Teaching PE this week was so much fun, and I liked how engaged everyone was with our Bingo activity and our animal-themed warm up and cool down. As we prepared I was thinking of how to facilitate engagement in activities that would promote an integration of mindfulness, health and fitness. Throughout this course I’ve come to recognize how important it is to be present in the moment when we’re getting active – focusing on breathing, appreciating the process, enjoying the surroundings, having an attitude of acceptance and engaging in exercise for physical, mental and social benefits.
We incorporated stations to promote good social interaction during physical activity: cheering for each other, running a ‘victory lap,’ engaging playfully in physical activity together, and exploring new games. We also incorporated health and mindfulness activities: meditations, positivity flowers, and personal goals. Our approach was to plan an activity that could be used as an end-of-term festive class party to celebrate the big ideas that we would hope to have covered with our class already.
I was very appreciative of the feedback I received after teaching. I felt encouraged to hear that I set a safe, inclusive environment for everyone to participate in. I look forward to practicing developing better volume in the gym so that all participants can hear me! I found this feedback extremely useful practically. Thanks for the safe environment to practice teaching PE!
Today’s lessons were both tonnes of fun and very inspirational in terms of future practice.
I wished we could have danced for a lot more time; it was so enjoyable. We learned some group moves but had just the right amount of free expression too. On the whole, the integration of different movements flowed very well. I’d love to teach this lesson myself!
Gymnastics was challenging and supportive. One thing I appreciated was the whole educational focus: learning and acquisition of skill concepts, suitable for larger classes like the ones we’ll be teaching. All of the stations were enjoyable, and there was enough support to help us challenge ourselves.
This week’s outdoor ed focus was a really great experience. I was surprised by the completely different feel it gave to the lesson. Being outside was also really energizing, and I felt engaged with the UBC community. I also felt connected to the locale, seeing the ocean off in the distance, learning about the upside-down tree, and seeing other landmarks of UBC I hadn’t viewed yet. I imagine that students would also have this positive experience, were they to engage in PE class outdoors in their communities.
I appreciate how Outdoor Ed nicely connects to the Aboriginal Ways of Knowing by focusing on a sense of place. Being outside also supports the wellbeing of the self, the community and the land. Western education doesn’t often make enough space for children to be outside, which is so important to health. For example, getting vitamin D from being outside has important implications for serious health issues like depression and hormonal regulation. Being outside can connect us to the wider community, and knowing the outdoors fosters a sense of place. I am really excited to incorporate the outdoor element of PE into my future practice.
Week four’s focus on assessment was really interesting; I enjoyed learning this very practical side of P.E.
I think that having Pre-Assessment is a really effective way of diagnosing where students are at, and how to best support them in their learning journey. As well, having an idea of where everyone is at would help to differentiate more skilled and less skilled learners, to perhaps pair them up with each other in future lessons for extra support if need be.
Formative assessment can also be a team-building activity if it is done supportively through peer or self-assessment. In my experience of PE, I was rarely aware of being assessed, or even what skills were being assessed – I think that peer or self-assessment would grow student awareness as to their strengths and areas of potential growth.
I have a lot to learn about assessment in general, and I am looking forward to developing these aspects of my practice.
Going to P.E. for the first time this term I rushed through the unfamiliar landscape of UBC, hoping that I’d make it on time. When I arrived I was surprised to see everyone at “free play” and instantly joined in the self-guided fun. Being free to do what I enjoy and feel comfortable with was a welcoming experience. As we moved to more directed activities, that comfortable feeling continued. I appreciated how this free, fun learning environment was created, and would like to replicate it in my own practice. I have a lot to learn as my experience is very limited. One thing I’d like to know is how to differentiate my teaching in PE to reach all kinds of learners. I’d like to create this fun, inclusive environment for children of all backgrounds.