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Methodology Secrets of Quality Physical Educators

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Methodology Secrets of Quality Physical Educators

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    2. Definition of Physical Education

    3. PHYSICAL EDUCATION is an integral part of the total education process and has as its aims the development of: physically mentally socially & emotionally fit citizens

    4. PHYSICAL EDUCATION is an integral part of the total education process and has as its aims the development of...

    6. through the medium of physical activities that have been selected and planned to achieve specific outcomes

    7. Texas Essential Knowledge & Skills Physical Education

    8. TEKS info: Implementation date was Sept. 1, 1998. replaced the former Texas curriculum, the Essential Elements. contain basic understandings, broad K&S goals and specific measures for these goals for each grade where the subject is taught.

    9. The PE TEKS included one basic understanding, repeated through grades K-5. It states that in Physical Education students acquire knowledge and skills for movement that provide foundation for...

    10. enjoyment continued social development through physical activity access to a physically active lifestyle understanding the relationship between physical activity and health throughout the lifespan.

    11. K&S for each grade level included references to three areas... Movement Physical Activity & Health Social Development

    12. Interesting Kindergarten TEKS samples: 1A: travel in different ways in a large group without bumping into others or falling 1B: demonstrate clear contrasts between slow and fast movement when traveling 1C: demonstrate non-locomotor (axial) movements such as bend and stretch

    13. Interesting First Grade TEKS samples : 1E: clap in time to a simple rhythmic beat. 1F: create and imitate movement in response to selected rhythms 1G: jump a long rope

    14. Interesting Second Grade TEKS samples: 1K: walk in time to a 4/4 underlying beat 1M: jump a self-turned rope repeatedly 1L: perform rhythmical sequences such as simple folk, creative, and ribbon routines

    15. Interesting Third Grade TEKS samples: 1A: travel in forward, sideways, and backwards and change direction quickly and safely in dynamic situations 1H: clap echoes in a variety of one measure rhythmical patterns 1I: demonstrate various step patterns and combinations of movement in repeatable sequences

    16. Interesting Fourth Grade TEKS samples: 1E: perform sequences that include traveling, showing good body control combined with stationary balances on various body parts 1I: perform basic folk dance steps such as grapevine, schottische, and step-together-step 1C: combine shapes, levels, pathways, and locomotor patterns smoothly into repeatable sequences

    17. Interesting Fifth Grade TEKS samples: 1H: demonstrate the ability to contrast a partner's movement 1J: jump a rope using various rhythms and foot patterns repeatedly 1I: perform selected folk dances

    18. The PE curriculum continues with TEKS for... Middle School, grade 6 Middle School, grade 7 Middle School, grade 8

    19. 1F: throw a variety of objects demonstrating both accuracy and distance such as frisbee, softball, and basketball. 3B: participate in moderate to vigorous health-related physical activities on a regular basis. 4F: identify specific foods that contain protein, vitamins, and minerals that are key elements to optimal body function; 4G: recognize the effects of substance abuse on personal health and performance in physical activity. Interesting Sixth Grade TEKS samples:

    20. 1H: demonstrate introductory outdoor pursuit skills such as backpacking, rock climbing, orienteering, hiking, canoeing, cycling, or ropes courses. 2G: use basic offensive and defensive strategies while playing a modified version of a sport. 4F: identify and apply basic weight training principles and safety practices such as appropriate goals, appropriate weight and repetitions, body alignment, principle of frequency, intensity, and time, and importance of balance in muscle pairs. Interesting Seventh Grade TEKS samples:

    21. 2D:  detect and correct errors in his/her or partner's skill performance. 3H: evaluate personal fitness goals and make appropriate changes for improvement. 6A: distinguish between compliance and noncompliance rules and regulations and apply agreed upon consequences when officiating. Interesting Eighth Grade TEKS samples:

    22. The PE curriculum continues with TEKS for... HS Foundations of Personal Fitness HS Adventure/Outdoor Education HS Aerobic Activities HS Individual Sports HS Team Sports

    23. Please download a copy of the elementary PE TEKS from the TEA website: http://www.tea.state.tx.us/teks/index.html.

    24. Seven Characteristics of a Quality Elementary PE program: The program accomplishes tangible outcomes. Students improve skills and fitness. Students acknowledge the importance of what they learn. Teachers demonstrate the value of their programs in and out of class.

    25. The teacher is the most significant factor in the success of the program. There must be a variety of activities and a variety of methods since there is no one best way to learn.

    27. Teachers are not “born.” Prospective teachers can become good by learning effective techniques and strategies. Teachers need to learn to use…

    28. Personality: Use your strengths to personalize each class to get best efforts. Planning: Think through all the factors related to safety and maximum participation Instructional Choices: Select appropriate teaching models such as...

    29. Models for Teaching: Direct instruction Task/station teaching Reciprocal/peer teaching Contracting Mastery learning

    30. Regardless of teaching model, maximum participation and safety are essential!

    31. Strategies for Maximum Participation Large percentage of time to content. Minimize waiting time. High percentage of time to practice. Keep students on-task. Set realistic goals based on developmental appropriateness. Lessons are smooth and momentum carries from one segment of the lesson to the next. Develop unique verbal cues.

    32. EXAMPLES OF MAXIMUM PARTICIPATION STRATEGIES Use “return activities” to get students to end of lines. Arrange lines no greater than five. Use stations when equipment is lacking. Give students specific tasks during transition activities.

    33. THE ENVIRONMENT (ANTICIPATORY SET) ALSO PROMOTES MAXIMUM PARTICIPATION

    34. Techniques chosen for a PE lesson should foster the three D’s of the lesson cycle used in elementary PE.

    35. Directions Demonstrations Diagnosis

    36. TIPS FOR DIRECTIONS: Carefully plan what you will say, but 10-30 seconds is good for primaries and 30-60 for older students. Use non-verbals! Talk slowly/emphasize. Use positive phrasing. Use demos with verbal descriptions. Check: are all paying attention? Speak up. Be assertive with leadership and enthusiasm.

    37. What’s the best way to improve giving directions? Call your students by name!

    38. TIPS FOR DEMONSTRATION: Check your skill beforehand. Do demo at the location. where students will perform it. Do entire skill first. Show more than one view. Emphasize safety with good cues. Check for understanding before dispersal.

    39. TIPS FOR DIAGNOSIS: PE uses diagnostic-prescriptive approach. Make feedback specific to the focus. Provide more positives than negatives. Try to show as well as tell. Stay with group or student to see if feedback is used.

    40. Class routines for the following will also enhance safety and maximum participation. Start/Stop Listening Selecting Groups Handling Equipment Discipline

    41. START SIGNAL Say the “when” before the “what”. When I clap my hands, I want you to… When I say “go”, you will… Be consistent with your signals. Be sure to use a different signal from the one that means “STOP!”

    42. STOP SIGNAL Signals can include whistle, command, clap, raised hand. Following with a “3-2-1” countdown to get all quiet, standing in place, looking at instructor. Teach a “home” or “ready” position for students to assume when they hear the stop signal. Expect 100% compliance within 5 seconds.

    43. LISTENING Position yourself so students face away from sun and other distractions.

    44. SELECTING GROUPS Never use “slave market” choosing. “Toe to toe with someone near” works well. Have lost-and-found spot for anyone who cannot find a partner. Paired lines works well. After pairings, use a mixer game such as “One up/one down.” Use pre-made class groups called/posted in alphabetical order. Be quick! Get groups formed within 20 seconds. Minimize gender specific groups.

    45. Squad Lines will help in group design. Assemble in a designated location. Encourage leadership with first in line having responsibilities. Composition can be pre-determined. Try to have an even number of lines…6 is perfect!

    46. HANDLING EQUIPMENT Distribute as students move around perimeter. To minimize “off-task” behavior, have equipment out of hands in “home” position. Distribute from more than one location. Assign captains to monitor & help.

    47. DISCIPLINE PLAN Most discipline problems can be eliminated by having a good plan, establishing routines, providing active instruction, and proving to students that you are confident, knowledgeable, and caring. When misbehaviors do arise, be ready to enact your discipline plan. Decrease undesirable behavior. Avoid use of criticism and punishment. Never, never, never use physical activity as a form of behavior modification. The reverse is aligned with sound philosophy: Use time-out and deprive students of activity!

    48. Your discipline plan should decrease undesirable behavior with behavior modification. Negative consequences should be clearly posted & enacted fairly and evenly. Reprimands must focus on the behavior, not the child. Remove positive consequences when necessary. Timeout works well with elementary students. What happens with secondary?

    49. Use of criticism to change off-task and undesirable behaviors usually hurts both the student and the teacher. Studies show use of negative comments increases incidence of “off-task” behaviors. Thus, the result is usually opposite what is desired. Criticism is ineffective.

    50. Punishment uses fear. Fear is the primary motivator. Punishment can lead to avoidance, covert behaviors & aggression. Use punishment only under certain conditions: After warnings Soon after the misbehavior With calmness and a soft voice

    51. PLANNING DISTINGUISHES TEACHERS WHO CARE FROM THOSE WHO DON’T. What’s the last line of today’s definition for PE? Planning is done at yearly level first …then to units…then to daily lesson plans.

    52. Planning includes: Yearly Plans: A basic plan for 36 weeks of the school year, complete with units of study to meet all the TEKS. Unit Plans: A more detailed account for a particular unit of study within the yearly plan. Daily Lesson Plans: A very detailed account of each day from the unit plan.

    53. Yearly plans for each grade include... Local curriculum options 36 weeks of activity, usually put into units of 3-10 days. Some units are repeated in spring semester to provide for more in-depth study. Some schools organize by days of the week rather than “units”. Gymnastics on Monday, Rhythms on Tuesdays, etc.

    54. Unit Plans include: Objectives for the unit Block ideas showing Intro/Fitness/Focus/Closure for continuity and sequence/scope Materials/Equipment list Instructional Aids: posters, certificates, handouts and exams Accountability measures

    55. The four parts of quality PE Lesson are: Introductory Activity Fitness* Lesson Focus Closure

    56. Psychologically and physically gets kids ready to move. Lasts about 3:00 Helps develop listening skills Rhythm games are good.

    57. 4:00-7:00 in length. Needs stated doses for overload. Could include aerobic routines, sit-up routines, jump rope activities.

    58. FOCUS 14-20:00 minutes long. Includes review of previous material Introduction of new, planned learning experiences. Includes most of the day’s instruction.

    59. Discuss how students met your expectations Review the cues/tips experienced in class Put up supplies and equipment Culminate with game or dance using focus skills. CLOSURE

    60. Our course daily lesson plan form will include parts for: Objectives/TEKS Pre-class set-up Time frame & identification for: Intro Fitness Focus Closure

    62. What’s the importance of planning? Teachers who fail to plan… …plan to fail!

    63. Credits Graham, G.M., Holt-Hale, S. and Parker, M. (2006). Children Moving: A Reflective Approach to Teaching Physical Education with Moving into the Future 2/e and Movement Analysis Wheel, 7th Edition. Published by McGraw-Hill. Google Images and Microsoft Online for clipart. Pangrazi, R.P. & Beighle, A. (2008). Dynamic Physical Education for Elementary School Children, 16th edition. Published by Benjamin Cummings.

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