Chapter 7:
4.) In any class, physical education or not, teachers will have a direct effect on their classes. Depending on the teachers attitude, knowledge, and preparedness- these effects can either be positive or negative. First and fore mostly teachers should have a safe environment, and encourage students to be safe within that environment. Being prepared for class and having directions and specific goals instructed to the students clearly will have a positive effect. After giving out tasks it is important to observe the students reaction to the task at hand, and help them depending on their level of ability with positive feedback and correction. Within this feedback the teacher may notice the class is ready for more challenge and modify the lesson to make it more difficult. Likewise there may be classes where the task at hand is too difficult and the teacher may modify the task into something easier and help the students progress to the more difficult skill.
6. In every class students will get off task. No matter what grade or what activity you've prepared and how exciting it is, there will always be at least one student who gets distracted. There are a few ways to get the attention of stray students back on task. If there are students who seem to get bored because they know the skill, you may change the task for that specific student to make it more challenging and require more concentration on that specific task. You may also pinpoint the student with positive feedback in front of the whole class to make them feel involved and possibly even more excited by their physical ability.
7. Types of feedback include.. a-A general closing statement to a class which is positive and directed towards the whole class- "Great job passing the lacrosse ball to your partner today! You look so good next class we'll work on passing on the move!" b- "Red team- make sure you don't get called for offsides, one of you has to stay behind this line every time!" c- "Great job following through with a step and your throwing hand, Danielle. Thats the right way to throw a football!"
Wednesday, February 16, 2011
Sunday, February 13, 2011
JUMPING into Lab B
You'll find my lesson plan for lab B here. I will be teaching the class how to Scissor Jump and how to Side Jump with a jump rope.
Saturday, February 12, 2011
Chapter Questions Chapter 1&2
Chapter 1:
1.What is meant by the idea that teaching is a goal-oriented activity?
Goal oriented activity basically means to have an objective for your lesson in mind and teaching toward that objective/goal. This includes the three domains-cognitive affective and psycho motor. As an educator you also work to have your students reach the national PE standards.
4.) Why is the process that teachers choose to use content important?
This process is variable depending on what the goal if the lesson is. Depending on what you're teaching this process will change and also depending on your environment, students, and available equipment.
5.) Why is the movement task-student response unit of analysis so important in physical education?
The movement task-student response unit is the vital to student motivation and effective teaching. The attitude and of the teacher is so important, as we talk about in class almost daily. If you as a teacher seem interested in what you're teaching, your students will be eager to learn. After the lesson is explained clearly its important for the teacher to observe the students activity and give constructive feedback. Always starting with something positive gives students confidence and leads to student improvement.
Chapter 2:
3.) What are the requirements for learning a motor skill? What do each of these requirements mean for the teacher of motor skills?
Firstly the student must be physically ready for whichever motor skill they're preparing to learn. Its important to build upon previously learned motor skills and work in progressions for success. When teaching you must be clear in your directions and demonstrations, let students preform skill, and then assess their abilities and give feedback. For prerequisites the educator must do a task analysis. Then the teacher must check for understanding and make sure students understand what their task is. Once again the educator needs to be enthusiastic and give positive feedback.
4.)What is the difference between the way closed skills, open skills, discrete skills, and serial skills taught?
Open skills are skills that are variable. They are in ever changing situations, so they should be taught with ever changing environments. Closed skills are constant. Such as a free throw in basketball. It is always the same, you have the ball at the same spot and basket at the same spot every time you take that shot. Discrete skills are fast with a start and finish. Serial skills are a series of skills in a row, so those would be broken up at taught in parts, then when mastered they'll be added together.
1.What is meant by the idea that teaching is a goal-oriented activity?
Goal oriented activity basically means to have an objective for your lesson in mind and teaching toward that objective/goal. This includes the three domains-cognitive affective and psycho motor. As an educator you also work to have your students reach the national PE standards.
4.) Why is the process that teachers choose to use content important?
This process is variable depending on what the goal if the lesson is. Depending on what you're teaching this process will change and also depending on your environment, students, and available equipment.
5.) Why is the movement task-student response unit of analysis so important in physical education?
The movement task-student response unit is the vital to student motivation and effective teaching. The attitude and of the teacher is so important, as we talk about in class almost daily. If you as a teacher seem interested in what you're teaching, your students will be eager to learn. After the lesson is explained clearly its important for the teacher to observe the students activity and give constructive feedback. Always starting with something positive gives students confidence and leads to student improvement.
Chapter 2:
3.) What are the requirements for learning a motor skill? What do each of these requirements mean for the teacher of motor skills?
Firstly the student must be physically ready for whichever motor skill they're preparing to learn. Its important to build upon previously learned motor skills and work in progressions for success. When teaching you must be clear in your directions and demonstrations, let students preform skill, and then assess their abilities and give feedback. For prerequisites the educator must do a task analysis. Then the teacher must check for understanding and make sure students understand what their task is. Once again the educator needs to be enthusiastic and give positive feedback.
4.)What is the difference between the way closed skills, open skills, discrete skills, and serial skills taught?
Open skills are skills that are variable. They are in ever changing situations, so they should be taught with ever changing environments. Closed skills are constant. Such as a free throw in basketball. It is always the same, you have the ball at the same spot and basket at the same spot every time you take that shot. Discrete skills are fast with a start and finish. Serial skills are a series of skills in a row, so those would be broken up at taught in parts, then when mastered they'll be added together.
Monday, February 7, 2011
Lab A2- Forearm Pass
Jumping into teaching was exhilarating and nerve-racking at the same time. I came into class pretty prepared for what I was going to teach, and trying to remember specific skills we discussed while talking about pedagogy. I knew all the right things to do, yet didn't execute them as well as I would have wanted to. After watching my video a few times, I can pick out some obvious missteps.
Firstly I noticed the volume of my voice, which we've discussed every class, so I am a bit disappointed I didn't project the way I should have. There are some times that the camera does not pick up what I'm saying clearly, and the camera was not a very far distance from me. To see a full transcript of my lesson click here.
Besides the volume of my voice, I think I need a bit more confidence and enthusiasm. Although I'm working with my fellow classmates, it is important to practice enthusiasm and passion for what I'm doing to prepare for teaching younger kids. I also used plenty of "um's" when I began. Also starting time and giving direction took too long for a 5 minute lesson. I didn't get all of the students moving until 1:20 into the lesson. To see a time coding form click here. It is important to be clear with directions and demonstration, but ultimately you want to have your students have as much contact with the ball as many times as possible in a short amount of time.
I think my progression from one knee to standing was successful. Only one exception is that we had an odd number so I partnered up with a student. This lead to some lack of attention to other students by me, and having Jake stand still while I watched other students. I should have put him in a group of three or had him practice bump passes off the wall or bleachers to get the most repetition and least standing. Also with positive feedback I should have used specific names and pointed out that they were doing well instead of just saying "good. good job, guys."
There is defiantly room for improvement on my teaching skills. I think having a video camera and feedback immediately after teaching is so helpful. I can see the things I do well, and fix the those I do poorly.
Firstly I noticed the volume of my voice, which we've discussed every class, so I am a bit disappointed I didn't project the way I should have. There are some times that the camera does not pick up what I'm saying clearly, and the camera was not a very far distance from me. To see a full transcript of my lesson click here.Besides the volume of my voice, I think I need a bit more confidence and enthusiasm. Although I'm working with my fellow classmates, it is important to practice enthusiasm and passion for what I'm doing to prepare for teaching younger kids. I also used plenty of "um's" when I began. Also starting time and giving direction took too long for a 5 minute lesson. I didn't get all of the students moving until 1:20 into the lesson. To see a time coding form click here. It is important to be clear with directions and demonstration, but ultimately you want to have your students have as much contact with the ball as many times as possible in a short amount of time.
I think my progression from one knee to standing was successful. Only one exception is that we had an odd number so I partnered up with a student. This lead to some lack of attention to other students by me, and having Jake stand still while I watched other students. I should have put him in a group of three or had him practice bump passes off the wall or bleachers to get the most repetition and least standing. Also with positive feedback I should have used specific names and pointed out that they were doing well instead of just saying "good. good job, guys."
SuperBowl!
Yesterday was the 45th SuperBowl!! I got to thinking while watching it how crazy it is that sports have progressed into multi million dollar industries. Its almost a little sad to think that many athletes are doing corrupt things just to make money, instead of for the love of the game and for physical fitness. I do agree that the men in the NFL are amazing athletes, but not necessarily amazing people. I fear for their bodies once they pass the age of 30. I think we should inspire America's youth to be avid about lifetime fitness and activities that will keep them fit forever, instead of dreams of being in the NFL and working your body until falls apart.But besides my random thoughts, the superbowl was entertaining and exciting. There were some great catches for both teams and some pretty hard hits. The commercials were pretty entertaining as well.
Friday, February 4, 2011
THERE AIN'T NO FLIES ON ME!
We participated in an activity called "There aint no flies on me". We stood in two lines opposite each other and competed in seeing who could recite "There aint no flies on me, there aint no flies on me, there may be flies on some of you guys, but there aint no flies on me", the loudest. I thought we were loud at first until Dr. Yang began singing with us, and over all 9 of us. The way he can project his voice is amazing. I think that I just need to get used to not feeling silly or like I'm yelling, and just think of it as me speaking and instructing.
Tuesday, February 1, 2011
Misconceptions of a PE Major
I always get into the argument with non-phys. ed. majors that all we do is play games. I wish I could take a student from another major and have them shadow me throughout a semester to see what P.E. is all about. The common thought amongst non majors is that all we do is sit around and play sports with each other. In reality we not only learn progressions of teaching a verity of sports, but we learn about the specific movements and functions of the human body, factors that effect it, and things to do to maximize physical fitness. Beyond this we are taught how to educate. P.E. majors are not only responsible for knowing concepts of progressions in sport and lifetime activities, but also how to teach them, and interact with children and understand the childhood psyche. Since Phys Ed has been implemented into schools, it has yet to get enough credit. It is our mission as PE majors to change our image and prove to everyone that we are here to make a positive difference in the health of youth.
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