I’ve been thinking about how I can bring physical literacy to the classroom. Even in my practicum classes, P.E. still seemed to be an isolated subject–looked forward to or dreaded by students when the period came. Just like all things done in school, I think it’s important for students to see how what they are learning is applicable to their lives. Instead of learning games and doing activities 3X a week, I wondered how I could bring physical literacy into their daily lives. With many students being inactive at home and eating fast food regularly, I wonder how physical activity and healthy choices might be made a daily part of the school day. I’ve heard of a program that brings a new fruit or vegetable into classrooms each week. Students all have the opportunity to try it. I think this program, maybe along with talking with students about all the good things these vegetables and fruits do for our body, can maybe begin to make students more aware of what they are eating. I also think teaching students how to make healthier choices when it comes to eating would be a valuable lesson. Perhaps helping students find something active they like to do and allowing students to share about their physical activity outside the class would start to build a desire to have a more physically active lifestyle.
Movement Journal # 9: November 18
This week in Physical Education, my group and I presented our reading summary and instant activity. For our instant activity, we decided to have our peers participate in a game of chain tag. My group and I wanted to introduce a game that our peers could use during their practicums. My Grade 1 and Grade 2 students play various tag games during Physical Education. Therefore, I decided to teach my students chain tag during the PE lesson I taught in my practicum. I thought this tag time was effective in that it required students to work together and play cooperatively with one another. My students seemed very receptive to the new game and were enthusiastic throughout the entire activity. The great thing about tag times is that they can essentially be used in any grade level, and they often require students to be constantly moving. When I consider which games to include in a PE lesson, I am always thinking about which games require full student participation and activeness. I believe that these are two important things to consider when devising a lesson, in order to meet the curriculum standards and to achieve physical literacy.
The reading summary this week focussed on Chapter 7, Diversities in Physical Education, and Chapter 8, which addressed the areas of Adapted and Inclusive Physical Education. My small group and I had an in-depth discussion about the contexts of diversity (i.e. race, sexual orientation, religion, gender, and so on) and possible approaches for alleviating the problems these different diversities pose. For example, when discussing body image, my group suggested that the physical educator should invite people from the community with eating and weight challenges to speak to the students about ways to overcome unhealthy body images. In Chapter 8, my group discussed how there is no formal Canadian or provincial law to ensure physical education for people with disabilities. Instead, we must trust that the physical educators will do their best to include people with disabilities in Physical Education. We then read a case study of an educator refusing to include a student with Asperger’s syndrome in his class because of the student’s perceived bad attitude. We analyzed the case study and stated recommendations as to what the educator should have done, and what we would do in such a situation. Overall, it was great to have my peers thinking and discussing important concepts and scenarios because these are issues we will have to face as future educators!
Today, we taught our Individual and Dual Sports class. I really enjoyed this class and concept as too often it’s difficult to gather a group of people together to partake in a sport. My favorite sport is kayak polo; however the number one rule to paddling is that you should never paddle alone.
In saying this, I had no idea how many individual sports were out there! Bowling, Archery, Kayaking, Rowing, Boccee, Bodybuilding, Boomerang, Boxing, Canoeing, Cycling, Croquet, Darts, Diving, Dance, Fencing, Figure skating, Golf, Gymnastics, Knife Throwing, Pilates, MMA, Sailing, Skiing, Shooting, Snowboarding, Squash, Skateboarding, Swimming, Yoga… and the list goes on and on…
It’s good to be reminded that there are still a variety of activities that we can take part in to maintain our physical literacy and set personal goals for development without having to find several people to be involved at the same time.
Hey everyone! It was great to be back in PE after two weeks of practicum and also interesting to partake in this week’s group teach. I really enjoyed the individual activities planned for this week, as it was quite new for me to experience these in a PE setting. During my time in elementary and high school, we never had the opportunity to do guided dance or yoga, and I really enjoyed it. Dance units were always routines practiced and presented in groups, or partner dances such as swing dancing, which generally made me feel somewhat conscious and uncomfortable. However, these sorts of individual activities would be great for students who do not like being watched or being the centre of attention in PE class, as everyone is participating together, but the students are not really observing one another. Also, it was great to see how the group integrated heart rate monitoring into their activities, but I would have liked to see more discussion of what different resting heart rates indicate, or what heart rate we should expect to have after completing each activity (just to have a point of comparison).
On another note, I think this week’s group teach could tie in well to our readings, especially with regards to “culturally relevant physical education.” For instance, Sheena’s dance section incorporated reggaeton music. Dance could be used in PE as a way to validate other cultural traditions, as students could partake in various different types of dances, or dances to music from other traditions. As well, the individual activities could various forms of exercise or stretches from other parts of the world, which would work well within the textbook’s context for diversity that discussed adapting PE for race and for new immigrant students.
Some inspirational PE quotes to help guide your class.
- “You don’t stop playing because you grow old; you grow old because you stop playing!!!”
- “The game is never more important than the people you play with.” Debra Demaline Maxted
- “It’s not about winning and losing, it’s about how you play the game.”
- “If you can’t play FAIR…then don’t play!!!”
- “Every winner was once a beginner”
- “If at first you don’t succeed, try something harder.”
- “Blessed are the flexible for they are never bent out of shape” Bill Stainbrook
- “Each child comes to school with a dream, do we help them to realize it or destroy it?” James Anderson
- “If you had FUN, then you won!”
- “Share…it shows you care”
- “The mind is like a parachute: it works much better when it’s open.”
- “Be cool…Play in School!!!”
- “PE is Powerful Education”
- “Exercise and recreation are as necessary as reading. I will rather say more necessary, because health is worth more than learning.” Thomas Jefferson
- “Seven Days without exercise makes one WEAK!!!”
- “There is no better exercise for strengthening the heart than reaching down and lifting up another.”
- “If you don’t take care of your body, where will you live?”
- “Those who think they have no time for exercise will eventually have to make time for ILLNESS” Edward Stanley
- “If you don’t stand for something, you’ll fall for anything.” Steve Bartkowski (Former NFL Quarterback)
- “Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.” John F. Kennedy
This week’s reading summary was particularly interesting to me – in modern society, so many things are taken for granted and normalized, that certain topics such as diversity can so easily be overlooked in the PE classroom. Notions such as “Bob can’t participate in class today because the activities involve running and he is in a wheelchair” or “Liam is a strong and healthy 17-year-old male Caucasian student, he should be on the football team” are so ingrained into our culture that we rarely stop and critically assess them.
I still remember experiences from school, when boys were expected to play soccer outside and girls were expected to participate in quiet activities, when a Sikh boy couldn’t participate in roller blading because the helmets didn’t fit over his turban, when a boy with a physical handicap never participated in our PE classes. I recall recognizing the injustice of the situations, but never stopping to think about or address the issues.
Throughout the week, diversity seemed to be a common discussion in our classes. Racism, gender biases, stereotyping – these are just a few of the epidemics that have taken over society. These epidemics are not spreading through loud or visible means however. They are silent killers, deeming us mute and seemingly ignorant of the discrimination and segregation happening all around us.
In all of our class discussions, the solution spiraled down to something fairly simple – awareness. Simply by speaking out loud about an issue, or educating people so they could learn more about something that was previously ambiguous, can bring topics out of the darkness and demystify and de-normalize them. Yesterday, Sheena did a wonderful job of leading our group discussion and helping us to identify what we should be aware of (in regards to diversity) as educators. I hope that as a cohort, we can continue to question and build on each other’s thoughts and ideas, and push each other forward on this amazing learning journey!
I was so nervous to be teaching dance in PE since I don’t have a coordinated bone in my body. But working with Jen and Ashley was so much fun, I think we created an energetic yet comfortable setting for the class today. Our goal was to create a simple and enjoyable lesson that would be a great for a dance introduction class for grade 5 students. Overall, I think the class went well. Everyone seemed to enjoy practicing the dance sequences and bringing everything together to perform a final dance routine. The class shared some great recommendations for what we can do next time and how to make the lesson even better. Firstly, we could have tweaked our instant activity a little by playing music while students completed the fitness activity instead of playing music while they ran, walked or skipped. The music would have motivated the students to complete their exercises and free style dance. Secondly, we could have incorporated a wider range of dance moves that involved bigger movements like arm reaches and bending to the ground. This would have been a great adaption that could have been incorporated if students needed a challenge. Thirdly, Steve brought up a great recommendation of introducing the class by sharing a bit of dance history. This would have been a good opportunity to access prior knowledge and motivate students for the rest of the class.
We were glad we incorporated technology into our lesson by allowing students to use iPads to record themselves while practicing the dance routine. It was helpful for students to see their routine on video since we did not have a mirror in the gym.
I really enjoyed teaching the dance class. Next time, I will use more of a ‘teachers voice’ in the gym to make sure everyone in class can hear me. I think dance will always be a fun unit to teach in PE. I look forward to teaching more fun classes in future. Can’t wait for our next class!
My practicum is at a private school, so they have specialist teachers that teach PE. Luckily, the PE teacher for my grade five class was happy to let me teach a class today. It was based on Teaching Games for Understanding (TGfU). We started with a tail chase game, which was played in pairs. Students tucked a scarf into their shorts and the aim of the game was to remove their opponent’s scarf without losing theirs. We discussed the tactics they used to be successful in the game. Students said that being successful in this game involved constantly moving, moving backwards and placing their body between the scarf and the opponent. Then we talked about applying these skills to a game of soccer. The next game we played was four goal soccer. I have included a video below. We started with one ball and ended with four balls in play. I stopped the game so we could discuss the tactics again and the students talked about the same skills we talked about earlier. We also noticed that some students were not playing fairly, so we talked about being principled in PE by not cheating. We have been talking about being principled throughout this week because it is the IB Learner Profile of the month. We played another game and did a quick debrief at the end of the class.
Overall, I think it went well. The games allowed for maximum participation and students were active throughout the lesson. Having a small number of players on each team and adding more balls to the soccer game made it almost impossible to be inactive. Additionally, the students grasped the strategies that were required to be successful in playing soccer. However, I would have liked to see more students participating in the discussions about tactics. They were easily distracted in the gym and it was difficult to get them to sit still. They just wanted to get up and play another game. The PE teacher suggested adding an incentive to the discussion by saying that we would play the next game when we figured out what tactics we learned in the previous game. This is something I will implement in my next lesson. If anyone else has any other ideas, please let me know!
Dance isn’t something that comes naturally to me. The only time I believe we’ve done dance in PE was during the month of December, in preparation for the Christmas Party where we would have a Ceilidh. Practicing involved having the boys line up on one side of the hall and the girls on the other, with each taking turns to select a partner. Possibly the most awkward thing ever when you’re in your pre-teens! So seeing dance in a different way was great fun. Everyone was moving and having a great time, and I felt like we’d achieved something by the end of the class. I thought the ladies did an excellent job leading, and I have to also give a shout out to Meghan for being such a ‘risk-taker’!
This week during practicum, we’ve been able to see how physical education is being implemented in the schools. Southpointe has 4 specialists who cover the K – 12 years. The first day when I walked into a PE class the students were sitting individually on their ipads reflecting on videos of their batting movements. I think it’s safe to say that physical education has definitely changed from when I went to school!
I’ve been able to watch my class transition through skill building drills to mini-games, before participating in full class batting/fielding games. They even played Chuck the Chicken! Not only that but they have also been connecting to their next Unit of Inquiry (body systems). How did their muscular system/central nervous system/respiratory system help them achieve that movement? How are they connected? Thus, the students already have some knowledge before they even get started! It’s great seeing everything that we’ve been discussing during our classes being implemented in the field.