1. Annotate a photo of yourself in movement.
In this picture I am jumping in the air with my arms outstretched. My back leg is flung high with my head facing forward and my front leg touching the ground. I like this movement as I feel free and happy jumping outstretched. I feel this movement has a 'balletesque' look to it. It is a graceful movement that features more curves and flicking of my hands rather than hard movements. I feel I could improve this movement if my front leg was outstretched also to make almost a splits movement instead of being straight towards the ground.
2. Write a response to: What is effective pedagogy in Physical Education?
I believe effective pedagogy in physical education starts with high participation where all students are involved. This means that inclusion is promoted so activities and lessons are adapted to enable all students to be included. Ensuring all students are involved in every session means students are fully engaged and do not develop negative feeling towards physical activity by always being the one 'left out' or 'first out' of a game.
Effective pedagogy in physical education also focuses on ensuring teachers are not simply taking physical activity sessions focussed on cardiovascular fitness but that they are also actively teaching all aspects of physical education. This involves not only focusing on movement but also healthy ways of living, encompassing all aspects of haoura; physical, mental, family and spiratul health.
Effective pedagogy in Physical education must also incorporate Maori concepts such as Kaitaki, Maanakitanga and Kotahitanga. This concepts can relate to all aspects of P.E. and ensure students are thinking about and caring for themselves, others, equipment and the environment they live in.
Effective physical education pedagogy also ensures that students are not simply learning in movement but also about movement and through movement. This means that learning is not simply done while participating in physical sessions but also when discussing the activity that is taking place and learning about other concepts through this movement.
3. Reflection of Newspaper article.
Reference
Questions:
What does Dr. Lisette Burrows go on to suggest we need to beware of?
What does she report is difficult to define?
What are the important elements of The New Zealand Health and Physical Education Curriculum as explained in this article?
What does Dr. Lisette Burrows go on to suggest we need to beware of?
Dr. Lisette Burrows suggests we need to be aware of turning students off physical activity by trying to increase the amount of fitness during school time that solely focus's on activities such as running to increase cardiovascular fitness. These activities discourage children from enjoying physical education and can create a lifelong hatred towards engaging in physical movement. Although studies may have shown links between P.E. and academic performance, teachers need to also focus on children's lifelong relationships with P.E. and how this might be tarnished by repetitive fitness routines. She also suggests we need to be aware of inaccurate measures of physical activity that do not take into account all aspects of physical activity that a student may engage in during a given period.
What does she report is difficult to define?
Dr. Burrows reports that it is difficult to define how much physical activity a person is engaging in. She explains that a child may be reported as participating in a small amount of physical activity however most measures don't include all aspects of physical activity and therefore activities such as doing chores or engaging in creative play that involve much movement may not be counted. Therefore saying that children who are given high scores on a physical activity measure produce higher academic performance may be inaccurate.
What are the important elements of The New Zealand Health and Physical Education Curriculum as explained in this article?
The New Zealand Health and Physical Education Curriculum's main focus is on engaging students in activities that not solely focus on cardiovascular fitness but also on how movement can interact and influence with their whole being - mental, spiritual, relationships and physical well being. It focuses not only on learning in movement, but also learning about movement and through movement. Children are encouraged to develop a broader view of physical activity, and not solely focus on its benefits to physical health but how it can also benefit their happiness and other aspects of their life.
4. My reflection from this reading written by Catherine Morrison.
This chapter has highlighted for me the reflective process and how by writing and rereading our reflections we are able to gauge our attitudes and discourses. We can then again reflect on these and how we may need to change or be aware of these in the classroom. I believe this reflection process would be beneficial in teaching, especially in challenging situations. As a teacher, reflecting on my reflection will allow me to highlight how I think about things and whether these assumptions and ways of thinking are the best approach towards the situation or teaching a given child. Catherine realised in her reflection process that the way she approached physical education for children was perhaps not the best way of thinking to enable her child to enjoy and succeed in physical education .Therefore she had to challenge her views to create an approach to thinking that enabled her to be able to encourage and build her son's abilities in a way that suited his needs.
5. Critique a resource to support diverse learners.
Reading: Re-visioning what it means to be active. Kirsten Petrie interviews Joel Devcich.
In this interview, Joel Devcich discusses how he changed the face of physical education in his class from being solely focused on competence, ability and traditional sport and fitness to a programme that enabled the students to change how they thought about physical activity. Joel decided to make this change as he could see that children in his class believed the only way to succeed in physical education was to be the most capable at fitness activities like running or traditional sports. He also had a disabled student that he wanted to ensure was fully included in the physical education programme.
I admire what Joel did in his classroom and believe it would have made a positive and inclusive environment for all students. In primary and high school I dreaded P.E. as I was not the most competent and many of the activities the teacher gave us where focused on who has the best ability. To help form adults who will remain active for life, we need to create an enjoyment for physical activity in school. By enabling students to see that there are a range of activities that are based on movement and that these require people, thinking and movement skills to complete and succeed in, we can create an environment where all students feel included and enjoy physical education. This creates as Joel mentions a student-centred programme where all students with a range of abilities can participate and contribute their skills to benefit the whole class learning environment.
6. Share examples of what inclusive practice looks like in Physical Education.
Inclusive practice in physical education involves all children being involved in all activities. This means teachers will not use games that involve the same children 'getting out' at the start of the game and instead use games where all students continue playing for the duration of the game. This not only enables all children to be physically involved in the learning but also boosts children's self confidence. Children are able to solely focus on participating and the learning that is occurring without constantly worrying about "getting out" or "being bad".
Teachers must adapt activities to accommodate all learning needs. This means teachers to need to get to know students, their abilities and their personalities. By creating effective relationships teachers can find and adapt resources to suit the needs of everyone to ensure all students are learning and achieving in physical education.
Teachers must also create a classroom environment that is focused on teamwork and acceptance. This means that the focus of physical education should not be placed on ability and competition. This will ensure students' help each other and enjoy physical education activities as a form of movement activity instead of worrying about seeming incompetent compared to other members of the class. Teachers should celebrate all students participation and success instead of only applauding those who achieve at the highest level.
5. Critique a resource to support diverse learners.
Reading: Re-visioning what it means to be active. Kirsten Petrie interviews Joel Devcich.
In this interview, Joel Devcich discusses how he changed the face of physical education in his class from being solely focused on competence, ability and traditional sport and fitness to a programme that enabled the students to change how they thought about physical activity. Joel decided to make this change as he could see that children in his class believed the only way to succeed in physical education was to be the most capable at fitness activities like running or traditional sports. He also had a disabled student that he wanted to ensure was fully included in the physical education programme.
I admire what Joel did in his classroom and believe it would have made a positive and inclusive environment for all students. In primary and high school I dreaded P.E. as I was not the most competent and many of the activities the teacher gave us where focused on who has the best ability. To help form adults who will remain active for life, we need to create an enjoyment for physical activity in school. By enabling students to see that there are a range of activities that are based on movement and that these require people, thinking and movement skills to complete and succeed in, we can create an environment where all students feel included and enjoy physical education. This creates as Joel mentions a student-centred programme where all students with a range of abilities can participate and contribute their skills to benefit the whole class learning environment.
6. Share examples of what inclusive practice looks like in Physical Education.
Inclusive practice in physical education involves all children being involved in all activities. This means teachers will not use games that involve the same children 'getting out' at the start of the game and instead use games where all students continue playing for the duration of the game. This not only enables all children to be physically involved in the learning but also boosts children's self confidence. Children are able to solely focus on participating and the learning that is occurring without constantly worrying about "getting out" or "being bad".
Teachers must adapt activities to accommodate all learning needs. This means teachers to need to get to know students, their abilities and their personalities. By creating effective relationships teachers can find and adapt resources to suit the needs of everyone to ensure all students are learning and achieving in physical education.
Teachers must also create a classroom environment that is focused on teamwork and acceptance. This means that the focus of physical education should not be placed on ability and competition. This will ensure students' help each other and enjoy physical education activities as a form of movement activity instead of worrying about seeming incompetent compared to other members of the class. Teachers should celebrate all students participation and success instead of only applauding those who achieve at the highest level.
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