All posts by emily warner

Movement Journal December 2nd

I really loved today’s group teach. I think it was an awesome idea to present mini games and activites for us to play that can be used in different ways during our own practicum experiences. My favourite was the maze game. Chris, Maymie and Julie placed coloured circles onto the ground and created a code. They then split us into two groups and the point was for each group to complete the maze by stepping on the correct colour all the way to the end without talking to one another. One person began, if they stepped on the correct colour our teachers would stay silent, if they picked the incorrect colour our teachers would make a beep sound that would signal our cue to restart. I thought this was such a cool team building exercise and is something I can really see myself using with my grade fives. Some modifications we discussed were spreading the circles out to encourage students to jump from one to the other, adding an extra component of skill building exercise and coordination. Chris also suggested moving the circles even closer together, and when the player steps on the wrong circle he or she has to take a lap of the gym. This adds exercise as well as an extra component of difficulty, as the person would have been running around the gym instead of watching their teammates and learning the code. Playing games which involve communication skills besides talking is a good learning tool for both teachers and students. It’s important to remember that not everyone will be comfortable with their words, so encouraging communication through other avenues is key. Great job!

Movement Journal November 18th

Today’s group teach was really interesting and I feel the activities we did are things I can see myself implementing in my own gym class. The first activity we did was a small warm-up of a lap around the gym to get our heart rates up. Elixa, Sheena and Kate then instructed us on how to measure our heart rates, which we did after our lap and recorded on our worksheets. After recording, we did a dance aerobics routine. This was so fun, I really enjoyed the music. After this segment we re-measured our heart rates and recorded them again to evaluate if anything had changed from our previous record. After this we did a choreographed dance segment, which was fast paced and engaging too. We recorded our heart rates again and then moved into yoga. Yoga was obviously slower paced and more relaxing so my heart rate went down. I think this was a really great way to introduce a new area of health and physical literacy to the class. Knowing how to find your heart rate and being aware of what a healthy heart rate is for resting and exercise is so important and teaches students responsibility in their own health. I think this group did an awesome job of encouraging physical literacy and new knowledge for us!

October 21 Reflection- Emily

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!

Movement Journal Oct 7th- Emily

I thought Wednesday’s discussion and group teach were both very well done, I enjoyed both the instant activity and learning net ball for the second portion of the class. What I thought was great about our warm up was how it was very simple, but also fun and quick. I thought it was a really good game for any P.E. class warm up. After our discussion on curriculum models Jessica, Ally and Kaira taught us how to play Netball for their team-teach. I personally was unfamiliar with the rules of the game, and kept trying to relate the mechanics to basketball, which our teachers reminded us, was a sport that had little in common with Netball. Jessica, Ally and Kaira did a really great job of explaining the skills and getting us to just start playing. This is an important lesson I learned from them. In some cases just starting to play a game allows students to get the idea of it better than an explanation can.

Another point I wanted to bring up in my reflection was the experience of P.E. I had in my practicum classroom on Thursday. The class I was shadowing had their Daily Physical Activity block at the end of the day before dismissal. In this block they played two games that were a variation of tag, both very active and inclusive of the whole group. I was really impressed with how quickly the games were explained and how involved the entire group was. I think my biggest take away from that block was learning from the teachers when to stop one game and start another. Different games can run for different lengths of time and you really have to be paying attention to the class to see if they’re enjoying what they are doing still or are ready to play something else. Looking forward to outdoor ed this week! 🙂

Group Teach Reflection- Emily (September 30th)

I was so nervous to teach our lesson on Wednesday! Planning for striking games ended up being more difficult than we thought. Obviously classic games such as baseball and softball are out due to the lack of full group involvement. I was fine with that, never having been a fan of either myself. I found the planning to be more difficult than the actual teaching in the end. Since this was the first real ‘lesson’ I had to do in my BEd I was anxious, but once we started our 30 minutes I ended up really enjoying myself. I do recognize, however, that teaching my peers is not the same as what teaching a group of grade 4s will be. I found this difficult to remember at times. I found myself under the assumption that once we started playing everyone would pick the games up, which they did, but this will not be the case with younger students. Games need to be explained in a variety of different ways and many times in order to make sure every student knows what’s going on.

I think what worked the best for our lesson was having the opportunity to be outside. It was such a beautiful day and we were lucky enough to be able to use the all weather field for our activities. Being able to be outside in the sun and getting fresh air was great and I’m thankful we had the sunny weather to be able to do that!

Next time I know I personally will work on not calling the group “Guys”.. As a team we decided next time we would let our students figure out for themselves what the purpose was behind each game instead of telling them as teachers. For example, during Chuck the Chicken we encouraged everyone by saying things like “Throw the chicken into open spaces so it’s harder for the other team to get it back”. Instead, we should have asked them before we started: “Where do you think you should chuck the chicken and why?” I hope everyone had fun, I definitely learned a lot and am so looking forward to everyone else’s group teach 🙂

Physical Literacy Reading Summary (Week 2)- Gemma, Julie, Emily

Week 2 Reading Summary (September 23rd, 2015)

Physical Literacy – Chp 13, PHE Canada Article

Julie Russell, Emily Warner, Gemma Galbraith


Chapter 13 – Physical Literacy

  • “The overarching characteristics of a physically literate individual are that the person moves with poise, economy and confidence in a wide variety of physically challenging situations. Furthermore the individual is perceptive to reading all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to these with intelligence and imagination.”- Margaret Whitehead on physical literacy (241)
  • This is based on PHE Canada’s ‘recommendation’ that an educator has a responsibility to the development of the whole child (fitness & skill development, cognition & affect).
  • Physical literacy focuses on three domains:


  • Keep in mind though, fundamental movement skills are the basic building blocks of physical literacy – once a child achieves this, you can then start to work on some of the other qualities/skills.
Cognition Movement Affect
Knowledge Fundamental Movements Social Well-being
Beliefs, Values & Morals Movement Combinations Emotional Well-being
Decision-making Cooperative Activities Spiritual Well-being
Self-regulated and Aware Games Environmental Health
Healthy Living Dance/Gymnastics Culturally Responsive
Motivation Alternate Activities  
  • Physical literacy is a goal that is always in progress, one does not become physically literate and then stop, as there is no real end state
  • Physical literacy encourages the inclusion of alternate activities. E.g. hiking, climbing, hula-hooping. An interdisciplinary approach can also be used to teach physical literacy (Science, math, history can be incorporated)
  • What blocks physical literacy curriculum reform is assessment that focuses on the acquiring of techniques related to traditional sports. *See Case Study 2
  • The Visual Assessment Chart (Figure 13.2) was used (and can be used) to help seasoned educators see learning beyond the more common dominant sport education. The four quadrants of the visual chart include: knowledge & understanding, communication, thinking & inquiry, application and are evaluated from Level 1 (function) to Level 4 (flow).


Putting Physical Literacy into Practice

  • Almond and Whitehead suggest in their article that participation be rewarding for all participants and encourage a sense of self-realization and self-confidence, as one of the main tenants of physical literacy is making sure each student is valued as an individual.
  • It should be noted that this competence is understood on a person-by-person basis and there is no universal definition of competency within physical literacy
  • To first implement physical literacy in class, the teacher must be knowledgeable of their learners and be ready to work with young learners as an encouraging and nurturing model. Pedagogical skills are required of the teacher: Building trust with students, creating an exciting environment, promoting motivation on the subject.
  • This function, form, feeling and flow is presented through multiliteracies/modalities (visual, audio, gestural, spatial), aimed at accounting for diversity and inclusion (local diversity and global connectedness mean there can be no standard) ex: movies, books, drama, social networking
  • Teachers then must connect with students: generating enthusiasm, involving learners, focusing on individuals making progress
  • Finally teachers must act by creating appropriate challenges, engaging their students, listening, and then encouraging the risks students are taking to step out of their comfort zones.
  • We believe that valuing participation in purposeful physical pursuits, and experiencing this as important in their lives, is the way for people to develop and maintain a personal commitment to lifelong participation

September 16th Movement Journal- Emily

Looking back at my P.E. timeline I can say that I was lucky enough to have had positive experiences from start to finish. I had great teachers and enjoyed playing sports outside of school myself so enjoyed my time spent in P.E., but I can definitely understand why it was some student’s least favourite part of the day. I want to do my part as a future teacher to show my students the benefits of P.E. that exist besides just learning physical skills, as there is so much more to be gained from the subject. Learning how to work together as a team and being educated about proper health and nutrition for a balanced life are so important for all students. I think the key for us as future teachers will be to put ourselves in the shoes of a student who’s interests don’t lie in athletics and try to think of how to make each and every class fun for him or her. The P.E. classes I remember the most were when we participated as a class in exciting and different units such as dance, which I enjoyed even though I was not a natural dancer. These classes were similar to our flashmob in that no one cared how silly they looked during line-dance day in gym, all that mattered was that everyone was having fun and being active. I want to be able to foster this kind of positive energy in my classes to help all students enjoy the time they have to be active at school 🙂