Movement Journal for Week 9 (Nov 20th): Amanda Santos

It was so great to be back in PE class. I never really was a fan of track but I was into field. However, this class made me change my mind and helped me to understand some ways to make running fun. Thank you very much Devon, Michelle, Megan & Jen for a great concept and class! The main activity was my favorite and it made me want to run more! I could see myself using that exact lesson plan for my practicum class. The group did an amazing job and made us work hard, I was super tired after!

The chapters this week were very interesting and the talk about disability and inclusion in PE class intrigued me the most. It is so hard to include every child, as every child’s interests are different, so adapting a lesson of PE in track and/or field is a challenge in itself. As we are learning, classrooms are a safe space and PE class is no different no matter where you are. As teachers, we must try to make our lessons as accessible as possible and include all types of learners. The main activity was a great example of that, for the most part you were either walking or skipping, or even doing a light jog. When it came time to sprint, it was short, and the concept made it fun. The movement skills and techniques involved were useful and helped with the main activity.

2 thoughts on “Movement Journal for Week 9 (Nov 20th): Amanda Santos”

  1. Hey Amanda,

    I really enjoyed your post this week and found it very thoughtful. I think I had mixed feelings about track and field when I was younger too. Since I’m a slow processor especially when it comes to physical education, I enjoyed track and field a lot for how simple the tasks often were (eg running, jumping etc.). However, I did become nervous when doing track and field sometimes since I believe that many traditional track and field activities have the potential to promote a culture of shame. In events such as long jump or relays, often your entire class can be watching you and this can be a bit difficult for socially anxious children.

    I also really enjoyed the discussion this week about including many different diverse learners in your physical education. I find it interesting that working with diverse learners can mean so many different things. For instance, some diverse learners may be dealing with mental challenges such as Developmental Delays or Autism Spectrum Disorder which can make competition and social interactions difficult. On the other hand, some children may have physical disabilities such as being in a wheelchair or having a type of visual impairment. I really enjoyed how the track relay was non-competitive. This can allow for students to move physically in different ways other than running. It also creates a relaxing atmosphere and give students a chance to really appreciate the fresh air and enjoy each other’s company.

  2. Thanks for the post Amanda! I was also never one for track but I was also into field events. Running was never my thing! I was not going overly excited for this lesson, but this class also changed my mind! I totally agree with you, Amanda, the main activity really brought a different light to running. They were able to show us the fundamentals of running and the importance of using the proper form while running and doing a relay. I definitely think Devon, Michelle, Jen and Megan did an excellent of job of modelling! I can also see myself using this as a means to make running more thoughtful, more about trying your best o run and how a relay works, rather than trying to be the fastest! Amanda! We should use this during our long practicum when track and field season rolls around!

    Thanks for emphasizing that the group did a great job of showing us a way to make lessons accessible and possible for all types of learners! They gave us the option of how we wanted to pass the baton during the relay activity; and that it was not a race! You’re right! It was definitely a good model of how skills can be built upon while keeping it fun!

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