Attending the track meet always brought me joy as I got to compete against other schools in relay races and long jump. After finding out that the group was taking us out to the track, I have to admit that I was kind of nervous. I have not taken part in any track and field activities since elementary school. The group did a great job making sure that everyone was able to do the activities they created. We started off with a fun activity, Rooster and Rabbit. It seemed like such a simple game to understand and do, but it was difficult for me, and many other of my peers, to register which way to go. I see track and field as strictly running, but this group demonstrated activities that we can do that did not solely include running. This group also showed how to incorporate track and field into the school curriculum at a younger grade. I think this group did a great job last week, however, I think they could have done a better job with the stretching. I know it is a minor part of their whole lesson, but since we are doing track and field, I think it would have been more appropriate to take our time stretching.
In our small groups, we talked about the varied diversity that our classrooms have. It was interesting to hear from others about the students that have diverse needs in their classroom. We discussed how important the role of inclusion takes in the classroom and gymnasium and how to create a safe environment for all. As for me teaching grades 2/3, I think that it is important create lessons so it is possible for all to take part in. Overall, this group did a great job! They demonstrated that running can be fun and it is easy to incorporate in physical education.
This week was awesome! I loved the change of environment, especially since we got to go outside. Brianna, Jackie, Katy, and Lexi did an amazing job this week as it was shown that a lot of work was put into their team teach. From the start of class, I was engaged and excited. Not to mention, I noticed that I was much more energized throughout the day. Although at some point the teach teachers were all at different areas of the campus, they were still well-organized and on the same page with one another.
Outdoor education is clearly essential. It is important for teachers to incorporate outdoor education to their lesson plan. A good way to do this is by, know the surroundings and the community around your school. The girls this week definitely knew the campus and was taken to different parts of the school grounds where I never been to before. Although this is a PE class, I really enjoyed how the whole class was not based around physical literacy and sports, rather it was based around the outdoors. The way the four activities were set up was different. It involved teamwork, air and exploration, which are all aspects that students should use on a daily basis. Mary has brought up a point that I had never thought about on Friday. Outdoor education does connect to our Aboriginal learnings of the community and land. This may be a great way to incorporate Aboriginal education to your students while changing the environment. Students are only given a certain amount of time to spend outside and I think outdoor education is a valuable way for teachers to incorporate more of the outdoors in their lesson plan.
Well done this week ladies!
Summarize Readings (Chapter 1-2 & Hall of Shame Articles)
Amy Flett, Bobby Chilaka, Mike Rines and Nicole Hothi
- History of Physical Education
- Aboriginal games
- Training technique for the army (paid for and supplied by)
- Ryerson first visionary of PE
- 1892 – PE and gymnastics became mandatory
- Gender segregate in terms of sports/activities
- 1847 – Normal school designed
- Physical Education today
- Curriculum is created by the province or territory
- Four phases of making the curriculum (4-5 years)
- Pilot Phase
- Future of Physical Education
- Dominated competitive sports à inclusive healthy base sports
- Establishing a Professional Identity
- Developing personal identity
- Content VS Pedagogy
- Different types of teaching (physical literacy)
- Experimental knowledge (own experience base)
- Knowledge of Content (what to teach)
- Pedagogy (how to teach it)
- Open to new ideas
- Reflection in and on action
- Know your children community and context
Hall of Shame Article (Part 3):
- Focus on poor teaching practices as oppose to specific games:
- Students on display – Solution: station display
- One line, one ball, one change – Solution: Think creatively to use equipment for maximum participation
- Roll out the ball – Solution: Lessons must be carefully, thoughtfully planned, organized, presented and evaluated.
- Inappropriately sized equipment – Solution: use equipment to fit the athlete. Smaller basketballs for example.
- Exercise for punishment – Solution: use alternative discipline enhancing techniques
- Students choose captains – Solution: grouping should be done by the most qualified person for fair teams and to avoid embarrassment.
- Physical education class as sports camp – Solution: Move away from traditional sports and focus on sports commonly use in adulthood
- What are some advantages vs disadvantages in removing competitive sports from elementary school?
- What are some qualifications, or professional identity?
- Why is important to know your children community and context?
- Is Hall of shame flexible between age groups?
Intermediate Lesson Plan:
Grade 6/7 Target Game Lesson Plan (Indoor or Outdoor)
Amy Flett, Bobby Chilaka, Mike Rines and Nicole Hothi
To improve target game skills
To illustrate the negativity of hall of shame games
To develop strategies as a team
- A1 Relate personal physical and emotional heath benefits to regular participation in physical activity
- B3 Demonstrate the proper technique to send and receive an object with or without an implement in predictable setting
- C2 Model fair play when participating in physical activity (encourages teamwork)
Equipment required: Pylon cones, Frisbees, and gator balls
Safety issues: strains and pulls throughout students’ body, slipping on the gator balls, and poor accuracy leading to injury
Principles of learning: teamwork, accuracy, and strategy
Management/organizational strategies: shape of the day, small groups, goal management and clear communication
Shape of the Day(Nicole)
Instant Game: Stop the knot! (Nicole)
Warm up stretches and dodge ball (Bobby and Mike)
Modified dodge ball (Amy)
Students needs and contributes:
Cognitive: An explanation and a change in summary of activity can be modified and targeted to a younger audience (eg. Using smaller words).
Affective Development: The ability to change and be flexible with the game based on the level of development of students. A positive peer relationship between the students is broadened through physical activity.
Physical: provides opportunity for physical education and extracurricular activities which can further provide educational benefits.
Demonstrations, questioning, feedback and check for understanding:
Before the instant game, we will be demonstrating a quick example of what the human knot is suppose to look like at the beginning of the activity. During the summary portion of our lesson, we will hope to have an engaging discussion about the negativity of hall of shame games. Our last activity is a modified version of dodge ball. We hope then we can come to an understanding with students that hall of shame games are seen as negative, but there is always something that can be changed to create a positive physical educational experience.
Modify and adapting lesson:
Having students who learn in different ways, the instructors will both verbally and physically explain and demonstrate instructions. By getting students into groups of 7-8, we are creating a safe environment in the gymnasium where students feel more comfortable and confident talking and discussing about our summary.
- Giving students the responsibility with helping set up the next activity
- Being prepared at the beginning of the class with all the equipment out and ready to be used
- Getting students attention: whistle and a clapping signal
|6||Excellent||Always changed. They go above and beyond average for participation, effort and attitude. Does things without asking. They are always on task. They are involved in game play, work well with others and are always encouraging their teammates. They demonstrate great skills for their age and show leadership qualities.|
|5||Very Good||Always changed. They go above and beyond average for participation, effort and attitude. Does things without asking. They are always on task. They are involved in game play and work well with others, often encouraging their teammates. They demonstrate above basic skills.|
|4||Good||Always changed. Great participation, effort and attitude. Always offer to help. They do not need reminders and are on task. They are involved in game play and work well with others, often encouraging their teammates. They demonstrate better than basic skills.|
|3||Satisfactory||Almost always changed. Does participate, good effort and attitude. They do not need reminders and are on task. They will volunteer to help. They work well with others. They have the basic skills and are involved in game play.|
|2||Needs Improvement||Sometimes is not on time and/or not prepared for class. Does participate in class, but not to the maximum effort and can have a negative attitude at times. Sometimes needs reminders to participate and stay focused. Sometimes has difficulty working with others (cooperation/teamwork). Does not show much skill and is not involved in game play. Only helps when asked and is not happy about it.|
|1||Unsatisfactory||Often late for class and unprepared, poor effort/participation/attitude. Often needs encouragement/reminders to participate or stay on task. They do not show much or any skill and are not involved in game play. Does not work well with others (cooperation/teamwork). Never volunteers|
Assessment for Learning:
|Where is the learner going||Where the learner is||How to get there|
|Teacher||Clarify success criteria||Check understanding||Teacher feedback on how to improve|
|Peer||Share success criteria||Peer evaluation criteria||Peer feedback on how to improve|
|Learner||Understand success criteria||Self evaluation of criteria||Pupil feedback on how to improve|