Textbook: Chapter 15

• This chapter shares ideas about, and proposes options on, how technology may be appropriately integrated into the school physical education program.
• PE is often not a teacher’s first thought when it comes to bringing technology into the classroom.

• Digital literacy: the skills and knowledge to use a variety of digital media software applications and hardware devices such as a computer, mobile phone and internet technology

• It is important that students are taught to think critically about online content and evaluate their own behaviour against a set of shared social values.
• Chapter 15 provides a number of useful apps that you may use to bring technology into your PE class. (See the handout provided for more detail).
• You may also want to consider using different devices in your class. Some might include:
  • Pedometers, accelerometers, heart rate monitors (help with things that are often hard to measure)
  • Geocaching: world wide game of hide and seek treasure hunt style. Great for outdoors in PE. Search for cache with GPS and find what people have left behind.

Article 1 & 2: Laying a foundation:Basic Building Blocks, and Teaching elements of Choreography

• These articles focus on what goes into a good dance lesson and some important skills for dancing.
  • A good warm up
    • Move each joint, aerobic movement that brings blood to a flow and stretching large muscle groups.
  • Main activity
    • Introduce a movement skill (ex.lunge), introduce a movement element (expression)
    • Create a movement pattern or sequence using skill
    • explore use of movement skills and elements
  • Cool down
    • Calm time to get breathing under control
    • Students and teachers can reflect on the lesson of the day.
• When teaching choreography in dance it is important to have students understand that dance is a way to express yourself.
  • Work on originality in your dance(ex. strike a pose and then change one aspect to be different)
  • Transitions are important. Understanding how to get from one movement to the next
  • Dances tell a story, there is a beginning middle and end and it is in the way you express yourself with your movements and facial expressions that give life to your story.

Article 3 Hip-Hop Sport Education

• Middle school teacher used a sports education model to teach a Dance unit.
  • This meant that: Longer unit, students were members of a dance team, formal competition, kept records, festivity involved.
  • Class was split into 3 dance teams who each came up with a name, poster and logo
  • Positions given out were: coach, captain, publicist, judge and dance council
  • Teacher gives initial instruction on basic skills and then turns it over to students to create a routine.
  • Teacher offers help throughout, offers guiding questions such as “what possible formation could you start in? do you want to me close or far apart?” and as a last resort the teacher would demonstrate different moves
  • Finally there was a competition.
  • Teacher comments that students were so excited that they ended up petitioning to have a dance team at their school

Article 4 Self-assessment in creative dance

• There are 3 areas to consider when assessing creative dance
  • Activating prior knowledge
    • Must link current knowledge to new tasks
    • Use ideas and interpretations students already have in their head
    • Suggested that you might read familiar poems or picture books to provoke students creative thinking
  • Facilitating active creation
    • Must guide students and help them elaborate on their original ideas
    • Offer open ended tasks and encourage a variety of creative movements
  • Facilitating self-regulated refining
    • Must engage students in problem-solving and critical thinking
    • Teachers may provide cues that help make students movements clearer
    • Students are also encouraged to self-evaluate to gain a better understanding of where they are at.

Discussion Questions:

1. Have you seen teachers during your practicum use technology in the classroom? Was the technology used in PE?

2. Have you considered how you would like to incorporate technology in your physical education program? Ideas for your two week?

3. What do you think of using a sports education model to teach dance?

I thought the last week’s outdoor lesson was so much fun! It really got us moving around and they made such good use of their resources! UBC is such a great place and there is an abundance of area and resources nearby! I don’t know why we didn’t go outside sooner! I thought they implemented and integrated the First People’s Principles really well; regardless if that was their intent or not. But just being outdoors and conversing while studying the nature and other environmental elements really brought that to life. I think we should all strive to bring various aspects of the outdoors into our lesson as future educators. It will help teach our students on physical literacy, get them out in the fresh air and a simple yet effective way to integrate the First People’s Principle of Learning in our curriculum.

The use of stations in the different areas was a great way for us to move around and to really focus on the specific places we were set it. I think all of the stations were great, but I especially enjoyed Jackie’s station where we were told to make artwork with the nature around us; ie. Leaves, rocks, pine cones. I also thought that balloon station with Brianna was a great way for us to build on our teamwork skills and it was just great fun!

Great job Jackie, Lexi, Brianna and Katy! It was super enjoyable and thanks for getting us outside!

Physical Education, Safety and the law:

• Educators are held to a higher standard – must respect students and treat with care and prudence as if own child

The Law of Torts:

• The term tort is derived from the Latin word tortus, meaning twisted or crooked,Torts is constantly evolving.- centuries of creation, elaboration, and explanation

• Tort Law:

• Definition: civil wrong a person commits against another
• “The law of torts is concerned with the compensation of losses suffered by private individuals in their legally protected interests, through conduct of others which is regarded as socially unreasonable”
• Torts is either intentional or unintentional. Intentional tort involves an effort by someone to interfere with or cause harm to another person (i.e. assault, battery, false imprisonment, and mental languish).  Unintentional are usually referred to as negligence.

The Tort of Negligence:

1. Duty of Care
2. Breach of the Standard of Care
3. Damage resulting from a breach of the standard of care

Facilitating inclusion in educational gymnastics. Teaching Elementary Physical Education

• Techniques in teaching depends on the particular needs of students (e.g. age group, make-up of your class, availability of support staff, equipment, facilities)
• Adapt and modify instruction to meet various needs of students (promotes success across all ability levels)
• Instructional Techniques:
  • 1. Instructional Environment
  • 2. Peer Tutors
  • 3. Time and Duration
  • 4. Routines and Rituals
  • 5. Modification Criteria

Teaching within the law: Liability for physical harm and the need for proper risk management

• understanding one’s legal obligations and potential liability is critical for teachers’ self-preservation

• risk has 2 dimensions:1. relative chances of something bad occurring 2. the chances that this misfortune will be serious

Duty of Care to Students with Disabilities:

• 1. paying particular attention to an individual student’s characteristics in determining negligence
• 2. displayed the usual judicial reluctance to deviate from use of the careful-parent test

• Defense to Negligence Based on Student Responsibility: Passing the Risk?

• Question to ask: Are students ever responsible for their own injuries?

• Voluntary Assumption of Risk: it can be shown that the plaintiff voluntarily assumed the risk that caused his/her injuries
  • students are usually minors which makes the defence much more problematic
  • 1. Must convince court that the activity or the student’s actions giving rise to the injury were “voluntary”
  • 2. It is not enough that the physical risk of the activity be understood and voluntarily assumed → assumption of risk in law also includes the assumption of the legal risks
  • 3. Problem of proving components of consent
• Contributory Negligence:
  • students are rarely held responsible for their own actions and injuries

• Managing Risk:

• coordinated effort to protect an organization’s human, physical, and financial assets
• 1. Managing physical risk:
• 2. Managing legal risk

Critical Approaches to Pedagogy

• Relates to social justice, marginalized groups, inadequacies of power relationships, and influences that impact production of knowledge and teaching practices in schools
• Challenge status quo and defends ideals of democracy and empowerment of individuals

As educators:

• Be aware of political, social, cultural landscapes to promote social justice and adopt vision of education based on justice and equality

• Be critically engaged: speak up, ask reasonable and respectful questions about critical issues to educators and researchers

Cognition and Physical Activity benefits to physical Education

Content Specific Pedagogy for Educational Gymnastics

1. Establishing an Environment for learning
2. The Role of Intratask Development
3. Refining Skills
4. Demonstration
5. Questioning

Safety Tips:

Teaching within the Law (Gregory M. Dickinson Reading)

• Discrimination occurs when differential treatment is based on stereotypical assumptions about persons’ abilities or worth
• Safety (environment vs disability, physical e.g. head gear vs religion, emotional vs differences in sexuality/sexual orientation)

As educators:

• Promote respect and tolerance for all the diverse groups, as long as safety, respect, and tolerance – and core curricular requirements are not compromised
• Be sensible and respectful with diverse groups (e.g. disability, ethnicity, religion, sexuality, sexual orientation)

A respectful and Harassment-free learning Environment

• Under Canadian Law, students have to right to a learning environment free from discrimination.  
• Sexual harassment can be defined as unwelcome sexual advances, requests for favours, or other verbal or physical conduct of a sexual nature