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Movement Journal on Dance and Gymnastics

I really enjoyed the gymnastics and dance this week, both groups did a fantastic job!

I was super impressed that the dance group incorporated technology into their group-teach. I had never associated physical education with digital literacy, so to see how it was used both through a headset when running an activity (made listening much easier) and when sorting us into groups through an iPad app, was very cool. I am not very tech savvy, so I think I will definitely start looking into some of the apps they shared with us on the hand-out and consider how I could better incorporate technology into lesson plans. I really liked the sorting app as it was much faster than counting out teams of 4.

I enjoyed the group discussion for gymnastics. Our group talked about liability and safety because gymnastics can be a riskier unit to run as there is more equipment and chance for injury. As a future teacher, I have to really consider the environment I am choosing for the lesson and how I want to best set up the activity so that it is inclusive and adaptable for all of the different students’ capabilities. Some examples include setting up the gym in a way that you can observe all of your students (using half a gym), and using padding on the floor around balance beams and equipment where there is a chance someone may fall.

I also liked that both groups focused on scaffolding and building up to the different movements in step by step processes that allowed us to practice and feel comfortable before moving on.

Week 6 Movement Journal

This week was my most enjoyed class of the year so far for this class. I realize that this is a big statement, and even coming from me being someone who loves playing sports and games in P.E. classes. But I loved the way that this group used the outdoors and proved the ousdoors are an effective way to teach your class, an outdoor classroom. It was also great way for us to get to know our campus surrounding better as well. For instance, the upside-down tree and the echo circle, the flag pole and the rose garden were all things we were able to see during our class outside. These are all structures which could be used to teach a lesson on, outside of the classroom and outside of Physical Education. For instance, the upside-down tree could be used in a science class to learn and understanding as to how tress are able to survive through this process. Or the echo circle could be used in a science class as well, learning the way in which soundwaves work. These are huge inquiry ideas as well, giving students the opportunity to wonder and ask questions to go and test it out for themselves and research it. Therefore, this group proved that teaching outside proves to help teach cross-curricular. Thank you so much to this group for their hard work and preparation on their group teach, and thanks for bring up the expectations :p

Movement Journal – Week 6

I really enjoyed this week’s lesson by Jackie, Lexi, Katy, and Brianna. They had a great lesson and did a wonderful job of not just telling us, but showing us some examples of outdoor environment lessons. Lexi’s station with “mine field” is a great team-building activity that could be done indoors, but moving outside brings a new level of fun and excitement. It’s so important for students to have an opportunity to go outside and be active throughout the day. This encourages both physical and mental health.

I also loved that we learned how to incorporate other curricular areas into alternate environments. Katy’s station with the planes could incorporate science or math, while still allowing children to be outside and active. Jackie’s station was a great way to include art, environmental studies, and physical education within a lesson. We all know that Physical Education classes are important for children…I liked that this week’s lesson focused on the importance of physical activity and being outdoors across all classes. As teachers, we should try to bring classes outdoors as much as we can. I remember as a kid, we were rarely allowed to go outside during class, but I always loved class whenever we did. Moving class to alternative environments is a great way to make students more interested and involved, while also allowing students to include more physical activity in their day.


Wow, you guys. Awesome job this week! I feel like the bar is raised for each group teach we have. It was so inspiring to be outside, and be able to use our bodies and brains out in the fresh air. You guided us through such an interactive and fun lesson where we were able to appreciate and make use of our local, natural environment in new and engaging ways. The balloon activities espoused teamwork and strategy, while the blindfold activity promoted trust and communication. Gathering leaves and natural materials to create art showcased the cross-curricular potential of outdoor education. We are extremely fortunate to have UBC as our playground, there are tons of exciting spaces to explore and utilize. The questions that arose for me, had to do with how to make the most of local environments that are perhaps less immediately inspiring. I was glad to have the opportunity to discuss this in class, and appreciated the input everybody had on the topic. Ideas like painting hop-scotch on the concrete outside urban schools, or using sidewalk chalk to create creative learning spaces outside inspired that this is an approach we can implement across the board. I think the key to this approach is to maintain the holistic and inclusive focus that Jackie, Brianna, Katie and Lexi employed on Friday. To me, that is the advantage of alternative environments – to engage different perspectives and experiences that encompass the whole student. As we saw, if structured appropriately with clearly presented expectations and instructions, these lessons can run just as smoothly as traditional indoor PE classes.

Movement Journal for Week 5 (Oct 9th): Amanda Santos

This week the focus of class was invasion games and we learned about the TGfU model as an approach to PE class. Firstly, I thought that the group did an exceptional job taking us through the lesson. I liked the warmup and the cool down a lot. The game part was awesome and I definitely broke a sweat! The group did a great job breaking down the ideas behind an invasion game and using the TGfU model within their plan. It was fun and I could see a grade 5 class really enjoying that lesson and it was great because there were so many skills being worked on as well.

A discovery approach would be useful in game play because it could provide the students the opportunity to take ownership of their learning. Rather than the teacher giving up all the answers it is up to the students to realize what they are learning and why they are learning it. Questioning students with open ended questions and bringing that inquiry type of learning to PE class would benefit students.

The lesson today definitely included all learners. Breaking down the skills helps to include all learners. The TGfU model encompasses different aspects to help students learn but also be included.


First of all, let me start off by saying great job, Emily, Sonya and Pamela! You came up with a creative lesson that approached striking games in a fun, and engaging way. What stuck out to me most about this lesson, was our own assessment practice after the 50 minute session. One of the guiding questions for this week asks which assessment and evaluation strategies may be used to effectively gather information of student learning in physical education. My experience of CITE as a cohort and the education program as a whole, including the EDCP course, has been a focus on inclusion, confidence building for our students. We have talked about belonging, autonomy and competence as key factors to student success. With this in mind, I wonder if rating and reading aloud our comments on the session was perhaps not quite in line with this way of thinking? I left the class feeling as though we had singled out the students in charge of the lesson, as well as those who responded. In terms of applying this to our own teaching practices, I’m curious as to what other assessment forms we might use in evaluating lessons as they occur. I realize that the exercise was meant to foster discussion and insight for future reference (which it did!), but I can’t help but feel that we might have approached in a more inclusive and safe format. That being said, I realize that our group is already an extremely supportive environment, and I know that each of us is open to constructive criticism.

Week 4- Movement Journal

This week I was really excited because we were focusing on the skills of throwing and catching for games such as baseball/softball. Since I grew up playing softball my whole life, I was eager to see what this week’s group had prepared for us in class. I had fun with the warm up, for it allowed us to use our own dance moves and imaginations as we warmed up. I really enjoyed myself, and found it interesting too. When I was told to dance around like a fish for example, I started how I thought they looked like, but soon noticed that every single person danced like a fish in all different ways. It was interesting to see peoples elaborate ways of dancing like a fish. That was great fun.

Then we moved over to a tossing game. I thought the idea of this game was great! Although it turned out to be a little hard to explain and became a little bit chaotic, I still had a good time playing it. I do think that it could have been usefully to first teach how to do an underhand throw using proper technique first before playing the game. That way the students could have been working on that technique while playing.

The final game was highly inclusive. Everyone was playing at all times, which was successful. I think the idea of the game was easy to follow and everyone was having fun while playing it. It was however, kind of dangerous. There were balls flying everywhere and the mats which were being used as bases, were not secure. I did fall pretty hard because I was getting intense trying to touch as many mats as possible, and tried pushing off of a mat and the mat slipped out from under my feet. I did enjoy the lesson, but I would have just changed a few things. But I think it was well done.

Week 4 Movement Journal

I really enjoyed this week’s lesson. The games were fun and eventful – I was never standing around and waiting. I think these sorts of activities are really important in PE because they ensure that EVERYONE is participating, even people who are less athletically inclined and may try to avoid participation. I also enjoyed how we stopped as a class and worked to modify the game to make it even safer and more inclusive. This is something that we as teachers should be doing in all of our classes, so that we can continuously improve our lessons.

I also really enjoyed the group discussion. I was in Pamela’s group and she did a great job talking to us about assessment in PE. Lots of us remembered being tested based on our athletic abilities as kids; tests like the beep test, or seeing how many push ups we could do in a minute. Although I usually enjoyed these activities, it seemed that most people didn’t. I agree with the group consensus that assessment based on athletic ability is not fair. Grading based on athletic ability doesn’t take into account that some people are simply more naturally athletic than others, and that this natural athleticism is not a fair representation of a student’s efforts and improvement. I think students in PE should be graded based on their understanding and passion for an active lifestyle, as well as their participation and willingness to learn. I think this way of assessment will be much more successful in encouraging a love for physical activity in children.

Week 4: Understanding Movement Journal – Jenny Cho

Kudos to Emily, Pamela and Sonia!

We learn so much from each other so thank you. I would like to say it was well planned and executed but, as we would all experience it, there are unexpected events that might happen. We will just have to keep our heads up and learn from them. I really liked how Steve asked our cohort on our opinion and how we can improve on it. It gives the students a chance to work together and collaborate with one and another.

I really liked the summary discussion in regards to how should we assess our students. I agree with majority of our class that we should not assign letter grades as it does not promote positive physical activity outside of class. We need to assess students through development. For example, if a student is level 1 at throwing and at the end of the year increases to a level 3, then the student should receive a positive feedback. I see it similar to reading level. A grade 5 student might not be at a grade 5 level of reading, but maybe they have improved from grade 2 to grade 4. I think that’s a great improvement and should be recognized as “pass”. As long as the student shows improvement and effort, we should respond with positive feedback.

I can’t wait for next class, hope the class will enjoy my team’s lesson!

Iris’ Movement Journal – Week Three

Yesterday we were given the chance to explore the grand concept of volleyball! Growing up I can easily say that volleyball was my least favorite sport. I had chicken arms and a lack of coordinator, which made every time I hit the ball feel painful. Include the lack of support  from classroom peers and the teacher equals a lack of love for this wonderful sport. To this day I will never say  ‘I LOVE VOLLEYBALL!’, but I will say that a positive atmosphere makes all the difference. Today’s group that presented showed the class that providing a high energy environment is possible without the competitiveness. Instead that provided constructive criticism and positive feedback without singling out anyone in the class.  This made even the most

The last two weeks have also given me some more ideas when it comes to classroom management. While our presenters have provided high content lessons, I see key difference between teaching children and teaching adults when these lessons are performed. I feel like classroom management in a class may not be a challenge for me, but perhaps a PE gym class will be more difficult. I will need to invest in a whistle and be specific when I give instructions on who is to do what, what line the children will stand on, where the balls will go at the end of the activity, and so forth. Watching our last group pair us off into separate activities made me think ‘that’s so cool! But can I do that?’ It might take some time, but I’m up for the challenge!