I had an opportunity to teach the balance lesson that Maria, Sydney and I created for our P.E. team-teaching assignment. I modified my lesson plan to suit the need of my Grade 2 students.
First, rotating stations for different activities is eliminated. Since it was the first time for the Grade 2 class to participate in balancing activities, I had to provide detailed explanations to the students. Students were asked to participate in the activities as a class in order to spend more time on each activity and receive feedback from each other.
Secondly, from the original lesson plan, I only chose two activities for the balancing lesson. At my practicum school, one block is only for 30 minutes. Also, the gym is far away, making it time-consuming for students to get ready for gym class, go to the gym and come back to the class after the lesson. To ensure that injuries do not occur in the gym, it also requires a long time to prepare the class. Therefore, I chose to do two out of the five activities in the original lesson plan.
After the lesson, I have learned that a lesson plan is simply a guideline, and I have to be prepared to make changes if required. This is especially true of teaching a P.E. class, which requires more classroom management since students are in a larger setting. Thus, it is difficult to address all content of a lesson plan. I am glad that I tried the same lesson in the two different classes because I was able to understand the modifications of the lesson I had to make. One thing I should always remind myself as a teacher is that I have to be flexible and open-minded in modifying my lesson plan.
This week, from practicum, I had a chance to observe how TGFU concept is implemented in a PE class. In grade 2 PE class, students were divided into four groups, and the teacher gave each corner of the gym as “home station” to each group. The game itself was very simple, but it was fun and a very good example of TGFU. There were 30 balls in the middle of the gym, and students had to bounce the ball to their home station. When there were no balls left in the middle of the gym, students were allowed to take balls from other groups’ home stations. The group who has the biggest number of balls win the game. In my opinion, this game was the perfect example of TGFU to introduce basic skills of basketball. All students actively participated in the game. By the time when the game was finished, most students were able to bounce the ball pretty well. I wish I had an opportunity to play the game like this in PE class before practicing basketball. In Korea, most PE classes were always about playing sports. We play basketball for a while then move on to badminton, and then soccer. Like this, we always learned sports in PE class, so I never knew TGFU. I think TGFU is a very effective method to introduce fundamental movement skills of sports such as basketball or soccer.
Even though I did not experience TGFU in my PE classes in Korea, I realized that I have learned about “PE for life” concept. There is something called “National Health Gymnastics (NHG)” in Korea, and every student has to learn this in a PE class. If I remember correctly, students practice “National Health Gymnastics” at least once a week at school. I heard that a lot of companies try to practice NHG before they start working. Some people practice NHG every morning as their morning exercise. I think this is one of the examples of “PE for life” so wanted to share. Please enjoy the video!
This week, I finally understood the true meaning of physical literacy. A physically literate individual values his or her involvement in various physical activities and their contribution to a healthy lifestyle. I come to realize that I am not a physically literate person. Not at all! I do not like to engage in any physical activities except yoga. If I happen to participate in some physical activities, it is for the purpose of losing weigh, a means to an end. Moreover, in the past, I thought the purpose of teaching physical education in a class is to teach various skills of physical activities to students. However, I begin to understand the significance of teaching physical literacy in a PE class and to embrace the values of being a physically literate individual. For instance, unable to visit the yoga studio the past two months, I have been feeling lethargic lately. Suddenly, I realize how I view yoga has changed. Instead of treating it as an activity to lose weight, I am appreciating yoga as a physical activity that contributes to my energy level. I hope to participate in various physical activities, not just yoga, from now on and become a physically literate individual. The way I present myself in a classroom will affect the way students accept classroom activities. I want my students to treat PE class as a fun and lifelong learning experience. In order to make students to approach PE class as I hope they would, I must set an example myself. I must integrate physical activities in my life and appreciate the value of engaging in physical activities and their impact on creating a healthy lifestyle.
I am not a very athletic person, so when I found out that I have to participate in physical education (PE) class after many years I was very nervous and worried. In Korea, students always know their standing in every class because they get ranked. During evaluations, students perform one by one in front of the class. Therefore, this gives me the knowledge of my terrible standing in PE class, causing me to be very passive and inactive. Other female students in Korea have a similar dislike to PE class as opposed to the male population. This is why our first PE class made an impression on me since all girls actively engaged in the activities: playing volleyball, basketball or Frisbee. I still have fears about teaching PE class because I am worried that my bias could affect my students. I do not want my students to perceive PE class negatively as I did. Physical Education is very important since it provided an opportunity to explore the importance of an active and healthy lifestyle by encouraging students to develop physical abilities as well as cognitive skills. One thing I have learned in the first class is that it is not a subject where we just teach sports. The ideal PE class I want to create is one where all girls and boys actively participate and do not think of PE class as intimidating.