Tag Archives: fundamental movement skills

Gymnastics Group Teach Reflection – Sydney (Oct 21)

This week’s gymnastics lesson was my first group teach experience and I think it went quite well! Maria, Sienna and I put together a very in depth, detailed lesson plan, and I think that helped in our delivery of it. The very descriptive lesson plan that we created could easily be followed and implemented by another person who was not part of the planning process because we put every single little detail we could think of into it!

Steve posed a very good question to us during our lesson which was along the lines of, if you were one person, how would you be able to control the circuit from the middle of the room? Little changes could have been made such as leaving instructions at the stations to remind students of what they are supposed to do as well as larger lesson changes. Another option was to focus on just one of the three stations per class with the circuit occurring in the fourth class, after everyone had experienced the activity together. With the grade level we were “teaching” (grade 2) it would have been beneficial to do everything together and move through the activities as a class as it would have really solidified the instructions for the students.

It was also suggested that should have done our demonstrations at each of their respective areas in the circuit. This was a discussion we had prior to our group teach and we decided with the time frame we had and the logistics of moving “grade 2s” to and from each station, it would just eat up too much of our time. With a real class of grade 2s and a longer amount of time to teach the lesson, it would be very beneficial to demonstrate at each station since it would help the students remember which balancing activity instructions were associated with which station.

It was important for us to remain flexible during this activity. Although it was designed for grade 2 students, in reality it was adults doing the activities and the activities were obviously quite easy and quick for our group to complete. Because of the lack of difficulty presented for our adult students, we modified our activities, adding in different variations. For example, the activity where we asked students to balance bean bags on their head and walk along the gym floor lines was changed so students had to move quicker, dance, and play tag. These changes were made with the intent of keeping students involved and engaged.

With our lesson plan at least, I don’t think teaching gymnastics will always be scary. Once you start introducing more complex activities and gymnastic structures such as high beams, then no doubt the risk factor will increase. I hope my experience teaching this lesson is indicative of future gymnastic lessons in that it had little risk and no injuries!

Thank you all for being such great students despite the repetition and easiness of our activities!

Week 3 Movement Journal-Katy Machut: Physical Literacy

Through the literature about physical literacy, I have learned to change my perceptions of simply seeing this course as a way to do plain exercise. I have realized that a physical literacy is taken from a standpoint of mind and body being the same. Such an analysis I feel is important because often the mind is ignored and the focus is just on meeting fundamental movement skills. Therefore, I feel that as I teacher I should incorporate social emotional learning within the curriculum in a way a child will understand. The goal of using social emotional learning in PE is to see the child as a whole, rather than someone who needs to meet skills in a check box fashion.

I also feel that learners would benefit tremendously from alternative activities outside the classroom as suggested in our reading.  However, I question how many lessons would be optimal in case the change of venue becomes too distracting for the children. I think that I would allow time for a reflection about physical education experiences after the students returned to the classroom as a transition activity. I wonder what the best approach would be to encourage a child who refuses to take part in basketball lesson because he/she fears she will get hit by the ball?