Lab 16: Feburary 29th, 2012

Speed

Balance

Agility

Flexibility

Muscular Endurance

Muscular Strength

Coordination

Reaction Time

Cardiovascular Endurance

Explosive Power

Field Experience Day 5- February 28th, 2012

7. Assessments of Student Learning:

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This past Tuesday we were able to see a part of our school's physical education program that starts in kindergarten and continues until the upper grade levels. It is called "Run Club. Run club is something that the instructor has chosen to implement to teach the children about pacing while running/jogging. The students are asked to try and continuously jog around the gym for a set number of minutes and while doing this, the main goal is to try and stop (and walk) as little as possible. This is achieved by not running extremely fast in the beginning (PACING: How to Pace). I was able to participate in run club with the kindergarteners. At this age, they do not run for very long (only 6 minutes) but it gives them some experience with trying to pace. There is a talk before hand about how to do it and what should be done if the students get tired. In kindergarten, this modified version of run club (which happens once a month) is used as a beginning teaching tool. As the students get older, they are observed by the teacher and their progress is tracked on a chart in the gym. Those students who were able to run/jog for the whole duration are able to be in the "run club" those who are not yet there will track their progress on the chart and see where they have improved. This chart allows the instructor to see changes in fitness and knowledge of pacing. It can give solid evidence of growth or digression.

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Many of the kindergarten students ran extremely fast and had to walk shortly after, they would continue this cycle the whole time. It shows that they have not yet grasped the concept but I think it is a good thing to explain and teach to them early on in their physical education. Pacing during activities is an extremely important skill that even some adult have trouble with. Addressing this part of physical fitness so early on is very beneficial.

Lab 16: February 27, 2012

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1. I observed kindergarteners in a class setting during their floor hockey unit. These students began with Stage one: the control of an object. The first activity had them walking slowly around the gym with their own floor hockey stick and gator ball. They were told to practice controlling it. The speed was changed a bit but it remained individual. A few activities later, the students were told to hit the ball with good form wherever they wanted in the gym (provided the coast was clear) and then chase after it. This is still and individual activity that works on themes such as possession. These students did not progress any higher than stage one. Some recommendations for improving their level of play could be: (1) continue to begin practice with games that incorporate individual ball manipulation (2) Begin to assign partners and progress to partner passing (3) incorporate games that have two students working together with passing to achieve a goal (4) watch the skill levels of the students and do not progress too high in the four stages.
Support of Rink's 4 Stages

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2. I would use the four stages of game play as a rubric in my physical education classes by taking out the important information in all four stages and placing it in block format. Stage one would be assigned to a student if the only part of the activity they were able to be proficient in was "control of an object." Stage two would be assigned to a student if they were able to be proficient in stage one and stage 2 "combining skills." Stage three would be assigned to a student if they were able to be proficient in stage one, stage two and stage three " Offensive and defensive roles." Stage four would be assigned to a student if they were able to be proficient in stage one, stage two, stage three and stage four " Modified and full games." The four stages will act like levels that the students have achieved. To assess them, after a unit has been taught, I would do activities that progressed up through these stages and observed where my students landed along the spectrum.

Lab 11: February 22nd, 2012

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1. The word parachute literally means "protect from fall" deriving from the french words paracete and chute. It was named in the late 1700s by a french aeronaut and is typically made out of some strong, lightweight material. It was originally made of silk but is now more typically made of nylon. A parachutes job is to slow down an object as it falls through the atmosphere by creating drag. Parachute can be used for supplies, people and for fun in the gymnasium!

2. Using a parachute in class, the students would begin with the children picking up the parachute and walking clockwise in a circle. Next, the students would switch directions and walk the other way. Next: stop and make small ripples, then big ripples, then small ripples. Finish the routine by lifting the parachute up high and bringing it down behind your back and sitting on it.

3.  Practice the yoga routine for a week and keep a journal of how you feel. Simple Yoga Poses

4. 

Lab 15: February 20th, 2012

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1. Today in lab we each taught an 8 minute lesson within our squads. My lesson was about fitness concepts and I chose to focus on the heart and the importance of cardiovascular fitness. How the Heart Works  The purpose of this lesson was to teach the children how to take their pulse and allow them to discover that doing more activity made their heart work harder and get stronger. I was to do this lab again tomorrow I would attempt to make my activities more exciting. I do think that I did a good job in explaining how to take the pulse and why the heard needs exercise just like your arms or legs. I thought it was good to ask the students questions such as "what is physical fitness?" "how do you exercise your heart?" etc. As with most lessons, I think that it would be beneficial to be even more prepared for different situations. I believe that you can never be too prepared, so it is always helpful to run through your lesson once more even when you think you have reviewed it enough.

2. One of my most effective teachers was a professor here that I had my freshman year for "Anthropology of Gender." The reason that I loved having class with this particular professor is because she was so passionate about the subject that she was teaching and it really showed. She had extensive knowledge in her field and she loved sharing it with us. I probably did the most reading and writing for that class but I really love going to class. The teacher was always willing to explain a topic if necessary and offered herself for help whenever we needed it. I felt comfortable in her class and she was very approachable.

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3. Over the summer I work with elementary children every day, BUT I work with them/teach them in a pool setting. I am shocked to see how different it seems when they are on dry land. In my pool/lessons I control every aspect of their movement because I have to, if children don't follow the rules in the pool there are consequences that can be life threatening. In a gym, children seem to be much more at ease and indulge in more freedom. As I prepare to teach in the field experience I hope to gain more confidence teaching children on solid ground and learning a new set of behavior management techniques. My biggest fear is probably students misbehaving and me not knowing the correct thing to do to salvage the situation. I hope to learn these things while in the field.

Field Experience Day 4- February 17th, 2012

6. Skill Themes and Student Abilities:

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Today we started the lesson off by practicing the skill theme: throwing. The underhand toss to be exact,  using bean bags and hula hoops. My host teacher had each of us take a group of children and practice. We were instructed by the host teacher that wanted us to encourage the children to bring the arm under the shoulder and possibly discuss a step into the throw. But because they students were in preschool, it was better to focus on only one part of the throw. After that we were given free reign to instruct and interact with the students as we liked. I tried to get some of the children to throw certain color bean bags into certain hoops to add even more accuracy. Incorporating color with the throwing is another thing to reinforce what they are learning in the classroom. Some of the children were able to do the step with the underhand throw and be successful at getting the bean bag in the target while other had difficulties controlling the throw. It was a first hand look at how different the children are in skill level.

Later in the lesson, I was dribbling basketballs with some of the girls and even between 4 preschool girls there was variation in skill. Cues for Dribbling a Basketball Two of the girls were able to dribble the ball about 5 times while the other 2 could only hold onto it for one or two (while having their eyes on the basketball the whole time). With the same basketballs and same girls we played a passing game where we would bounce the basketball to pass. 2 of the girls were able to catch the ball off of the bounce while the other two were unable to control it. These girls are all in the same grade and yet they have different abilities.

Lab 9&10: February 15th, 2012

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1. My fitness themes would be muscular endurance, flexibility and core strength. There will be 3 stations: one would be the "inch worm" station where students would walk around in a designated area using the inchworm method. Another station would focus on flexibility. Students would do the "butterfly" stretch. The last station would focus on core strength and balance. Students would balance on their bottom only with their feet in the air.

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2.  Gustav Klimt was the artist behind painting such as "The kiss" His combination on oil painting and gold to create beautiful artwork. Another extremely creative person is Andy Goldworthy. He is an artist from Britain who creates his artwork using natural things (leaves, rocks, ice, sticks). Many of his pieces of work are temporary.

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3. For a rubric that assesses a group acting out inanimate objects I would have the it be on a scale from 1 to 3. A 3 would be: all members of the group are involved and contribute ideas/positive feedback and other members of the class can correctly guess the object that is being acted out. A 2 would be: all members are actively involved and only come contribute ideas/positive feedback. A 1 would be: not all members were involved and they do not contribute ideas or positive feedback.