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Movement Journal for Week 10 (Nov 27th): Amanda Santos

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Congratulations to the group this week. Liz, Cheryl, Mary and Rob, the lesson was so much fun. Upon first glance, physical and health literacy seems like a hard topic to create a PE lesson plan around, however, you all did a great job incorporating both topics into the lesson. The creativity of the warm-up and cool down was awesome and the instant activity was so much fun as well. All in all it was great to have so much choice and flexibility within the lesson.

I never really thought about health and physical literacy before this course. These concepts are an integral part of the foundation of physical education and life as well. It is clear that health literacy has a symbiotic relationship with physical literacy. Being a balanced person and understanding how to be literate and take care of one’s own self is important for children to understand. Physical education is no longer just about sport but about the child or person as a whole. Health literacy encompasses more than I thought and learning about the many aspects of health literacy was enlightening. The lesson made me take into consideration how literate I am in both health and physical literacy and how I can change that.       

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

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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.

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Movement Journal for Week 5 (Oct 9th): Amanda Santos

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This week the focus of class was invasion games and we learned about the TGfU model as an approach to PE class. Firstly, I thought that the group did an exceptional job taking us through the lesson. I liked the warmup and the cool down a lot. The game part was awesome and I definitely broke a sweat! The group did a great job breaking down the ideas behind an invasion game and using the TGfU model within their plan. It was fun and I could see a grade 5 class really enjoying that lesson and it was great because there were so many skills being worked on as well.

A discovery approach would be useful in game play because it could provide the students the opportunity to take ownership of their learning. Rather than the teacher giving up all the answers it is up to the students to realize what they are learning and why they are learning it. Questioning students with open ended questions and bringing that inquiry type of learning to PE class would benefit students.

The lesson today definitely included all learners. Breaking down the skills helps to include all learners. The TGfU model encompasses different aspects to help students learn but also be included.

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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Movement Journal for Week 2

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Shaming games. Whoever thought that some of the most beloved games could bring tears and sadness to children in P.E. classes all over B.C. (or the world, who knows?). I was shocked to see that dodgeball was a shaming game, as well as red rover or duck, duck, goose. Nonetheless I can see why this is so. The modification that the group made to dodgeball was insightful and awesome. The premise of the game is still there but taking the human aspect out of the game takes away the shame as well. The modification to dodgeball also probably matched more PLO’s than regular dodgeball which is icing on the cake.

Last week was great as well. Coming into P.E. class I was excited. Besides doing a running activity or testing of some sort, I really enjoyed P.E. class as a child. I was always involved with extra-curricular sports and also played soccer outside of school. Learning to teach P.E. and doing P.E. are two totally different things. I never really thought about the thought process that goer into a lesson and selecting games and activities to meet certain goals or the PLO’s. How naïve of me!

I am excited to see what I learn in this course and how I can be an effective P.E. teacher while also playing the typical fun games and doing the regular sports. Don’t get me wrong, there will be time for dance and yoga or maybe tennis and swimming. The biggest idea that I have taken away so far is getting the kids active and keeping them active for as long as possible.