2. Flexibility
3. Strength
4. Muscular Endurance
5. Explosive Power
6. Agility
7. Reaction Time
8. Balance
9. Coordination
10. Speed
Showing posts with label lab. Show all posts
Showing posts with label lab. Show all posts
Friday, March 2, 2012
Lab 16- Feb 29th 2012
1. Cardiovascular fitness
2. Flexibility
3. Strength
4. Muscular Endurance
5. Explosive Power
6. Agility
7. Reaction Time
8. Balance
9. Coordination
10. Speed
2. Flexibility
3. Strength
4. Muscular Endurance
5. Explosive Power
6. Agility
7. Reaction Time
8. Balance
9. Coordination
10. Speed
Tuesday, February 28, 2012
Lab16- Feb 27, 2012
1. Observe elementary students in a formal or informal play setting as they play any sport such as basketball, softball, soccer, tennis. Utilize the four stages of game play to carefully determine what stage represents their level of play. Provide a brief written description of their skill level and stage of play. Write a three to five recommendations for steps that could be taken to improve their level of play.
There has only been one class that has incorporated any form of noticeable sports play. The kindergarten started playing floor hockey. They only reached stage I of the the four stages of game play. They were given a stick and a ball and were working on stick skills. This included ball handling and shooting. They were not combined skills but separated. Moving on to Stage II I would combine the two skills learned in stage one. I would set up some lanes so that the kids can try and stay in between the lines. As they approach the end they can take a shot on goal or the wall. As they progress you can then put cones in the way so they have to avoid them. I would then switch the cones to students. I would have them stand on a polly spot where they could try and swipe the ball away. This makes it more realistic to a scenario in a game. I wouldn't make it too much more difficult because these students are still in kindergarten and won't fully understand all of the concepts for offense and defense.
2. Explain how you would use the four stages of game play by Rink as a rubric with students in your own physical education classes.
I would use them as progressions from lesson to lesson. It would help set up the scope and sequence of the sport or skills being taught. This would be more applicable for older grades that has students that can understand rules and concepts. It does work nicely for three on three game play and is a good way to lead up to games.
There has only been one class that has incorporated any form of noticeable sports play. The kindergarten started playing floor hockey. They only reached stage I of the the four stages of game play. They were given a stick and a ball and were working on stick skills. This included ball handling and shooting. They were not combined skills but separated. Moving on to Stage II I would combine the two skills learned in stage one. I would set up some lanes so that the kids can try and stay in between the lines. As they approach the end they can take a shot on goal or the wall. As they progress you can then put cones in the way so they have to avoid them. I would then switch the cones to students. I would have them stand on a polly spot where they could try and swipe the ball away. This makes it more realistic to a scenario in a game. I wouldn't make it too much more difficult because these students are still in kindergarten and won't fully understand all of the concepts for offense and defense.
2. Explain how you would use the four stages of game play by Rink as a rubric with students in your own physical education classes.
I would use them as progressions from lesson to lesson. It would help set up the scope and sequence of the sport or skills being taught. This would be more applicable for older grades that has students that can understand rules and concepts. It does work nicely for three on three game play and is a good way to lead up to games.
Lab 15- Feb 27th 2012
1. Reflect upon your lab teaching experience. Describe your teaching strengths and weaknesses for teaching in this lab.
I was actually pretty proud of the quick lesson that I taught. I got some good feedback from my classmates and teacher. I was able to use an appropriate voice while teaching my activities. I was also told that I did a good job motivating the students and switching up the difficulty of the tasks. I could have worked on the creativity of my first activity that involved dodging imaginary seagulls. I could have used foam noodles or balloons for them to actually dodge instead. Overall I was happy with my presentation.
2. Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught?
One of my classmates did a good job involving themselves in the lesson. The lesson comprised of fitness activities which is not an easy lesson to work with but by involving herself in the lesson the students were able to copy/follow along and make it interpersonal. It also challenged the students to work harder and enjoy it.
3. What goals will you set for yourself as you prepare to teach in the Education 300 Field Experience?
I would like to continue to give a good professional voice as I interact with the kids. Making the activities fun and creative will have to be a priority though. I hope to make my class an enjoyable and informative class.
I was actually pretty proud of the quick lesson that I taught. I got some good feedback from my classmates and teacher. I was able to use an appropriate voice while teaching my activities. I was also told that I did a good job motivating the students and switching up the difficulty of the tasks. I could have worked on the creativity of my first activity that involved dodging imaginary seagulls. I could have used foam noodles or balloons for them to actually dodge instead. Overall I was happy with my presentation.
2. Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught?
One of my classmates did a good job involving themselves in the lesson. The lesson comprised of fitness activities which is not an easy lesson to work with but by involving herself in the lesson the students were able to copy/follow along and make it interpersonal. It also challenged the students to work harder and enjoy it.
3. What goals will you set for yourself as you prepare to teach in the Education 300 Field Experience?
Thursday, February 23, 2012
Lab 11
1. Find information on the history of the parachute and how a parachute works.
Da Vinci is given credit for being the first person to come up with the idea of a cloth that would lower man as a maximum drag decelerator. By the 1800's people that used parachutes were known as dare devils. As planes started to develop in the early 1900's people started to jump out of them and use their silk parachutes to guide them safely to the ground. A parachute works because of its huge surface area. This creates drag and gently lowers its user safely to the ground.
2. Create a parachute routine composed of various parachute activities learned in class.
I would start off with ripples, waves, and storm. Then make a cloud to stepping under. I would then do an Igloo game incorporate games inside. Depending on the class I would then do Cook a Healthy Soup. I would then incorporate some more fitness activities so that I could end with an Air Conditioning activity.
3. Practice the yoga routine for a week and keep journal of how you feel.
4. Use pictures to diagram each pose in the Salute to the Sun yoga routine.
Da Vinci is given credit for being the first person to come up with the idea of a cloth that would lower man as a maximum drag decelerator. By the 1800's people that used parachutes were known as dare devils. As planes started to develop in the early 1900's people started to jump out of them and use their silk parachutes to guide them safely to the ground. A parachute works because of its huge surface area. This creates drag and gently lowers its user safely to the ground.
2. Create a parachute routine composed of various parachute activities learned in class.
I would start off with ripples, waves, and storm. Then make a cloud to stepping under. I would then do an Igloo game incorporate games inside. Depending on the class I would then do Cook a Healthy Soup. I would then incorporate some more fitness activities so that I could end with an Air Conditioning activity.
3. Practice the yoga routine for a week and keep journal of how you feel.
4. Use pictures to diagram each pose in the Salute to the Sun yoga routine.
 |
| Equestrian pose |
 |
| Mountain Pose |
 |
| Cobra Pose |
Monday, February 13, 2012
Lab 8
1. Explain three important benefits of hoop play.
Hoola Hoops are able to work on several fitness aspects such as muscular strength and cardiovascular endurance. They can work on skills such as agility and coordination. They can also set up classroom management opportunities because of their different colors.
2. Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning.
Hoola Hoops can be put used as a analog clock. You can give directions to walk around the hoop to show the time. You can also teach the kids the difference between clockwise and counter clockwise.
3. Describe how hoops can be utilized to promote growth in the affective domain.
Students can be put into pairs and be asked to hold hands with their partner as they make their way into each hoola hoop that has the color they chose. The partners aren't allowed to talk and must communicate non verbally in order to be safe and make their way through all the hoops.
4. Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching.
What lives in ponds? Turtles, fish, ducks, snails, dragon flies. Use props and pictures. Can incorporate groups as different animals.
Hoola Hoops are able to work on several fitness aspects such as muscular strength and cardiovascular endurance. They can work on skills such as agility and coordination. They can also set up classroom management opportunities because of their different colors.
2. Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning.
Hoola Hoops can be put used as a analog clock. You can give directions to walk around the hoop to show the time. You can also teach the kids the difference between clockwise and counter clockwise.
3. Describe how hoops can be utilized to promote growth in the affective domain.
Students can be put into pairs and be asked to hold hands with their partner as they make their way into each hoola hoop that has the color they chose. The partners aren't allowed to talk and must communicate non verbally in order to be safe and make their way through all the hoops.
4. Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching.
Wednesday, February 8, 2012
Lab 7
1. Can a child in a wheelchair enter the front door and the back door? What modifications would you make?
It is possible for a wheelchair student to enter through the front door. This way allows any students to just pass through. By going through the back door you have to be in the air for a short period of time. I would tie two jump ropes together and do big loops to give more time for those trying to go through.
2. How would you apply goal setting to this lesson?
Each child should set their goals from a previous class. They can set a reachable goal for the amount of jumps in a row. This can apply to and of the different jumps learned in class. Can range from one footed jumps to partners adding their scores together. This will also work on the cognitive component of teaching.
3. Design a long rope jumping routine for a pair of students jumping at the same time.
Students can tie two jump ropes together and put two kids jumping at the same time. If there is enough time teach the kids a sing along song that goes with the jumping. Sesame street made on designed for elementary kids working on the alphabet.
5. Describe how you would go about organizing a rope jumping club for your elementary school.
I would probably have kids sign up that would like to participate. Jump ropes could be assigned to certain students to use during recess or after school to bring home. There can be a binder with different songs and activities if the kids are old enough to read and comprehend the activities. There could be posters set up with big pictures showing the activity.
6. Find out what stimulus variation is. Provide an example.
Stimulus variation has to do with the ability to keep the students attention for a period of time. This may mean that a teacher will have to move around. Move their arms to create physical gestures along with other non verbal ways of communication.
Monday, February 6, 2012
Lab 5
1. Use the internet to search for information about turtles and how they live.
Turtles are able to spend long periods of time under water depending on the amount of physical energy is used. They are able to also absorb some oxygen from the water through two sacs on their backside. Since their lungs are placed in between their carapace and their back. By rolling on their back they put too much pressure on their lungs creating oxygen deprivation and a choking like effect.
2. Identify the fitness components being addressed in squad square fitness. Where are these components located on the NYS Conceptual Framework for K-12 PE?
Muscular endurance was constantly used throughout the song. This is used in the step ups, ski jumps, sit ups, and plank walks. This also works on body composition.
3. Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?
Start off with very soft objects such as bean bags, scarves and foam balls. Make sure the partners are very close together and are making soft tosses. Show that there is no need to be afraid of the ball(s).
4. What are some of the guidelines you would follow in pairing students for throwing and catching?
I would previously know what skill level the kids are on and make sure that certain kids get set up together so they can get the most out of the activities. They could also be put in a group of kids with similar skill levels and rotate them.
5. How would you help a special needs student learn to catch that displays delayed motor control and lack of fine motor control dexterity?
Depending on the lacking fine motor movement I would adjust the motions in order to simplify the catch. The distance and speed will make a difference. It would also help to give the student a warning as to when you are going to throw it so that reaction time is quicker and anticipation is in effect. The location of the toss will also make a difference.
Turtles are able to spend long periods of time under water depending on the amount of physical energy is used. They are able to also absorb some oxygen from the water through two sacs on their backside. Since their lungs are placed in between their carapace and their back. By rolling on their back they put too much pressure on their lungs creating oxygen deprivation and a choking like effect.
2. Identify the fitness components being addressed in squad square fitness. Where are these components located on the NYS Conceptual Framework for K-12 PE?
Muscular endurance was constantly used throughout the song. This is used in the step ups, ski jumps, sit ups, and plank walks. This also works on body composition.
3. Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?
Start off with very soft objects such as bean bags, scarves and foam balls. Make sure the partners are very close together and are making soft tosses. Show that there is no need to be afraid of the ball(s).
4. What are some of the guidelines you would follow in pairing students for throwing and catching?
I would previously know what skill level the kids are on and make sure that certain kids get set up together so they can get the most out of the activities. They could also be put in a group of kids with similar skill levels and rotate them.
5. How would you help a special needs student learn to catch that displays delayed motor control and lack of fine motor control dexterity?
Wednesday, February 1, 2012
Lab 4
1. Explain how a unit based on lessons of this nature would serve as a foundation for acquiring specialized throwing and catching skills.
This lesson worked on the very basics to catching and throwing. Bean bags are a great choice for kids that are very young. They have a solid amount of weight to have a feel but also are soft enough to not hurt anyone. It always helps determine if the kids have "soft" hands. This is one of the first lessons in teaching catching and throwing.
2. Identify a theme that could be applied to health hopping appropriate for young children.
I like the Lion King theme that we had in class. At an early age Space Jam was one of my favorites. It has several popular songs that are easy to tap your feet to. There are a ton of characters that the kids could relate to. You could then design certain qualities to each of activities based on the characters.
3. Design a checklist of critical elements to look for when observing a child performing a locomotor movement.
Throwing- Ball/object on pad of fingers ___
Step in opposition ____
Athletic stance ____
Elbow up ____
Point with opposite hand ___
4. Two other catching activities with bean bags.
Underhand tossing to partner. Working on soft hands. As kids get good you can tell each of them to take a step back. Work on eye hand coordination and "giving" as you receive the catch.
This lesson worked on the very basics to catching and throwing. Bean bags are a great choice for kids that are very young. They have a solid amount of weight to have a feel but also are soft enough to not hurt anyone. It always helps determine if the kids have "soft" hands. This is one of the first lessons in teaching catching and throwing.
2. Identify a theme that could be applied to health hopping appropriate for young children.
I like the Lion King theme that we had in class. At an early age Space Jam was one of my favorites. It has several popular songs that are easy to tap your feet to. There are a ton of characters that the kids could relate to. You could then design certain qualities to each of activities based on the characters.
3. Design a checklist of critical elements to look for when observing a child performing a locomotor movement.
Throwing- Ball/object on pad of fingers ___
Step in opposition ____
Athletic stance ____
Elbow up ____
Point with opposite hand ___
4. Two other catching activities with bean bags.
Underhand tossing to partner. Working on soft hands. As kids get good you can tell each of them to take a step back. Work on eye hand coordination and "giving" as you receive the catch.
You and your partner both have a bean bag and have to throw them simultaneously. Soft lofting throw. Gets harder as you get further apart. Make sure there is a count down before the throw itself. Works on eye hand coordination and transition between basic motor movements.
Monday, January 30, 2012
Lab 3
1. Select one of the locomotor skills and create your own set of teaching cues.
Hop- pretend like the leg up got hit with a heavy object. Ex. It is hurting because your friend accidently stepped on your foot. Bend and extend the jumping leg. Wave to the floor goodbye with hopping foot. Double scoop the ice cream with your arms.
2. Identify the specific pathways used in each of the low organized games presented in the lesson focus.
The 3 pathways in the games played were. Straight pathways, Zi-zag pathways, and curved pathways.
3. Select a topic for a class talk and outline the questions and key points that would help you guide a class talk.
Topic: Respect. What is respect? How do you show respect to your friends and family?
"when a person values another's opinion and thoughts then treats that person with dignity, it shows how valuable that person is to the other."
When is it used? Why do we use it?
Make sure kids are raising hands and are given ample time to answer. Rephrase/summarize what each student has to say. Positivity.
4. Make a checklist of performance points to look for in one of the locomotor movements.
Running: Everything in opposition __
Knees are up (not dragging feet) __
Arms at/close to 90 degrees __
Small amount of time where both feet are off the ground __
Hop- pretend like the leg up got hit with a heavy object. Ex. It is hurting because your friend accidently stepped on your foot. Bend and extend the jumping leg. Wave to the floor goodbye with hopping foot. Double scoop the ice cream with your arms.
2. Identify the specific pathways used in each of the low organized games presented in the lesson focus.
The 3 pathways in the games played were. Straight pathways, Zi-zag pathways, and curved pathways.
3. Select a topic for a class talk and outline the questions and key points that would help you guide a class talk.
Topic: Respect. What is respect? How do you show respect to your friends and family?
"when a person values another's opinion and thoughts then treats that person with dignity, it shows how valuable that person is to the other."
When is it used? Why do we use it?
Make sure kids are raising hands and are given ample time to answer. Rephrase/summarize what each student has to say. Positivity.
4. Make a checklist of performance points to look for in one of the locomotor movements.
Running: Everything in opposition __
Knees are up (not dragging feet) __
Arms at/close to 90 degrees __
Wednesday, January 25, 2012
Lab 2
These exercises appear to be placed as negative consequences to getting out in a game or being punished. Most of these DVL 1 kids also don't show proper technique in these exercises. There are other activities and movements that can take place of push ups and sit ups.
2. Why is rhythmic activity important for young children?
Song and rhythm are applied to everyday scenarios for kids. Kids are naturally attracted to music and a beat. Most of the music played has a positive or influential message. It is also a good way to keep the kids attentive and keep them participating.
3. Define laterality and explain why tracing giant letters helps reinforce cognitive learning.
Laterality is the ability to use both sides of the body to complete a skill or task. In class today we drew the first letter of our name. This made me think of the components that go into spelling the letter H. By having elementary students do this it makes them recall the appearance of the letter and perform the motion to spell.
4. Why are educators concerned about young children not being able to keep an internal beat?
Keeping an internal beat is pretty basic and is helpful to have for many activities. Activities and lessons will have to be adjusted in order for that student to still partake in the class and improve.
5.Define homo-lateral and cross lateral movements.
Homo-lateral means pertaining to the same side or the body while cross lateral means that a limb is crossing the midline of the body in order to perform a task or skill.
Monday, January 23, 2012
Lab 1
1. Why do class management and effective teaching go hand in hand throughout every day of the teaching?
By keeping your kids organized and controlled you can easily transition between activities. This leads to a more productive class that keeps your students more active and informed.
2. Why should your list of class rules be short and positive?
By keeping them short it makes it easier to read the whole thing through without being side tracked. Some students have shorter attention spans then others. By putting words like "no" it makes the kids want to be rebellious and go against the rules.
3. List three reasons why students enjoy the squad square structure as well as three reasons why teachers benefit from employing the squad square structure for management.
Students benefit because they can see the rest of their classmates, they feel like they're apart of a group/squad/team, and their are no line leaders. The teacher benefits because it has the kids organized and in groups, can easily monitor if the kids shoes are tied, and can make it easy put equipment away.
4. What common elements do all of the activities in this management lab share?
The lab went through basic gross motor movements. It also covered students listening skills. Went over the difference between personal and general space. The listening skills were tested in the activities. The rules were changed depending on the activity (boundaries, personal space, buddies).
5. How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The lesson included a lot of activities that required communication (Affective Domain). The first activity was the "Hello" game. This required students to read a classmates name tag and say "Hello Sarah" for example. The class also comprised of gross and fine motor movements (Psychomotor Domain). Things like hopping, skipping, and jogging were all included in the activities. One of the last games was to pretend like you had a string attached to a body part given by the teacher (Cognitive Domain). So if the teacher said that the string was attached to your elbow each student would have to pretend like they were getting pulled at their elbow.
6. Find a different management game.
Have the students line up on a line in the gym. Choose a student that did well during class and have them select an animal for the class to imitate. The entire class will pretend to be that animal. The gross motor movements are encouraged. Flamingo would be balancing on one foot and rabbit would be hopping on two feet.
By keeping your kids organized and controlled you can easily transition between activities. This leads to a more productive class that keeps your students more active and informed.
2. Why should your list of class rules be short and positive?
By keeping them short it makes it easier to read the whole thing through without being side tracked. Some students have shorter attention spans then others. By putting words like "no" it makes the kids want to be rebellious and go against the rules.
3. List three reasons why students enjoy the squad square structure as well as three reasons why teachers benefit from employing the squad square structure for management.
Students benefit because they can see the rest of their classmates, they feel like they're apart of a group/squad/team, and their are no line leaders. The teacher benefits because it has the kids organized and in groups, can easily monitor if the kids shoes are tied, and can make it easy put equipment away.
4. What common elements do all of the activities in this management lab share?
The lab went through basic gross motor movements. It also covered students listening skills. Went over the difference between personal and general space. The listening skills were tested in the activities. The rules were changed depending on the activity (boundaries, personal space, buddies).
5. How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The lesson included a lot of activities that required communication (Affective Domain). The first activity was the "Hello" game. This required students to read a classmates name tag and say "Hello Sarah" for example. The class also comprised of gross and fine motor movements (Psychomotor Domain). Things like hopping, skipping, and jogging were all included in the activities. One of the last games was to pretend like you had a string attached to a body part given by the teacher (Cognitive Domain). So if the teacher said that the string was attached to your elbow each student would have to pretend like they were getting pulled at their elbow.
6. Find a different management game.
Have the students line up on a line in the gym. Choose a student that did well during class and have them select an animal for the class to imitate. The entire class will pretend to be that animal. The gross motor movements are encouraged. Flamingo would be balancing on one foot and rabbit would be hopping on two feet.
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