What are conditions for including all learners in game playing?

Through the multi-activity curriculum model, students will be introduced to a diverse range of physical activity. This allows for the differing needs of students to be addressed rather than focusing on those who are more athletically inclined. Activities should include a combination of cooperative and individual games, sports, dance, gymnastics, fitness development, aquatics, and outdoor activities. Furthermore, activities should incorporate different categories such as cooperative, individual, and team sports, recreational. Games that do not provide inclusive conditions involve those that are eliminate players such as dodge ball or duck duck goose. Another method for learner inclusion involves randomized teams rather than allowing team captains to choose players so that certain students are not made to feel unappreciated.

The Teaching Personal and Social Responsibility Model is useful for creating inclusive conditions for learning as it encourages students to be “accountable for their own well-being and contributing to the well-being of others… both inside and outside the gymnasium” (Robinson & Randall, p.38). These are skills that can be acquired by all students, regardless of their physical limitations. The Fitness for Life model is another inclusive pedagogy, as it focuses on the “health for everyone with an emphasis on lifetime activity designed to meet their personal needs” (Robinson & Randall, p.42).

The TGfU Model is an inclusive practice as well, because it places the learner at the center of teaching. In this practice, the “needs, motivation, abilities, and developmental level of the student are fundamental to all decisions made by the physical educator” (Robinson & Randall, p.36). An inclusive teacher will take these considerations into account and adapt games in order to allow for the student’s full participation.

Overall, in order to create inclusive conditions for learners, teachers should incorporate ideas from all of the discussed models (as well as those that were not touched upon in my reflection). Learning is a multi-faceted concept and there are many different ways of knowing. Exploring different areas and approaches are crucial for meeting the needs of all learners.

I really think the gymnastics group did such an awesome job with their lesson last Wednesday. I think gymnastics might be one of the more difficult topics we will have to cover, but after our last session I saw some ideas I can definitely see myself using if I have to teach a gymnastics class. Learning the fundamental skills of balance again made me think about how it might be to teach a gymnastics class to much younger children. I remember the group who was running the team teach felt like they were repeating themselves a lot with their directions, but that kind of repetition is absolutely necessary when working with younger students. Another thing to remember is the safety issues when working with all of the gymnastics equipment. I thought the group kept us in line and safe for the whole lesson and managed to make things fun for us too. I really liked that they incorporated a cooperative activity for teaching us balance as well. Gymnastics is usually such an independent sport, but it was fun to work together on it too in this kind of setting.

This lesson also made me think back to when I used to do gymnastics as a child. I don’t remember ever doing a gymnastics unit in school, but I did it outside of school and absolutely loved it. Looking back I can say that I really like the way gymnastics develops basic fundamental skills such as balance, and I think it should be included in the curriculum for this reason. Looking forward to this week’s lesson!

I felt that our team-teach on Outdoor Education went really well! It was refreshing to be outside to do a lesson, and the feedback from TCs participating in the lesson was that is was very fun and engaging. Particularly, comments that the lesson could lead well into a cross-curricular lesson, and that many were interested in doing the same lesson in their own practicums were very encouraging and in-line with some of the goals we had as a group.

One thing that I noticed about the planning process for an outdoor lesson was that it was very easy to overthink things. I often caught myself thinking about how to make the lesson as “outdoorsy” and rich as possible, but really the most important thing is just to get kids outside. In fact, it is a very positive thing to be able to get kids outside without making a big deal out of it. We want to encourage our students just to get outside at any chance they get – they don’t need to wait until its time for “outdoor education” initiated only by an adult or teacher with their own motivations and goals.

In the end, though, I feel our lesson ended up being a great balance between a more formally presented outdoor education lesson and a fun way to get our class outside. If I were to change anything about the lesson it would have been to do the whole thing, including the instant activity and the introduction outside as well. We structured it with the first two components inside to help with our transition, but perhaps we could have just asked the class to quickly walk out into the courtyard and start our lesson there.

Overall, doing outdoor education was really fun and I’m looking forward to teaching PE, both indoors and out, on my practicum.

Last Thursday the Group Teach did their lesson at outdoor. It was a great experience having PE at outside. I had fun playing games and running around in the woods with my classmates. I can see there is a value teaching in the alternative environment, such as having outdoor physical education. Good things about doing PE outside is that students can develop their ability of become self-reliance. They can learn how to overcome fears and face new challenges when they are outside. This will lead them to become more independent as well. It was also a good way for the students to learn about nature outside and exploring the environment around; whereas, in the gym they won’t get any of that. For staying in the gym too long, children might get bored or tired easily.  Part of having the outdoor activity is that everyone all need to working together as a team. There is trust and respect when working as a team. I think as a teacher, we should take or try to bring the students to outdoor as much as we can. I remember when I was in elementary school we didn’t get much of outdoor activities and most of the time we got to stay in the gym. I think it is important for the students to have outdoors and experiencing more during PE class. Overall, moving the class to alternative environments is a great way to make students more interested, motivated, and willing to learn.

This week was outdoor education with lisa, audrey, christina and christine. I enjoyed this lesson and love watching people shine when they are teaching something they love – that was very evident in this class today.

Outdoor education can be overwhelming but we reviewed safety concerns, risk assessments, behavior expectations and boundaries. The activities were all well thought out and organized. I played prey and predator on a class field trip to the wetlands and it was a great example of incorporating pe into all aspects of a lesson. It was fun and we remember a lot through drama, movement and engagement. I feel less overwhelmed by outdoor education because of this lesson.

BC has so many opportunities forcreating experiential education opportunities. We learn so much more and internalize the information when we are given a chance to interact with nature. My practicum school is very close to the seawall, i plan to teach my students outdoors in my local, urban, beautiful setting. In the city it is so easy to feel trapped by all of the buildings and cars and it is important for us to show our kids places where they can feel connected to nature.

We can collect and analyze ocean rocks, kelp, sand and mussel shells. We can make art projects with leaves. We can study the snails, worms and spiders. We can play in the park. Connecting to the land is a part of who we are and outdoor education is very important.

I hope everyone feels empowered, educated and inspired to take their kids outside all the time! Inquiry based education depends on these real life experiences!