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Things to do before gym class begins (in gym)
- -quick fun activity (balls in center, etc)
- -set up your activity
- -warm up
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Cooperative learning has...
fun, cooperation, equality, participation, success, trust
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Cooperative learning
approach that enables and encourages children to work together
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Lesson Components
Objective, warm up, learning acitivites and teaching strategies, closure/cool down
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Ice breakers
- knots
- birthday game
- pulse game
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coperative games level 1
- sharks and barracudas
- crows and cranes
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Role of Games -Teaching progressions
Individual - partner -group
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Dev. Level 1
- basic fundamental motor skills
- simplistic games (tag, etc)
- individual (partner or small group as well)
- emphasis on form and exploration
- activities provide a foundation for more advanced skill
- END: more complex activities
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Dev. Level 2
- purpose simlilar to lev 1
- enjoy simple games
- transition period -refinement
- greater proficiancy
- group activities
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Dev Level 3
- simple games as warm up
- large group activities
- perfecting motor skills
- develop strategy
- applying skills
- lead up games
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modify games
- participants/size
- size of equiptment
- space (distance)
- rules
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Basketball Lev 1
-bouncing, ball work, catching throwing
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Basketball lev 2
adding to skills -relays, difficult bouncing and passing, partner work, using basketballs, defensive skills
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basketball lev 3
using equiptment (real bballs), lead up games, more challenges, mini games
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About PE
- -unique
- role in education, promoting/maintaining active lifestyles, while
- enhancing and teaching students about physical fitness.-must contribute to shared goals of education-enjoyable and satisfying for every child.
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History of PE
- throughout, focus on strength, phsyically fit
- 20th century - gymnastics and games
- 1940s-60s -balanced programs, focus on participation
- recent - active lifestyle
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Aims of PE
- HAS learn skills
- IS physicall fit
- PARTICPATES in physical activity
- KNOWS benefits
- VALUES physical activity
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Goals of PE
- Physical fitness and well being -maintain health
- growth and development -enhance
- body management and skills -develop
- understanding human develop. -appriciate movement
- active lifestyle -maintain
- enjoyment through play
- foster intellectual growth
- personal/social develop
- self image
- creative talents
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exam example: how can we as teachers encourage children to participate in class?
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how can we as teachers encourage children to be physically active out of school?
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A develop. appropriate phys ed program is essential for children. Discuss and describe various levels, why develop. appropriateness is important and how phys ed should be taught in elem. schools.
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Growth
increase in size, quatitative changes in body mass
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maturation
physical and behavioural changes that are part of growth rather then experience from the environment.
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Development
continuous process of change, quantitative or qualitative. ie: growth in speech
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Motor Development
continuous process of change in motor areas, changes in motor proficiency.
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Motor task
a specific movement activity ie: throw ball at target.
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Motor performance
the actual movement performance that occurs when completing a motor task
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motor learning
learning involved in body movement
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motor behaviour
used when both learning and performing are being addressed. ie: Observing a motor behavior
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motor skill
proficiency in performing a motor task. Poor to excellent
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motor ability
skill depends on abilities, individuals bring underlying traits with them which affect performance.
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Body types
- ectomorph (thin)
- mesomorph (proportionate)
- endomorph (obese)
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Body proportion
- children have fast changes in body
- affects skills
- center of gravity umbillicus -difficulty balnacing
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Skeletal development
- consistently grow
- bones attain greatest mass during weight bearing
- can absorb a lot without fracture (soft, flexible)
- developed through physical activity (strengthens)
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Motor milestones
skeletal growth affects milestones and achievement,
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Weight bearing activities
mokey bars, poles, ladder, jumping, hopping, balancing, skipping, sipline, rock climb etc
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Movement awareness
recieved through 5 senses, use of past experiences
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body awareness
- correctly identifying body parts and relationship to each other
- what can the body do (shapes, etc)
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spatial awareness
ability to recognize and respond to objects in 3D space -visual motor coordination
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Rhythmic awareness
temporal awareness develops sense of time
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Developing an Acitive lifestyle
- compentancy in human movement
- maintain practice of skills
- taking skills throughout the rest of their life
- TEACHING: provide children with oppurtunity to practice and gain experience (not just automatic phase) knowing what and how to do skills,
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Factors
- nutrition: helps us grown, body functions, gives us what we need.
- exercise: strengthen, for heart and health
- geography and climate: time of year, chosen acitivites, economics
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Learning Phases (riding a bike)
- Initial: tricycle, teaching them about the equiptment
- Intermediate: training wheels, refining skill
- Automatic: ride bike on their own
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Schema
- people can successfully perform novel motor skill responses
- -from experiences, providing practice, lead up games
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Principles
- Interest: desire to learn, appropriate
- practice: proper form, approriate activity
- distributed practice: short or long periods
- variable practice: blocked (1 skill), variable (more skills)
- skill specific: variety of activitys for invid. differences
- whole learning: going over again and again
- part learning: divided into portions *skill dependent
- transfer: one motor task, effect on learning of a second related one
- skill improvement: time for mastery, individual differences, reinforcement and encouragement, limitations that hinder
- feedback: info recieved, gain from feedback (along or partner) learner knows goal, use video, provider intermittenly
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Fundamental motor skills
- locomotor
- nonlocomotor
- manipulative
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DMP's
- statics
- landings
- locomotions
- rotations
- swings
- springs
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Gymnastics
- specific practice - application and sequence - performnace
- floor -small equipt. - large apparatus
- individual - partner -group
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Gymnatics lev 1
- animal style movement, simple moves
- emphasis on form
- individual and partner work
- min. repetition on equipt.
- provide foundation for more advanced skills
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gymnasitcs lev 2
- increase difficulty
- greater strenght, control and endurance
- quality and form
- partner and group work
- performing complex moves individual, partner, group
- gains in strengths, endurance and proficiency for complex movement with small equipt and apparatus
- studenst test limits, teacher ensures safety
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Gymnastics lev 3
- complex movement and movement combined
- polished performance
- knowledge of variety of apparatus
- creative and challenging in activities.
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Teaching gymnastics
- stretching (fun)
- teach on different levels (basic skills for 1 complex moves on benches, etc for lev 3)
- let students explore their limits (ie: bean bag headstand, start all together, stay at step you can do, others can move on to a headstand)
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