A christmas game to help keep students occupied:
hand out cards with four different winter pictures (eg snowmen, snowflakes, christmas tree, and santa) keep students with the same pictures in groups and have the students remember which one they are and put their heads down so they can't see. The teacher will call two groups of students and they will put their pictures either into a box or onto the board and then sit down onto an opponents seat and whichever team finishes first challenges one of the teams with their head still down ... who ever wins the final round wins.
Wednesday, December 22, 2010
Monday, December 13, 2010
Things to Remember
when taking a test ... Stay calm .. breath don't panic
also things I should have remembered
Fundamental skills of TGFU: Body Management (BM) like running stopping and guarding
Equipment handling (EH) like throwing catching etc
SPACE
(a) where an object should be placed in the area of play, and
(b) where a player should go in the area of play based on the placement of the object.
TIME
(a) when to execute a skill within a game,
(b) when to create time to play a shot, and
(c) when to reduce opponent’s time.
FORCE
(a) how much force to apply on an object for height, directional control and distance.
(b) how to apply force on an object for height, directional control and distance
The 4R's
READ (Tactical Awareness – player decision making)
RESPOND (Cover – off the ball movement, skill selection then skill execution)
REACT (Adjust – on the ball skill selection then skill execution)
RECOVER (Base – off the ball movement to set up for the READ phase)
and
Integrate – Competent in teaching the physical skills, knowledge of the skill/game as well as the social aspects.
Transfer – Help children understand the importance of personal and social responsibility in other areas of their lives (after they leave the gym)
Empowerment – Shift from direct instruction to self direction. Building strength and capacity in everyone that we teach.
AND any one of these
Modeling Respect (M): Teacher models respectful communication. This would involve communication with the whole group or individual students. Looks like: appropriate communication and instruction. Does not look like: rolling out the ball, losing temper, or embarrassing students.
Setting Expectations (E): Teacher explains or refers to explicit behavioral expectations. These could relate to safe practices, rules and procedures, or etiquette.
Opportunities for Success (S): Teacher structures lesson so that all students have the opportunity to successfully participate and be included regardless of individual differences.
Fostering Social Interaction (SI): Teacher structures activities that foster positive social interaction. This could involve student-student interaction through cooperation, teamwork, problem solving, conflict resolution or debriefing.
Assigning Tasks (T): Teacher assigns specific responsibilities or tasks (other than leadership) that facilitate the organization of the program or a specific activity. This could look like taking attendance, setting up equipment, keeping score/records, or officiating a game.
Leadership (L): Teacher allows students to lead or be in charge of a group. This could look like demonstrating for the class, leading a station, teaching/leading exercises for the whole class, or coaching a team.
Giving Choices and Voices (V): Teacher gives students a voice in the program. This could involve group discussions, voting as a group; individual choices, students asking questions, making suggestions, sharing opinions, evaluating the teacher or program.
Role in Assessment (A): Teacher allows students to have a role in learner assessment. This could take the form of self- or peer-assessment related to skill development, behavior, attitude, etc.; it could also involve goal-setting or a negotiation between teacher and student on their grade or progress in the class.
Transfer (Tr): Teacher directly addresses the transfer of life skills or responsibilities from the lesson beyond the program. This could include links such as: the need to work hard and persevere in school; the importance of being a leader in your community; keeping your self-control to avoid a fight after school; setting goals to achieve what you want in sports; the need to be a good team player when you grow up and get a job; or the value of thinking for yourself to avoid peer-pressure.
And last but not least
Levels
1 Respect- the rights and feelings of others
2 participation and effort - courage to persist when things get tough, self motivation
3 self direction - on task independence
4 helping others and leadership - sensitivity and responsiveness, inner strength
5 outside gym - being a role model and bringing these ideas into other areas of your life
Teacher-Student Relationship – Developing rapport with your students.
also things I should have remembered
Fundamental skills of TGFU: Body Management (BM) like running stopping and guarding
Equipment handling (EH) like throwing catching etc
SPACE
(a) where an object should be placed in the area of play, and
(b) where a player should go in the area of play based on the placement of the object.
TIME
(a) when to execute a skill within a game,
(b) when to create time to play a shot, and
(c) when to reduce opponent’s time.
FORCE
(a) how much force to apply on an object for height, directional control and distance.
(b) how to apply force on an object for height, directional control and distance
The 4R's
READ (Tactical Awareness – player decision making)
RESPOND (Cover – off the ball movement, skill selection then skill execution)
REACT (Adjust – on the ball skill selection then skill execution)
RECOVER (Base – off the ball movement to set up for the READ phase)
and
Integrate – Competent in teaching the physical skills, knowledge of the skill/game as well as the social aspects.
Transfer – Help children understand the importance of personal and social responsibility in other areas of their lives (after they leave the gym)
Empowerment – Shift from direct instruction to self direction. Building strength and capacity in everyone that we teach.
AND any one of these
Modeling Respect (M): Teacher models respectful communication. This would involve communication with the whole group or individual students. Looks like: appropriate communication and instruction. Does not look like: rolling out the ball, losing temper, or embarrassing students.
Setting Expectations (E): Teacher explains or refers to explicit behavioral expectations. These could relate to safe practices, rules and procedures, or etiquette.
Opportunities for Success (S): Teacher structures lesson so that all students have the opportunity to successfully participate and be included regardless of individual differences.
Fostering Social Interaction (SI): Teacher structures activities that foster positive social interaction. This could involve student-student interaction through cooperation, teamwork, problem solving, conflict resolution or debriefing.
Assigning Tasks (T): Teacher assigns specific responsibilities or tasks (other than leadership) that facilitate the organization of the program or a specific activity. This could look like taking attendance, setting up equipment, keeping score/records, or officiating a game.
Leadership (L): Teacher allows students to lead or be in charge of a group. This could look like demonstrating for the class, leading a station, teaching/leading exercises for the whole class, or coaching a team.
Giving Choices and Voices (V): Teacher gives students a voice in the program. This could involve group discussions, voting as a group; individual choices, students asking questions, making suggestions, sharing opinions, evaluating the teacher or program.
Role in Assessment (A): Teacher allows students to have a role in learner assessment. This could take the form of self- or peer-assessment related to skill development, behavior, attitude, etc.; it could also involve goal-setting or a negotiation between teacher and student on their grade or progress in the class.
Transfer (Tr): Teacher directly addresses the transfer of life skills or responsibilities from the lesson beyond the program. This could include links such as: the need to work hard and persevere in school; the importance of being a leader in your community; keeping your self-control to avoid a fight after school; setting goals to achieve what you want in sports; the need to be a good team player when you grow up and get a job; or the value of thinking for yourself to avoid peer-pressure.
And last but not least
Levels
1 Respect- the rights and feelings of others
2 participation and effort - courage to persist when things get tough, self motivation
3 self direction - on task independence
4 helping others and leadership - sensitivity and responsiveness, inner strength
5 outside gym - being a role model and bringing these ideas into other areas of your life
Teacher-Student Relationship – Developing rapport with your students.
Tuesday, November 30, 2010
Reflection
This is the last week of the semester and we only have two classes left. I have enjoyed this class immensely and will miss not only the games and exercise but my fellow students. I have never been in a gym class where I have felt a part of the class, partially I believe it's because we, the student's, have grown, as well as myself as a person, also possibly because I was determined to have fun, enjoy myself and learn something. We also have a teacher who explained games, processes, and how to teach a P.E. class in a way that allowed me to understand the methodology and my past P.E. experiences.
The two learning methods that we were introduced to are teaching personal and social responsibility (TPSR) and Teaching games for understanding (TGFU) (through a tactical perspective). Both teaching styles are much different from what I had experienced in previous gym class situations. Both styles that were introduced to us empower the students and allow them to control how they learn, and be a bigger part of the class.
I believe combining the two methods would be a good idea through the TGFU method we could teach different forms of responsibility and social awareness where the TPSR method teaches a different way to look at situations and problems, it also teaches a new energetic way to involve students more deeply in the class.
For the TPSR method of getting involved in the community we could have a TGFU tactical problem of picking up garbage by the road, and then have a few games to help pick up the garbage and make the social responsibility fun as well as making it so that students want to do this activity again.
I don't intend to give up or forget the information that I have learned, nor do I intend to stop learning more information about these methods and possibly using them in my future teaching techniques. I also have never been "into" sports but am now not wanting to give up the exercise and activity that I have grown to enjoy, look foreword to and want, I know I will miss the activity if I don't continue and I will miss the class very much. I may even continue to write down games and make notes about teaching.
Saturday, November 27, 2010
Tactical problem and Game #2
In the game of foot ball a tactical problem is getting around the opposition to the goal. Two games to help learn this skill are:
Bomb Squad
Required: Large play area, Gripper Football or FlingSock
Players: Large groups
Start with two teams. One team is playing offense the other is defense. The bomb squad is the offense and has less people than the defense. The bomb squad will devise a plan of how to get the bomb to the goal. The bomb can be anything good things to play with are the Gripper Football or the FlingSock. The defense sets up men to guard the goal, which can be anything, but it has to be big so it can be hit by the bomb. The defense sets up men all over the boundaries (big field is good or woods). The bomb squad tries to get past all the guards and hit the goal. If a member of the bomb squad is captured then they go to jail which defense should guard also. The captured player can get out if his/her teammate taps them. If the goal is hit, bomb squad wins but if all the bomb squad members are caught, defense wins. To make it even more interesting or harder, send two bomb squads with one ball each, which makes it harder for the defence.
Zombie
Required: Balloons, string and safe play area
Players: Large groups
Pick one person to be the Zombie, that player will not be given a balloon. All other players will be given one balloon with a piece of string to tie around their waist. Once the balloon is tied on, players must position the balloon to be in the middle of their back clearly exposed. Players are given a 45 second head start to hide from the Zombie. The Zombie is released to go and make other Zombies by popping other student's balloons. Once a player's balloon is popped (either by accidentally or by a Zombie) they become a Zombie and begin to pop other player's balloons as well. The game is timed and at the end when the allotted time is complete, any non-Zombies will be the winners. For something more challenging try playing without lights.
BONUS GAME
Pizza Shop
Players: Medium to large groups
Two people (pizza makers) stand in the middle of the gym and the rest of the players stand behind a line at one end of the gym. The coordinator goes down the line informing them what topping they are by saying pepperoni, mushroom, or ham. The pizza makers are to call out one topping and those toppings are to run across the gym past the safe line. If they’re tagged they must stop where there at and sit down. They try to tag anyone that passes them during the game. Do this until there are only two people remain in the game. They are the new pizza makers
Bomb Squad
Required: Large play area, Gripper Football or FlingSock
Players: Large groups
Start with two teams. One team is playing offense the other is defense. The bomb squad is the offense and has less people than the defense. The bomb squad will devise a plan of how to get the bomb to the goal. The bomb can be anything good things to play with are the Gripper Football or the FlingSock. The defense sets up men to guard the goal, which can be anything, but it has to be big so it can be hit by the bomb. The defense sets up men all over the boundaries (big field is good or woods). The bomb squad tries to get past all the guards and hit the goal. If a member of the bomb squad is captured then they go to jail which defense should guard also. The captured player can get out if his/her teammate taps them. If the goal is hit, bomb squad wins but if all the bomb squad members are caught, defense wins. To make it even more interesting or harder, send two bomb squads with one ball each, which makes it harder for the defence.
Zombie
Required: Balloons, string and safe play area
Players: Large groups
Pick one person to be the Zombie, that player will not be given a balloon. All other players will be given one balloon with a piece of string to tie around their waist. Once the balloon is tied on, players must position the balloon to be in the middle of their back clearly exposed. Players are given a 45 second head start to hide from the Zombie. The Zombie is released to go and make other Zombies by popping other student's balloons. Once a player's balloon is popped (either by accidentally or by a Zombie) they become a Zombie and begin to pop other player's balloons as well. The game is timed and at the end when the allotted time is complete, any non-Zombies will be the winners. For something more challenging try playing without lights.
BONUS GAME
Pizza Shop
Players: Medium to large groups
Two people (pizza makers) stand in the middle of the gym and the rest of the players stand behind a line at one end of the gym. The coordinator goes down the line informing them what topping they are by saying pepperoni, mushroom, or ham. The pizza makers are to call out one topping and those toppings are to run across the gym past the safe line. If they’re tagged they must stop where there at and sit down. They try to tag anyone that passes them during the game. Do this until there are only two people remain in the game. They are the new pizza makers
Saturday, November 20, 2010
Tactical problem and Game
In the game of basketball A tactical problem is controlling the ball. Two games to help learn this skill are:
Tunnel Ball
Equipment: Medium or large ball.(basketball as well)
Skittle, cone or stump to act as the target
Chalk or rope to mark out the areas around the target.
Preparation: Mark two large concentric circles around the target (T), giving an area big enough for one team to play in without getting too close to the target post.
Divide in teams. One team takes up the position of the defenders whose job it is to stop the target from being hit, but may only move within the boundary of the shaded area. The attacking team can move anywhere outside of this area and has the job of scoring by hitting the target. Change teams around after 3 hits have been scored. Encourage passing between team members. All attacks or passes intercepted by the defending team are thrown back to the outer area. For basketball make sure that they use proper dribbling skills.
And:
Say catch
Equipment: Basketball
Game is best played with groups of 5 or more players. Before the start of each round choose a subject such as names of movies/films or equipment needed to go to the beach, etc.
Players stand in a circle spread out enough from each other, about 6 inches to a foot). Someone starts by throwing ball to any other player. Before the player who the ball was thrown to can catch the ball, they HAVE to say something that relates to the subject picked at the beginning of the game. For example if the subject was 'equipment for the beach' answers could be; towel, bathing suit, chair or anything that relates to the beach, etc.. If a player is wrong before they catch the ball, they're out! The last person standing is the winner!
Bonus game:
Zig Zag ball
2 teams each with a ball. Teams stand in two lines so that opposing team members are spaced alternately down the line. Second line is parallel to first, but starts with a member of the opposite team. Objective is to pass the ball without dropping it to each team member in turn so that the ball takes a zigzag route down the line. Drops must be passed back to team member that dropped it. First team to finish wins.
1--B--3--D--5-- F--7--H
A--2--C--4--E--6--G--8
Tunnel Ball
Equipment: Medium or large ball.(basketball as well)
Skittle, cone or stump to act as the target
Chalk or rope to mark out the areas around the target.
Preparation: Mark two large concentric circles around the target (T), giving an area big enough for one team to play in without getting too close to the target post.
Divide in teams. One team takes up the position of the defenders whose job it is to stop the target from being hit, but may only move within the boundary of the shaded area. The attacking team can move anywhere outside of this area and has the job of scoring by hitting the target. Change teams around after 3 hits have been scored. Encourage passing between team members. All attacks or passes intercepted by the defending team are thrown back to the outer area. For basketball make sure that they use proper dribbling skills.
And:
Say catch
Equipment: Basketball
Game is best played with groups of 5 or more players. Before the start of each round choose a subject such as names of movies/films or equipment needed to go to the beach, etc.
Players stand in a circle spread out enough from each other, about 6 inches to a foot). Someone starts by throwing ball to any other player. Before the player who the ball was thrown to can catch the ball, they HAVE to say something that relates to the subject picked at the beginning of the game. For example if the subject was 'equipment for the beach' answers could be; towel, bathing suit, chair or anything that relates to the beach, etc.. If a player is wrong before they catch the ball, they're out! The last person standing is the winner!
Bonus game:
Zig Zag ball
2 teams each with a ball. Teams stand in two lines so that opposing team members are spaced alternately down the line. Second line is parallel to first, but starts with a member of the opposite team. Objective is to pass the ball without dropping it to each team member in turn so that the ball takes a zigzag route down the line. Drops must be passed back to team member that dropped it. First team to finish wins.
1--B--3--D--5-- F--7--H
A--2--C--4--E--6--G--8
Friday, November 12, 2010
GPAI - Game performance assessment instrument
A GPAI is a game performance assessment instrument and is used as an assessment tool and also a method for developing the students tactical awareness of the game. It is a tool that students can use to rate their progress.
This GPAI is intended for baseball there are two types of assessments that I have included for baseball one for defence and the other for offence. The defence tactical problems are ready position and support/cover and the offence tactical problem is base running.
From: http://education2.uvic.ca/Faculty/thopper/WEB/452/Units2003/Clayton%20Lindsay%20&%20Jeremy/Baseball%20Unit%20Plan2.pdf
This GPAI is intended for baseball there are two types of assessments that I have included for baseball one for defence and the other for offence. The defence tactical problems are ready position and support/cover and the offence tactical problem is base running.
From: http://education2.uvic.ca/Faculty/thopper/WEB/452/Units2003/Clayton%20Lindsay%20&%20Jeremy/Baseball%20Unit%20Plan2.pdf
Thursday, October 28, 2010
Tactical problems
First, a tactical problem is a decision or movement that the player must make or do to continue in a game. For example some tactical problems for soccer could be, get the ball, keep the ball, make a shot on net and score a goal.
soccer is considered to be in the invasion game invasion games category. One tactical problem for invasion games is defending the goal, there are a few games that help students practice this problem. One game is capture the flag, where both teams have a flag and must defend it as well as attempting to capture the opposing teams flag. Another game that practices this tactical problem would be shadow tag, there are two teams (defenders and invaders) this is played in the dark with flashlights in a wooded area. The defenders set up a base, or a location that they must defend. The invaders start as a team sneaking there way into the location if an invader is caught they are sent back to their starting point or in jail (out of the game). The goal is that all the invaders must make their way to the location if the team makes it they win but if the defenders capture or succeed in stopping all the invaders before time runs out than they have successfully defended.
soccer is considered to be in the invasion game invasion games category. One tactical problem for invasion games is defending the goal, there are a few games that help students practice this problem. One game is capture the flag, where both teams have a flag and must defend it as well as attempting to capture the opposing teams flag. Another game that practices this tactical problem would be shadow tag, there are two teams (defenders and invaders) this is played in the dark with flashlights in a wooded area. The defenders set up a base, or a location that they must defend. The invaders start as a team sneaking there way into the location if an invader is caught they are sent back to their starting point or in jail (out of the game). The goal is that all the invaders must make their way to the location if the team makes it they win but if the defenders capture or succeed in stopping all the invaders before time runs out than they have successfully defended.
Sunday, October 24, 2010
EPHE 452 Gill Wright: TGfU course part 1
WOW the more I learn about this method .. I really like this
Tactics vs. Techniques
A video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
Video
A video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
A video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
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a video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
a video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
Saturday, October 23, 2010
teaching games for understanding
The teaching games for understanding (TGFU) method is a learner and game centred approach to sport related games.TGFU values the role of the teacher as a facilitator and the learner as active and involved in the process. A tactical problem uses modified games, which simplify both tactics and technique by reducing space, increasing time, and using modified equipment to introduce the major principles of the whole game to learners.
Two great articles on this method are http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcover&dq=teaching+games+for+understanding&source=bl&ots=abhhvLq9zJ&sig=79VDZjPeXw40NUEoQZlNVvGu49o&hl=en&ei=Lt_DTLWQDo2qsAPkwpmkDA&sa=X&oi=book_result&ct=result&resnum=6&ved=0CDgQ6AEwBQ#v=onepage&q&f=false and http://education2.uvic.ca/Faculty/thopper/WEB/articles/Advante/TGFUmotorlearn.pdf
I have had a problem with understanding this method and will be looking at more information through the week I hope to make 3 more posts to try and understand this method, most of the research i have done seems to lead me in a circle or have words that switch back and forth
Two great articles on this method are http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcover&dq=teaching+games+for+understanding&source=bl&ots=abhhvLq9zJ&sig=79VDZjPeXw40NUEoQZlNVvGu49o&hl=en&ei=Lt_DTLWQDo2qsAPkwpmkDA&sa=X&oi=book_result&ct=result&resnum=6&ved=0CDgQ6AEwBQ#v=onepage&q&f=false and http://education2.uvic.ca/Faculty/thopper/WEB/articles/Advante/TGFUmotorlearn.pdf
I have had a problem with understanding this method and will be looking at more information through the week I hope to make 3 more posts to try and understand this method, most of the research i have done seems to lead me in a circle or have words that switch back and forth
Saturday, October 16, 2010
High School Games
TRAFFIC JAM
Each player stands in a space in the playing area with a ball each. They must steer their car (ball) safely around the playing area (road) without losing control.
Players have to follow instructions called out by coach, starting with:
Green - players dribble around area. Red - players stop and put foot on the ball. Amber - players touch ball between insteps of both feet without moving. Turn - steer car (ball) to move in a different direction.
Introduce gears whilst in green dribbling mode: 1st gear - slow jog
2nd gear - steady run 3rd gear - quicker run 4th gear - quick run
Players continue moving around playing area responding to instructions from coach.
Add in following instructions:
Crash - all players must fall to ground and scream in pain then quickly get up and carry on. (Only call if two or more players allow their cars to collide). The two players who crashed must go to the mechanic (coach) to have their car fixed ie. stand out for 20/30 seconds.
Runaway truck - coach comes into the playing area and crashes into any cars that are not being kept under control. Kick balls out of playing area if not under control and players have to go and fetch it and return as quickly as possible.
Taxi - players have to leave car and run to get in the taxi (two coned off areas outside each end of the playing area,
other variations could include a police officer who helps someone who is having issues with their ball, or other such things
HOOP RACE
For this activity, students should work in groups of four. They should then split into pairs, and each pair of students should stand about 15 m apart. Each group of four students should have one large hoop (big enough for two to fit inside).
Instructions:
One pair stands in a hoop, and, without using their hands, lift up the hoop. Then, staying inside the hoop, they should run to the other pair.
When they reach the second pair, the first pair should drop the hoop. The second pair should then pick it up (no hands!), and run to the original marker and back again (with both students in the hoop).
The first pair then stand in the hoop, pick it up without using their hands and, with both students in the hoop, run back to the starting point.
Important Points
Remember to reinforce the importance of safety during the activity, and the fact that students have to cooperate in order to complete the task.
Each player stands in a space in the playing area with a ball each. They must steer their car (ball) safely around the playing area (road) without losing control.
Players have to follow instructions called out by coach, starting with:
Green - players dribble around area. Red - players stop and put foot on the ball. Amber - players touch ball between insteps of both feet without moving. Turn - steer car (ball) to move in a different direction.
Introduce gears whilst in green dribbling mode: 1st gear - slow jog
2nd gear - steady run 3rd gear - quicker run 4th gear - quick run
Players continue moving around playing area responding to instructions from coach.
Add in following instructions:
Crash - all players must fall to ground and scream in pain then quickly get up and carry on. (Only call if two or more players allow their cars to collide). The two players who crashed must go to the mechanic (coach) to have their car fixed ie. stand out for 20/30 seconds.
Runaway truck - coach comes into the playing area and crashes into any cars that are not being kept under control. Kick balls out of playing area if not under control and players have to go and fetch it and return as quickly as possible.
Taxi - players have to leave car and run to get in the taxi (two coned off areas outside each end of the playing area,
other variations could include a police officer who helps someone who is having issues with their ball, or other such things
HOOP RACE
For this activity, students should work in groups of four. They should then split into pairs, and each pair of students should stand about 15 m apart. Each group of four students should have one large hoop (big enough for two to fit inside).
Instructions:
One pair stands in a hoop, and, without using their hands, lift up the hoop. Then, staying inside the hoop, they should run to the other pair.
When they reach the second pair, the first pair should drop the hoop. The second pair should then pick it up (no hands!), and run to the original marker and back again (with both students in the hoop).
The first pair then stand in the hoop, pick it up without using their hands and, with both students in the hoop, run back to the starting point.
Important Points
Remember to reinforce the importance of safety during the activity, and the fact that students have to cooperate in order to complete the task.
Elementary school games
BLACKOUT
You'll need a few scarves, pieces of cloth etc for a blindfold.
Pick around 2-5 kids (depending on how many are in your group/class) and blindfold them up. Then get the others to find a space and stay there, but make sure they don't go too far away. The blindfolded ones have to try and find the others. If they find and touch one, they have to go and get a blindfold and join in too! The last one not found, wins!
Everybody could talk and giggle and shout 'Here I am!' to help the blindfolded, but remember, they cannot move!
OR if you don't have enough blindfolds, the ones who have been found have to run around, tapping the blind ones and talking to confuse them!
DONT FALL INT THE WATER
This game is really enjoyable to both take part in and to watch. It encourages the children to work as a team, organising their actions to achieve the desired outcome as quickly (but as safely) as possible.
1) For a class of about 30 children, split them into four evenly-sized groups. Arrange the apparatus as in the following diagram. Brown rectangles are benches. Blue rectangles are mats, and the yellow area is the floor.
2) Remind the children about safety in P.E. and ask each group to quietly and sensibly stand on a bench.
3) Explain that the benches are islands and that they are safe places. The mats and floor are the sea, and there are lots of sharks swimming in the sea who like to eat small children! No-one should touch the mats or the floor throughout this activity (otherwise they will get eaten!)
4) Tell the children that you want them to get into alphabetical order (according to their first name), with As starting at one end moving through to Zs at the other end of the bench. The children should help each other to move sensibly over the benches.
5) When the children accomplish this, try out these variations:
Arrange them according to surname
Arrange them according to age
Arrange them according to height
Get them to carry out the task WITHOUT TALKING (i.e. using other forms of communication)
Arrange them in order of birthdays (from Jan to Dec)
You could also join two benches together to form two large groups, or put them all in a square for a whole class activity (when the children are quite confident at this activity).
You'll need a few scarves, pieces of cloth etc for a blindfold.
Pick around 2-5 kids (depending on how many are in your group/class) and blindfold them up. Then get the others to find a space and stay there, but make sure they don't go too far away. The blindfolded ones have to try and find the others. If they find and touch one, they have to go and get a blindfold and join in too! The last one not found, wins!
Everybody could talk and giggle and shout 'Here I am!' to help the blindfolded, but remember, they cannot move!
OR if you don't have enough blindfolds, the ones who have been found have to run around, tapping the blind ones and talking to confuse them!
DONT FALL INT THE WATER
This game is really enjoyable to both take part in and to watch. It encourages the children to work as a team, organising their actions to achieve the desired outcome as quickly (but as safely) as possible.
1) For a class of about 30 children, split them into four evenly-sized groups. Arrange the apparatus as in the following diagram. Brown rectangles are benches. Blue rectangles are mats, and the yellow area is the floor.
2) Remind the children about safety in P.E. and ask each group to quietly and sensibly stand on a bench.
3) Explain that the benches are islands and that they are safe places. The mats and floor are the sea, and there are lots of sharks swimming in the sea who like to eat small children! No-one should touch the mats or the floor throughout this activity (otherwise they will get eaten!)
4) Tell the children that you want them to get into alphabetical order (according to their first name), with As starting at one end moving through to Zs at the other end of the bench. The children should help each other to move sensibly over the benches.
5) When the children accomplish this, try out these variations:
Arrange them according to surname
Arrange them according to age
Arrange them according to height
Get them to carry out the task WITHOUT TALKING (i.e. using other forms of communication)
Arrange them in order of birthdays (from Jan to Dec)
You could also join two benches together to form two large groups, or put them all in a square for a whole class activity (when the children are quite confident at this activity).
Wednesday, September 29, 2010
video
this is a great video that shows a game being played by very young kids and you can hear the rest of the group cheering them on and I believe it is the appropriate "hardness" (maybe called skill level) for the age group
Resources
I have found some helpful webpages that provide teachers with some ideas for their classes
PE Central http://pecentral.org
--------------------------
This is a website that is provided for educators and includes sales on supplies, as well as lessons, assignments, chat boards, class management tips, videos, job postings and more. This site is helpful for a one stop.... everything!
Physical Education Update Http://physicaleducationupdate.com
--------------------------------------------------
This is a website that provides educators with videos, blogs, newsletters, forums, links, activities and games as well as ebooks that provide information that is up to date and may otherwise be harder to get.
Primary Resources http://www.primaryresources.co.uk/index.htm
-----------------------------------------------------
This site provides information on games, activities and lesson plans for all classes and teachers. For the physical education teacher it provides warmup activities, games as well as gymnastics and dance
PE Central http://pecentral.org
--------------------------
This is a website that is provided for educators and includes sales on supplies, as well as lessons, assignments, chat boards, class management tips, videos, job postings and more. This site is helpful for a one stop.... everything!
Physical Education Update Http://physicaleducationupdate.com
--------------------------------------------------
This is a website that provides educators with videos, blogs, newsletters, forums, links, activities and games as well as ebooks that provide information that is up to date and may otherwise be harder to get.
Primary Resources http://www.primaryresources.co.uk/index.htm
-----------------------------------------------------
This site provides information on games, activities and lesson plans for all classes and teachers. For the physical education teacher it provides warmup activities, games as well as gymnastics and dance
Wednesday, September 22, 2010
In class we were given some stations with some equipment at each station and asked to create a game, we were then asked to write about two of the games that we invented and we should cover the topics of:
1. Equipment used
2. Age group intended
3. Rules
4. Modifications
5. Skills that you were working on
6. Comment on any things that you liked or disliked/frustrated working within your groups.
First game is:
------------------
Purple cape dodgeball
-------------------
Equipment used:
Purple cape (could be any color or could be a piney), a bucket (should be two buckets), and two balls of different colors.
Age group intended:
I believe this is a great game for most ages. I would recommend grade 4 up although.
Rules and possible modifications:
This game is for a group of kids .. better with 5 or more. One is chosen to wear the cape and hold the ball while the rest line up facing each other with the other colored ball a length away from each other (choose appropriate length for throwing and running). The buckets are placed in the center of the lined up kids one on either side. the caped one must run from one side to the other and back to the other side, once back to the other side they can then attempt to get the ball in the bucket. while the caped one is running back and forth the lined up ones are throwing the ball at the caped one (chest and below only) if the ball touches the caped one whomever threw the ball is now caped and must get the ball in the bucket. If the ball gets in the bucket that is a point for the caped person.
Modifications:
Distancing of lined people, amount of balls or buckets, when scoring with the ball the caped one could go on like normal or they could have the option of passing the cape to another person.
Skills that we are working on:
Coordination, running, teamwork, and balance
When we worked on this game in class I enjoyed this game because it evened out the playing field, by evening out the playing field I mean that we had some really sporty people and we had some people that weren't quite so sporty (and I’m sure all classes do) and through this game we all had a chance to be “it”.
----------------
Head balance relay
----------------
Equipment used:
Cones and bean bags
Age group intended :
I am sure any age group could play this game it is fun and could be made harder or easier.
Rules:
set up a slalom (back and forth) course with an upside down cone on either end. Teams will start on either end, they use the same course. balancing the beanbag on their head they must weave in and out through all the cones to the upside down one, then they must drop the bean bag in the cone without using their hands or dropping the bean bag. if the bean bag is dropped anywhere in the course they must go back to the beginning and begin again. only one person from each team is allowed to go at once and they must complete the course before another person from their team can go. once a whole team has gone through the number of times set (we did three bean bags each) whoever finishes first wins.
Modifications:
you could use buckets instead of overturned cones to make it easier, you can decide if when dropping the bag in the cone, if the side gets hit and it tips over of that is counted or not, you could have specific numbers printed on the beanbag and they could be counted for score or called out by the teacher, or colors or shapes. This game has many modifications including how big the track is or what you drop into or what is used on the head, we decided that people were allowed to try and psych the other team as they passed.
Skills you are working on:
balance, teamwork, respect, coordination
When we worked on this game our team created it using at least one idea from everyone, we worked well together and we had a lot of fun with this one. I believe this was my favorite game of the day.
1. Equipment used
2. Age group intended
3. Rules
4. Modifications
5. Skills that you were working on
6. Comment on any things that you liked or disliked/frustrated working within your groups.
First game is:
------------------
Purple cape dodgeball
-------------------
Equipment used:
Purple cape (could be any color or could be a piney), a bucket (should be two buckets), and two balls of different colors.
Age group intended:
I believe this is a great game for most ages. I would recommend grade 4 up although.
Rules and possible modifications:
This game is for a group of kids .. better with 5 or more. One is chosen to wear the cape and hold the ball while the rest line up facing each other with the other colored ball a length away from each other (choose appropriate length for throwing and running). The buckets are placed in the center of the lined up kids one on either side. the caped one must run from one side to the other and back to the other side, once back to the other side they can then attempt to get the ball in the bucket. while the caped one is running back and forth the lined up ones are throwing the ball at the caped one (chest and below only) if the ball touches the caped one whomever threw the ball is now caped and must get the ball in the bucket. If the ball gets in the bucket that is a point for the caped person.
Modifications:
Distancing of lined people, amount of balls or buckets, when scoring with the ball the caped one could go on like normal or they could have the option of passing the cape to another person.
Skills that we are working on:
Coordination, running, teamwork, and balance
When we worked on this game in class I enjoyed this game because it evened out the playing field, by evening out the playing field I mean that we had some really sporty people and we had some people that weren't quite so sporty (and I’m sure all classes do) and through this game we all had a chance to be “it”.
----------------
Head balance relay
----------------
Equipment used:
Cones and bean bags
Age group intended :
I am sure any age group could play this game it is fun and could be made harder or easier.
Rules:
set up a slalom (back and forth) course with an upside down cone on either end. Teams will start on either end, they use the same course. balancing the beanbag on their head they must weave in and out through all the cones to the upside down one, then they must drop the bean bag in the cone without using their hands or dropping the bean bag. if the bean bag is dropped anywhere in the course they must go back to the beginning and begin again. only one person from each team is allowed to go at once and they must complete the course before another person from their team can go. once a whole team has gone through the number of times set (we did three bean bags each) whoever finishes first wins.
Modifications:
you could use buckets instead of overturned cones to make it easier, you can decide if when dropping the bag in the cone, if the side gets hit and it tips over of that is counted or not, you could have specific numbers printed on the beanbag and they could be counted for score or called out by the teacher, or colors or shapes. This game has many modifications including how big the track is or what you drop into or what is used on the head, we decided that people were allowed to try and psych the other team as they passed.
Skills you are working on:
balance, teamwork, respect, coordination
When we worked on this game our team created it using at least one idea from everyone, we worked well together and we had a lot of fun with this one. I believe this was my favorite game of the day.
Sunday, September 19, 2010
warm up activities
found a great website with warm up activities that fall under all sorts of categories http://www.teachingideas.co.uk/pe/contents.htm
assignment #1 What is your philosophy when it comes to teaching physical education to children. What is worth teaching?
When thinking of my philosophy on teaching physical education I think of opportunities. The opportunities I am speaking of are to make a difference in children's lives. if its a small gram of self worth, confidence, or even improvement of a skill that that child already possesses, I believe it is worth the knowledge, the time and the effort of the teacher. When teaching children, not only in physical education but whenever you interact with a child, I believe that you are imparting upon that child, or group of children, a set of morals. These morals include most, if not all of the objectives that we have been taught in class. I believe that all children no matter the disability or inability should be included in the activity going on in class. There is a level of bullying or exclusion of students that are “different”, and because of this bullying children on both ends (the bully and the victim) are treated differently through the school system, either by the children or the teacher, and mostly these different children are misunderstood. I would love the opportunity to teach children how to state their emotional needs, or learn how to rise above the problems they are experiencing to become a better person, and an example to others.
When teaching physical education I believe as a teacher that you must be aware of the students needs as a group and singularly, as an individual and a student. When addressing a class the teacher is responsible for a cohesive study time for all students, the teacher should be aware of how the students work as a group and how each student has a different set of special needs. In addressing the special needs of students in a physical education class a teacher is able to involve everyone to that students utmost ability, and by doing so the student can feel apart of the group (student, school, community) and will possibly be more willing to cooperate in the next instance, class, or community activity.
When teaching I hope to be honest with my students. I would like to be able to communicate with my students, telling them what I expect of them and how I am willing to work with them to achieve their and my goals. Hopefully by setting goals and being open to students needs, and differences, I will be able to set an open, active environment full of growth while I teach physical education.
When teaching physical education I believe as a teacher that you must be aware of the students needs as a group and singularly, as an individual and a student. When addressing a class the teacher is responsible for a cohesive study time for all students, the teacher should be aware of how the students work as a group and how each student has a different set of special needs. In addressing the special needs of students in a physical education class a teacher is able to involve everyone to that students utmost ability, and by doing so the student can feel apart of the group (student, school, community) and will possibly be more willing to cooperate in the next instance, class, or community activity.
When teaching I hope to be honest with my students. I would like to be able to communicate with my students, telling them what I expect of them and how I am willing to work with them to achieve their and my goals. Hopefully by setting goals and being open to students needs, and differences, I will be able to set an open, active environment full of growth while I teach physical education.
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