Hello All,
Now, for our final blog we were asked to write about our experiences over the semester as well as both of the methods we learned. We were also asked to reflect on whether the two models could be integrated and how that could happen.
I will first start with my experiences:
Wow, where to start? I guess I will start by saying how awesome it was to get to know each and every person in this class, it was such an amazing group of people. From those who were loud, competitive, funny, unique, kind, encouraging, friendly, to those who were maybe a bit more shy- I am going to miss each and every one. Hopefully we will get to all see each other around some time! What I loved about this class was that every one was eager to participate and treated each other well, it was kind of like having a big family, but at school (which I know can be a rare thing to have in a classroom setting). It was easy to joke around with each other and have fun and I believe in doing so, it enabled everyone to feel comfortable and therefore to participate more fully. What I also liked about this class was that though I had been taught both of these methods before on paper, in this class I was able to put them into practice and therefore make me appreciate how they could work so well. This class gave me a better understanding of these methods by being able to try them out myself in a teaching setting. I think it is so important for the kids who are being taught the TPSR model to be able to take the lessons they are learning in class into many other areas in their lives. Sometimes, from looking back on my experiences, I don't think that PE teachers always think about that. Lots of people see PE as just a part of the curriculum that has to be taught to get in some physical activity for the kids or to learn how to be "athletes". But people need to realize it is and can be a lot more than that. As a teacher, you have an opportunity to make a positive difference in a child's life and by teaching them the different levels in the TPSR model, I believe you can do that. You can't always know what a child is going through socially, mentally, or at home, but by providing them with the opportunity to understand that they can take what they learn in the gym and apply it to other things in life might just help more than you know. I also like the TGFU model as to me, after practicing it, it just makes more sense. Period. I have coached elementary sports for a few years now and time and time again I would teach them the classic "skills and drills" and then we would get to a game setting and they wouldn't be able to do anything that they had just been practicing for hours before. Looking back, I realize that in practices they would learn how to do a skill or drill but they didn't know why they were doing it or when they should do it. I bet if they had first learnt why they need to run to open space (i.e. in order to get away from a defender) then when we practiced the skills later on, they would do them more efficiently and it would be more effective in their performance and games. Learning this model I think will help me as a coach in a big way. I believe these two models could easily be integrated. I think we sort of already did that with our second presentation this semester. That could happen by introducing the different levels of the TPSR while teaching/using the TGFU model. Also, while teaching the TGFU you could still have counselling time, awareness talk, then the lesson (TGFU one), and then end with a group discussion and self- evaluation. I believe these models actually fit pretty nicely together. They are both great models so why not integrate them in order to make the classroom experience even more successful.
Well that's my two cents for the day! (We are DONE blogs...YAY!) Though crazy to say, I might actually kind of miss doing them...
Anyways, Until next time,
Courtney Dennill.
Hopefully see y'all in the new year, bring on 2012 weooow!
Friday, 2 December 2011
Friday, 18 November 2011
Phed Blog #9
Hey All,
So this blog is for the past two weeks. We were asked to choose two different practical problems, describe them, and then choose two games for each of the two tactical problems. We were also asked to include visuals in order to explain how the games were organized and played. Here is what I came up with:
Tactical Problem #1- Keeping Possession of the ball in order to keep other team from scoring.
Game #1: Dribbling Relay. In this game, split the class into four even teams. Each team has one soccer ball and each player will have to participate in each activity of the relay. To start, the first person in line must dribble using only the inside of their feet to the first cone, they then must dribble in a circle around the cone. Next, they have to dribble backwards to the next cone where they stop the ball, spin in a circle 10 times, then carry the ball back to their next teammate, and so on. The first team to have all their players complete the relay and sit down first wins. This relay is a good game to play in order to work on and address ball control and keeping possession of the ball.
*For my visual for this game, blogger did not have the resources to let me create a visual. So, I made one on Microsoft Word. However, it would not let me copy that visual from Microsoft onto this blog. So, I have emailed my document that contains the visual for this game to you. (i.e. see email for visual)
As you can see, there are players dribbling around in a grid with a ball while some players don't have a ball, which means they have had their ball kicked away and now must exit the grid and stand on the outside (this part not shown in visual).
Tactical problem #2- Change of Speed and Direction.
Game #1: British Bull Dog. This game you can play outside or in a gym. Mark out a grid according to how many players you have. Start with one person being "it" and standing in the middle of the grid. The rest of the players must all stand at one end of the grid. When the person who is in the middle says "British Bulldog" all of the players must try and run to the other end of the grid without being tagged. If a player gets tagged, then they now become a bulldog as well. As the game goes on there will be more and more people "it", increasing the difficulty for the players who are still trying to run across the grid. This game is really good for change of speed and direction as players will have to go faster or slower, depending on where the "it" people are. As well, they may have to change direction in order to get away from the tagger.
Here is a visual to help explain the game and the organization:
In this visual the blue players are the ones trying to run across the grid to the "safe zone" or other side without being tagged, while the yellow circles represent the people who are it and/or have been tagged.
Game #2: Cat and Mouse. In this game, get everyone in the class to get into pairs. One pair will be the cat and mouse (so one person who is the chaser, and one who is the mouse). The rest of the pairs will go spread out amongst the playing area and then lay down on their stomachs side by side to their partner. The game begins by the cat chasing the mouse. The mouse has to go find a pair and lay down next to one of the pair, the person on the outside of where the mouse lays has to now get up and run from the cat. If the cat tags you then you now become the cat and start chasing the mouse. This game is excellent for change of speed and direction as you have to try and get away from the cat (opponent).
Here is a video visual of how the game is plays which helps to explain how it is played and organized:
http://www.youtube.com/watch?v=yzJ_rk7x2EQ
That's all for this week. Off to enjoy the weekend and the snow :)
Until next time!
Courtney
So this blog is for the past two weeks. We were asked to choose two different practical problems, describe them, and then choose two games for each of the two tactical problems. We were also asked to include visuals in order to explain how the games were organized and played. Here is what I came up with:
Tactical Problem #1- Keeping Possession of the ball in order to keep other team from scoring.
Game #1: Dribbling Relay. In this game, split the class into four even teams. Each team has one soccer ball and each player will have to participate in each activity of the relay. To start, the first person in line must dribble using only the inside of their feet to the first cone, they then must dribble in a circle around the cone. Next, they have to dribble backwards to the next cone where they stop the ball, spin in a circle 10 times, then carry the ball back to their next teammate, and so on. The first team to have all their players complete the relay and sit down first wins. This relay is a good game to play in order to work on and address ball control and keeping possession of the ball.
*For my visual for this game, blogger did not have the resources to let me create a visual. So, I made one on Microsoft Word. However, it would not let me copy that visual from Microsoft onto this blog. So, I have emailed my document that contains the visual for this game to you. (i.e. see email for visual)
Game #2: Knock Out. In this game everybody has a soccer ball in a large grid on the field. The players must dribble around, keeping possession and control of their ball. However, while doing this they can also try and kick or "knock out" other players soccer balls, keeping in mind that they need to keep possession and protect their own ball. If your ball gets kicked out of the grid then you must leave the grid and stand on the outside edges of the grid and you can try to kick other players' balls out if they come near you. As more players get knocked out, make the grid area smaller and smaller until there is only one player left. That player is the winner. This game is also good for working on ball control and possession but now also incorporates a more game like situation where they have to work on protecting the ball from opponents while controlling it.
Here is a visual to help explain and show the organization:
As you can see, there are players dribbling around in a grid with a ball while some players don't have a ball, which means they have had their ball kicked away and now must exit the grid and stand on the outside (this part not shown in visual).
Tactical problem #2- Change of Speed and Direction.
Game #1: British Bull Dog. This game you can play outside or in a gym. Mark out a grid according to how many players you have. Start with one person being "it" and standing in the middle of the grid. The rest of the players must all stand at one end of the grid. When the person who is in the middle says "British Bulldog" all of the players must try and run to the other end of the grid without being tagged. If a player gets tagged, then they now become a bulldog as well. As the game goes on there will be more and more people "it", increasing the difficulty for the players who are still trying to run across the grid. This game is really good for change of speed and direction as players will have to go faster or slower, depending on where the "it" people are. As well, they may have to change direction in order to get away from the tagger.
Here is a visual to help explain the game and the organization:
In this visual the blue players are the ones trying to run across the grid to the "safe zone" or other side without being tagged, while the yellow circles represent the people who are it and/or have been tagged.
Game #2: Cat and Mouse. In this game, get everyone in the class to get into pairs. One pair will be the cat and mouse (so one person who is the chaser, and one who is the mouse). The rest of the pairs will go spread out amongst the playing area and then lay down on their stomachs side by side to their partner. The game begins by the cat chasing the mouse. The mouse has to go find a pair and lay down next to one of the pair, the person on the outside of where the mouse lays has to now get up and run from the cat. If the cat tags you then you now become the cat and start chasing the mouse. This game is excellent for change of speed and direction as you have to try and get away from the cat (opponent).
Here is a video visual of how the game is plays which helps to explain how it is played and organized:
http://www.youtube.com/watch?v=yzJ_rk7x2EQ
That's all for this week. Off to enjoy the weekend and the snow :)
Until next time!
Courtney
Friday, 4 November 2011
Phed Blog #8
Hey All!
this week we had to find a GPAI for the sport of our choice. I couldn't find any ones I liked for soccer online so... I had to choose basketball. Here is the best one I found: (follow link)
This GPAI is intended for basketball and the tactical problem it is assessing is what to do "When your player's team does not have the ball" and what to do "when your player's team has the ball". The intention of this assessment is to look at on the ball movements and off the ball movements. This person has chosen a 1-5 rating scale (5 being "very effective and 1 being "weak"). The players are rated on things such as the following:
When players team does not have the ball...
base- are they in a "ready" stance between movements
off the ball movements (cover and defense)- seeing both the ball and player at all times, providing defensive help for teammates, and team
Guard or marking- defending high priority space around the basket, and marking opponent as he/she attacks the basket.
When players team has the ball...
off the ball movements- base and support- are they in a position to receive the ball, and do they position themselves effectively with response to other players movements to receive the ball in an area where they can pass, shoot or dribble
Skill execution- receiving (clear signal for ball and then controls it to be able to either pass, shoot, dribble), passing (ball reaches target and with appropriate force), shooting (ball is shot on target when opportunity available)
Decision Making- does the player attempt to pass to an open teammate, and attempts to shoot when appropriate.
Well that's all for now..... Off to NATIONALS!!!!
GO WOLFPACK!!!!!
Until next time,
Courtney
this week we had to find a GPAI for the sport of our choice. I couldn't find any ones I liked for soccer online so... I had to choose basketball. Here is the best one I found: (follow link)
This GPAI is intended for basketball and the tactical problem it is assessing is what to do "When your player's team does not have the ball" and what to do "when your player's team has the ball". The intention of this assessment is to look at on the ball movements and off the ball movements. This person has chosen a 1-5 rating scale (5 being "very effective and 1 being "weak"). The players are rated on things such as the following:
When players team does not have the ball...
base- are they in a "ready" stance between movements
off the ball movements (cover and defense)- seeing both the ball and player at all times, providing defensive help for teammates, and team
Guard or marking- defending high priority space around the basket, and marking opponent as he/she attacks the basket.
When players team has the ball...
off the ball movements- base and support- are they in a position to receive the ball, and do they position themselves effectively with response to other players movements to receive the ball in an area where they can pass, shoot or dribble
Skill execution- receiving (clear signal for ball and then controls it to be able to either pass, shoot, dribble), passing (ball reaches target and with appropriate force), shooting (ball is shot on target when opportunity available)
Decision Making- does the player attempt to pass to an open teammate, and attempts to shoot when appropriate.
Well that's all for now..... Off to NATIONALS!!!!
GO WOLFPACK!!!!!
Until next time,
Courtney
Thursday, 27 October 2011
Phed Blog #7
Hello!
So this week we were asked to decide on a tactical problem for one of the categories of games and then describe two games that will help students with this tactical problem. I am choosing a tactical problem from an invasion game. The problem is: Getting open to receive a pass.
The first game we would play is Elbow Tag. How it works is you choose one person to be 'it' and one person to be free. The rest of the group should pair up, link arms and scatter in their pairs around a playing field/area. · The object of the game is for person who is "it" to tag the person who is "free." · The people paired up around the field are to stand still until the person who is free links arms with either member of a pair. When this happens, the person on the other side of the pair, is now the one who is "free" and must run away from the person who is "it." This is a good game for working on the tactical problem of getting open to receive a pass because the person who is free has to get away from the person who is "it". This is similar to game situations in which a player needs to get away from their opponent in order to get "open" for a pass.
Here is a fun video of elbow tag!
Now that the players have learned how to get away from their opponent in the first game, they need to work on finding open space so they can receive a pass. The second game that would help with this is Musical Hoola Hoops. How this game works is there are a bunch of hoola hoops spread out around the gym area. When the music starts, players jog around and then as soon as the music stops they need to run and find an open hoola hoop to stand in. After each time, you can take one hoola hoop away so that when the music stops the players have to find open space (hoola hoop) quickly in order to not be left out of one. This game is not only good for finding "open" space but also finding open space quickly.
Well, that's all for now. Off to UBCO for soccer provincials!! 
Go WOLFPACK!!! (insert wolf howl here)
Until next time,
Courtney.
Friday, 21 October 2011
Phed Blog #6
Hi All!
This week we were asked to do a bit of research behind this model and write about what we found while considering the following questions:
What is the idea behind this Model?
What are the four different categories of games that are discussed within this model?
What is a tactical problem?
As well, we are to give one tactical problem for each of the categories of games.
In my research I found that the traditional model of teaching, basically starts with teaching kids how to do something, then they move into game form, then performance, then after they learn all that... they finally get into decision making and tactical awareness. However, the TGFU model focuses first on game appreciation and teaching kids why they should do something instead of just how they should do it. The idea behind this model is to encourage physical activity as well as to encouraging the kids to engage and enjoy the activity, while still promoting a greater understanding of the different aspects in that game or activity.
The four categories of games that are discussed in this model are: Target Games, Batting/Fielding or run scoring games, Net/Wall games, and Invasion or Territory games.
This model talks about tactical problems which are basically problems that must be overcome in order to score, stop scoring, and restart play.
Here are examples of some tactical problems in each of the 4 categories of games:
1) Target Games- how much force or speed do you need to get your object to the target
2) Batting/Fielding or run scoring games- how can you make the ball hard for opponents to hit, in order to get them out
3) Net/Wall Games- understanding space, so where is the open space that you can play the ball so that your opponent will be unable to return it
4) Invasion or Territory Games- how can you stop opponents from invading your territory
Well, that's all for now! Off to Van for soccer- Go Wolfpack!!
Until next time,
Courtney.
Oh, and here is a simple but good diagram for the TGFU model that I found:
This week we were asked to do a bit of research behind this model and write about what we found while considering the following questions:
What is the idea behind this Model?
What are the four different categories of games that are discussed within this model?
What is a tactical problem?
As well, we are to give one tactical problem for each of the categories of games.
In my research I found that the traditional model of teaching, basically starts with teaching kids how to do something, then they move into game form, then performance, then after they learn all that... they finally get into decision making and tactical awareness. However, the TGFU model focuses first on game appreciation and teaching kids why they should do something instead of just how they should do it. The idea behind this model is to encourage physical activity as well as to encouraging the kids to engage and enjoy the activity, while still promoting a greater understanding of the different aspects in that game or activity.
The four categories of games that are discussed in this model are: Target Games, Batting/Fielding or run scoring games, Net/Wall games, and Invasion or Territory games.
This model talks about tactical problems which are basically problems that must be overcome in order to score, stop scoring, and restart play.
Here are examples of some tactical problems in each of the 4 categories of games:
1) Target Games- how much force or speed do you need to get your object to the target
2) Batting/Fielding or run scoring games- how can you make the ball hard for opponents to hit, in order to get them out
3) Net/Wall Games- understanding space, so where is the open space that you can play the ball so that your opponent will be unable to return it
4) Invasion or Territory Games- how can you stop opponents from invading your territory
Well, that's all for now! Off to Van for soccer- Go Wolfpack!!
Until next time,
Courtney.
Oh, and here is a simple but good diagram for the TGFU model that I found:
Friday, 14 October 2011
Phed Blog #5
Hello All!
It is the end of a busy week once again, and I am excited it is almost the weekend! This week in Phed 1280, we were asked to find 2 games for elementary aged children and 2 games for high school aged children. Here is what I found:
Elementary Aged Game #1
Name: Disaster Island.
For this game all you need are some mats and a bag of pinnies. You place mats (or "islands") around the gym area and pick a different student to choose a name for each island. In the middle of the islands (usually the center circle of the gym) is the "sharks" area. The teacher then asks the kids to divide up among the different islands and chooses one child (or gets someone to volunteer) to be the shark. The game starts by the teacher saying there is a type of "disaster" on one of the islands. Whatever island he/she calls, all the children on it have to run to a new island without getting caught by the shark. If you are tagged by the shark, then you too become a shark (so the sharks will keep multiplying as you catch more people). All sharks will have a pinnie so that everyone playing knows who they are. You keep playing until there are one or two people left.
Elementary Aged Game #2
Name: Never Ending Tag.
You don't need any equipment to play this game. How it works is that everyone is "it" and can tag anyone. If you get tagged, you must sit down where you were tagged. The only way you can get up is if the person who tags you gets tagged and goes down. In order for someone to win they must, alone, tag every single person without getting tagged themselves. This is quite hard to do, so the game may just keep going ("never ending") until your time limit for the activity is up.
High School Aged Game #1
Name: Head Catch.
This seems like a simpler game, but really good for getting the older kids to concentrate. All you need for this game are 2 dodge balls (that is for a class size anywhere from 10-15, then add more dodge balls if needed). The students stand in a circle around the teacher (and one other chosen student) who will take turns throwing the ball, underhand of course, near the students head. As they throw the ball the teacher and chosen student will either say "head" or "catch" and the student will have to do the opposite of what they say. So for example, if the teacher says "head" then the student has to catch it. Each student has 2 lives, and each time they mess up they lose a life. If they lose all their lives they then sit down. You keep going until one person is left. As the game goes on, the teacher may want to start throwing the dodge balls a little quicker to speed things up and make it more difficult.
High School Aged Game #2
Name: Capture the Flag. This game is a classic. It was one of my favorite P.E games growing up. I would use it for high school aged children rather than elementary because I think it is more difficult for younger ones to understand all the rules and perform it well. The equipment you need is the following: a big space (such as the entire gym or a field), cones to divide the area in half and to make "safe" zones and "jails", and flags (or I would just use dodge balls) You may also want to use pinnies to give to one team so that people can distinguish who all is on their team. How it works is they are divided into two teams and both teams are given the same number of dodge balls to put in their "safe" zone. Each team also has a designated "jail" area on their side. Once the game starts, the kids can try and go into the other teams area to steal a dodge ball from the opposing team's safe zone and bring it back to their own safe zone. The object of the game is to have the most dodge balls in your safe zone by the end of the game. However, if you go into the opposing team's side, they can tag you. If you get tagged, you must go to the jail on the opposing team's side. The only way to get out of jail is if someone from your own team runs to the jail without being tagged, and tags you. Both you and the person who tags you now get a "free" walk back to your side. On your free walk back you both must put your hands on your head as you walk so that people know you are on your free walk back. If you steal a ball and then get tagged while you are on your way back to your side, you must give the person who tagged you back their dodge ball and then go to their jail. No one can "puppy dog" any of the jails or safe zones and therefore must be at least 5 big steps away from those areas while they defend it. If you make it into the opposing teams safe zone to steal a ball, you have 10 seconds until you have to leave the safe zone.
*There are many variations of this game and I described the most general way to play it. The following YouTube video describes another unique/fun way to play capture the flag:
http://www.youtube.com/watch?v=Ll0lAy9YX8g
That's all for this week, so until next time!
Courtney.
It is the end of a busy week once again, and I am excited it is almost the weekend! This week in Phed 1280, we were asked to find 2 games for elementary aged children and 2 games for high school aged children. Here is what I found:
Elementary Aged Game #1
Name: Disaster Island.
For this game all you need are some mats and a bag of pinnies. You place mats (or "islands") around the gym area and pick a different student to choose a name for each island. In the middle of the islands (usually the center circle of the gym) is the "sharks" area. The teacher then asks the kids to divide up among the different islands and chooses one child (or gets someone to volunteer) to be the shark. The game starts by the teacher saying there is a type of "disaster" on one of the islands. Whatever island he/she calls, all the children on it have to run to a new island without getting caught by the shark. If you are tagged by the shark, then you too become a shark (so the sharks will keep multiplying as you catch more people). All sharks will have a pinnie so that everyone playing knows who they are. You keep playing until there are one or two people left.
Elementary Aged Game #2
Name: Never Ending Tag.
You don't need any equipment to play this game. How it works is that everyone is "it" and can tag anyone. If you get tagged, you must sit down where you were tagged. The only way you can get up is if the person who tags you gets tagged and goes down. In order for someone to win they must, alone, tag every single person without getting tagged themselves. This is quite hard to do, so the game may just keep going ("never ending") until your time limit for the activity is up.
High School Aged Game #1
Name: Head Catch.
This seems like a simpler game, but really good for getting the older kids to concentrate. All you need for this game are 2 dodge balls (that is for a class size anywhere from 10-15, then add more dodge balls if needed). The students stand in a circle around the teacher (and one other chosen student) who will take turns throwing the ball, underhand of course, near the students head. As they throw the ball the teacher and chosen student will either say "head" or "catch" and the student will have to do the opposite of what they say. So for example, if the teacher says "head" then the student has to catch it. Each student has 2 lives, and each time they mess up they lose a life. If they lose all their lives they then sit down. You keep going until one person is left. As the game goes on, the teacher may want to start throwing the dodge balls a little quicker to speed things up and make it more difficult.
High School Aged Game #2
Name: Capture the Flag. This game is a classic. It was one of my favorite P.E games growing up. I would use it for high school aged children rather than elementary because I think it is more difficult for younger ones to understand all the rules and perform it well. The equipment you need is the following: a big space (such as the entire gym or a field), cones to divide the area in half and to make "safe" zones and "jails", and flags (or I would just use dodge balls) You may also want to use pinnies to give to one team so that people can distinguish who all is on their team. How it works is they are divided into two teams and both teams are given the same number of dodge balls to put in their "safe" zone. Each team also has a designated "jail" area on their side. Once the game starts, the kids can try and go into the other teams area to steal a dodge ball from the opposing team's safe zone and bring it back to their own safe zone. The object of the game is to have the most dodge balls in your safe zone by the end of the game. However, if you go into the opposing team's side, they can tag you. If you get tagged, you must go to the jail on the opposing team's side. The only way to get out of jail is if someone from your own team runs to the jail without being tagged, and tags you. Both you and the person who tags you now get a "free" walk back to your side. On your free walk back you both must put your hands on your head as you walk so that people know you are on your free walk back. If you steal a ball and then get tagged while you are on your way back to your side, you must give the person who tagged you back their dodge ball and then go to their jail. No one can "puppy dog" any of the jails or safe zones and therefore must be at least 5 big steps away from those areas while they defend it. If you make it into the opposing teams safe zone to steal a ball, you have 10 seconds until you have to leave the safe zone.
*There are many variations of this game and I described the most general way to play it. The following YouTube video describes another unique/fun way to play capture the flag:
http://www.youtube.com/watch?v=Ll0lAy9YX8g
That's all for this week, so until next time!
Courtney.
Friday, 7 October 2011
Blog #4
Hello All!
This week in Phed 1280 we were asked to read an article about Competition vs. Cooperation and then blog about how we feel about this article. Here is what I came up with:
Do I think that cooperation is better than competition, and what does better mean?
I think cooperation is better because it gets everyone involved and is a much more positive environment for learning, improving, and growing. Better does not necessarily mean it's the "best" or the "only" thing that matters. To me, it just simply means that it is a better philosophy or focus, shall I say, than competition. There was a part in this article that talked about how doing your best and trying to beat others are two total different mental processes. I liked this thought as it made me think of how if you concentrate on doing your ultimate best then in turn, your reward will be much higher than if you beat someone else while not doing your best.
Can there be a balance between the two?
I think there could be a balance between the two. However, you would have to re-define what competition is. For example, instead of focusing on "beating someone else", focus on competing with yourself instead, in doing so, you will be constantly improving and growing in your skill.
Does competition decrease self-esteem or increase it?
I feel that competition (though as many could argue increases), decreases self esteem more than it would increase it. This is because in a competition you are always wanting or trying to beat someone who is better than you. Therefore, you always have it in your head that you might not be good enough if you are not always at the top of the competition. You would have the mind set that there is always someone better than you. Whereas if you are focusing on just doing your personal best the only person to look at is yourself. And if you keep working hard at doing your best, then you will be able to see yourself keep improving and this will raise your self esteem.
Should we only play games that are cooperative so not to hurt someone's self esteem?
I think overall yes, and especially in a P.E or recreational setting as the focus is on helping people to have fun and getting to know people as well as living a healthy and active lifestyle and not on "winning" against other people. However, I do think there is a time and place where we can play games that are not just cooperative but also competitive. This would be for high level competitive teams/sports though.
Should we be promoting elite sport in school?
No, I think school should focus more on the kids themselves and as people who can take what they learned in the classroom and out into the community and in the rest of their life. Have the focus be on them learning how to work well with others and learn to live a healthy and active lifestyle (as mentioned earlier). I think elite sport should only be promoted outside of school. However, I do think that once people are graduated and move on to university it is different as far as promoting elite sport. For example, they have already gone through a good chunk of their lives and should by now have a decent background in what cooperation in sport is. I think once they get out of high school and into university or college that they can start to focus on elite sport if they want to. Plus elite sport in university is not as connected to school or "the classroom" as it is in younger years. It is more separate; you are a part of an elite team with that type of focus, rather than a P.E class in elementary or high school and it is not a "required" thing to take, it's something you choose to be a part of.
Well that's a lot to take in for the day, so have a good thanksgiving weekend folks!
Until next time,
Courtney.
P.S.
Follow this link for a fun song from the good ol' childhood days about cooperation- enjoy!
http://www.youtube.com/watch?v=5exvfbnFMUg
Friday, 30 September 2011
Phed Blog #3
For this week's blog we were asked to find 3 websites that give physical educators information and resources on games, contest, and relays. This what I found- enjoy! :)
First one:
http://education.alberta.ca/PhysicalEducationOnline/TeacherResources/
This website is great as it provides various lesson plans that a physical educator can use (whether directly or even just as a guideline) on different activities and games. It can also help you create your own lesson plan. This website is based on what they call "four general outcomes- the A, B, C, and D's of physical education". Each of these outcomes, have their own specific outcomes that help focus in on or define different learning ideas for each grade. This website also provides a list of different teaching tools as well as links to different websites that might be useful for teachers. This website was probably my most favorite of all the ones I visited as far as how it was all laid out and for the useful tools it provided for physical educators.
Second Website:
http://www.campusschool.dsu.edu/playground/peclass.htm
This next website is very simple as it just provides a bunch of links to different websites and gives some information about each of the website it lists. This is useful as you can find what you are looking for quickly and easily. Once you find one you want, you click on it and it will take you to that website. For example, their is one site called "Funattic" which gives ideas for different indoor and outdoor games and relays. So if you wanted to find a fun relay to play in class you could just use this site for ideas.
Third Website:
http://www.teachingideas.co.uk/pe/contents01games.htm
The last website I found basically just gives a big list of different games and relays that physical educators can use in their classes. It also describes each game in detail so that the teacher can explain it to their class. Some of them even provided diagrams/pictures in order to help demonstrate the game.
Here is one of the pictures provided to help explain a "Hoop Race" Game:
Hoop Race
For this activity, students should work in groups of four. They should then split into pairs, and each pair of children should stand about 15 m apart. Each group of four children should have one large hoop (big enough for two children 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.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.
Well, that's all for this week in the "Life of Phed 1280".
Until next time!
Courtney.
Friday, 23 September 2011
Blog #2
Hey All!
Last monday was an exciting class! We were divided into groups of 5 people in which we had to go around to different game stations. At each station, we were to make up a game as a group and include all of the equipment at that station in our game. (There was different equipment at each of the 5 stations we had to go to). I am going to be telling you about two out of the 5 games that we invented/played as a group.
In game number one, the equipment used were hockey sticks, hoola hoops and small indoor hockey balls. The game was that the hoola hoops were spread out in a circle, and there was one person in each hoop (can play with anywhere from 3 to 10 players). Each person in a hoop was given a hockey stick. There were 3 balls being used in this game at one time. The game was that you had to pass a hockey ball from your hoop to another person in the circle. That person had to receive the pass without stepping out of their hoop. The players had to call the person's name of whom they were passing to as to try and avoid confusion or passing two balls to one person at the same time. If a ball was passed that did not go to anyone directly, the player closes to the ball was allowed to step out of their hoop and bring that ball back into the game. Some modifications made were moving the hoops closer together (so making the circle smaller), in order to speed up the game and make it more difficult for the players. Another modification was giving each player a number of (depending on how many players) in this case, 1 to 5. Then making the players pass in the sequence of their numbers. For example, number two would always receive from number one and have to pass to number three, and so on... this also made the game more challenging. This game worked on many skills which include: passing and stick handling skills, always having your head up while controlling and passing the ball, communication, and teamwork. The age group intended would be anywhere from age 10 and up. This is because at age 10 the kids will be old enough to have a good understanding of this game and should be able to juggle all the skills it requires at the same time. What I really enjoyed about this game was that you had to communicate well with your team in order to be successful as well as that it forced you to always have your head up and be thinking about your passing. There was nothing that I disliked about this game nor was I ever frustrated. It was my favourite game of the day!!
For the second game, the equipment used was a parachute as well as 3 small dodge balls. This game is intended for age 5 and up, I would say, as any younger children might have trouble holding the parachute up. The rules of this game were that every person had to hold part of the parachute and the three balls were on top of the parachute. The point of this game was to wave the parachute up and down while trying to keep all three of the balls on it without them falling off. One modification we made was that if a ball rolled off between you and the player next to you, both of you would lose a point. I liked this modification because it made you have to work with the person beside you to try and not let the ball roll off on your side. It was a great "teamwork" skill required as well as it helped you work on communicating with the people beside you. Some things that I did not like about this game was that it seemed a little boring as there did not seem to be a lot of options with the equipment given. Or maybe it just seemed more difficult to be creative with the equipment given at this station. As well as it was surprisingly hard to keep the ball from rolling off your side. Also, at times it was frustrating when the person beside you wasn't focused or working with you very well to keep the ball from rolling off your side.
Overall though, this was a fun class as I was able to get to know some people better and be able to work together creatively.
Until next time!
Courtney.
Last monday was an exciting class! We were divided into groups of 5 people in which we had to go around to different game stations. At each station, we were to make up a game as a group and include all of the equipment at that station in our game. (There was different equipment at each of the 5 stations we had to go to). I am going to be telling you about two out of the 5 games that we invented/played as a group.
In game number one, the equipment used were hockey sticks, hoola hoops and small indoor hockey balls. The game was that the hoola hoops were spread out in a circle, and there was one person in each hoop (can play with anywhere from 3 to 10 players). Each person in a hoop was given a hockey stick. There were 3 balls being used in this game at one time. The game was that you had to pass a hockey ball from your hoop to another person in the circle. That person had to receive the pass without stepping out of their hoop. The players had to call the person's name of whom they were passing to as to try and avoid confusion or passing two balls to one person at the same time. If a ball was passed that did not go to anyone directly, the player closes to the ball was allowed to step out of their hoop and bring that ball back into the game. Some modifications made were moving the hoops closer together (so making the circle smaller), in order to speed up the game and make it more difficult for the players. Another modification was giving each player a number of (depending on how many players) in this case, 1 to 5. Then making the players pass in the sequence of their numbers. For example, number two would always receive from number one and have to pass to number three, and so on... this also made the game more challenging. This game worked on many skills which include: passing and stick handling skills, always having your head up while controlling and passing the ball, communication, and teamwork. The age group intended would be anywhere from age 10 and up. This is because at age 10 the kids will be old enough to have a good understanding of this game and should be able to juggle all the skills it requires at the same time. What I really enjoyed about this game was that you had to communicate well with your team in order to be successful as well as that it forced you to always have your head up and be thinking about your passing. There was nothing that I disliked about this game nor was I ever frustrated. It was my favourite game of the day!!
For the second game, the equipment used was a parachute as well as 3 small dodge balls. This game is intended for age 5 and up, I would say, as any younger children might have trouble holding the parachute up. The rules of this game were that every person had to hold part of the parachute and the three balls were on top of the parachute. The point of this game was to wave the parachute up and down while trying to keep all three of the balls on it without them falling off. One modification we made was that if a ball rolled off between you and the player next to you, both of you would lose a point. I liked this modification because it made you have to work with the person beside you to try and not let the ball roll off on your side. It was a great "teamwork" skill required as well as it helped you work on communicating with the people beside you. Some things that I did not like about this game was that it seemed a little boring as there did not seem to be a lot of options with the equipment given. Or maybe it just seemed more difficult to be creative with the equipment given at this station. As well as it was surprisingly hard to keep the ball from rolling off your side. Also, at times it was frustrating when the person beside you wasn't focused or working with you very well to keep the ball from rolling off your side.
Overall though, this was a fun class as I was able to get to know some people better and be able to work together creatively.
Until next time!
Courtney.
Friday, 16 September 2011
Life in Phed 1280- Blog 1
My philosophy when it comes to teaching games or activities to children is that everyone is unique in who they are and how they learn and/or develop. Each child develops at a different pace, some may be able to pick up a skill rather quickly and others may take longer to learn that skill. I believe as teachers, or hopeful teachers, that we need to take the time to identify where each child is at and to find ways in which we can help each child in the way that they seem to be able to learn best. As well as we should be patient with those who may take longer in learning a new skill. I also believe that everyone should be included and given a role in each game or activity. I personally would try and avoid elimination games as much as possible as this leaves many children left out, and many times, feeling useless or unworthy. I once had a soccer coach who taught us his abbreviation for team: Together Everyone Achieves More. I loved this abbreviation because I have known it to be so true; when everyone is playing an active part in something, it is much easier to accomplish or achieve a goal that's been set out. Teaching games is very much about learning how to be part of a team, how to support each other, encourage each other and work together to achieve a goal. I want the kids that I teach to have fun in their learning and therefore I would play a wide range of games in order to exemplify every child's strengths and interests and not just the main sport athletes (such as basketball players, volleyball players, soccer layers, track and field athletes, etc.). I would highlight to the kids that winning isn't everything but that trying your absolute best and improving on your skills, while treating others with respect, is what is most important. Games and activities are about more than just developing their game/sport skills. Don't get me wrong, they still should focus on developing their game skills but also, and very importantly, their life skills. Things such as understanding the importance of a healthy lifestyle, as well as how they interact with their classmates and even just other people in general, such as in the community. All in all, I feel that team play, respect, effort and participation as well as helping others are all things that are worth teaching as these are things that a child can take with him and practice throughout his/her life.
Until next time!
Courtney Dennill
Until next time!
Courtney Dennill
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