in soccer developed through learning the fundamental movement skills such as passing, positioning oneself and kicking the ball. I had to gain these skills before learning and understanding the rules of the game. I can resonate to Whitehead’s definition of physical literacy because of the two words she uses- motivation and confidence. For me, motivation was a significant factor in achieving physical literacy in soccer. My soccer coaches were highly supportive, encouraging and instilled in me the confidence I needed to be the best possible player – physically, cognitively and socially. My coaches motivated me to continue building on my basic skills and foundations and to take risks when the opportunity rose. Moreover, as a soccer player I acknowledged that making mistakes is part of the learning process. Finally, I learned that having mentors to give you advice and facilitate your progress are essential in developing your skills.

Even though, I spent a great deal of time playing soccer throughout my youth; it enabled me to apply the same similar steps to achieve literacy in other sports or activities. I believe that it would have been more effective to achieve physical literacy had I participated in a variety of extracurricular physical activities throughout my youth. However, soccer was my passion as a child, and I was determined to make it my priority!