Our new department full of energy. Working to ensure our kids have a great 2017-2018 school year.
Our new department full of energy. Working to ensure our kids have a great 2017-2018 school year.
MS PE is beginning our Track and Field unit. During this unit we emphasize proper specific techniques for sprinting,long distance, high jump, long jump, shot putt and discus. Additionally we examine general principles that are consistent components of any activity involving running, jumping or throwing. This approach engages students in comparing common elements of a mechanical action while contrasting specific techniques. We try to keep minds working along with bodies!
As per all units cardio endurance and muscle stamina activities are a regular part of every class.
On days when the AQI indicates a no-aerobic activity day we move activities indoors when possible and modify outdoor activities to focus on technique development and practice as per school policy.
The sprint start
Relays exchange mistakes for outgoing runner and incoming runner.
Place the shot in your pads of finger with thumb and little finger supporting.Cup the shot so that your palm is not touching.Place the shot underneath the collarbone next to your neck.Raise your elbow so that you cradle the shot with neck and collarbone.
Bent knee and individual is applying force to the ground.
Tactics: Rotate the torso
Front leg remain straight
Newton law of motion. Every action has an equal and opposite reaction. The ground has supplied the individual with an opposite force which will move from his/her leg up to the arm. This force will carry the shot further.
Stand shoulder width apart side ways for basic stance and point your left hand up in the direction of throw.All the power comes from your legs ,so bend your knee as much as possible to keep balance.Rotate your hips as you face forward to release the shot from you collarbone and keep your elbow high and wrist straight.While putting the shot,you should try to release at an angle of 45 degrees.
High jump-Fosbury Flop –
Approach-“J-shaped” run up which consists of the student running in a straight line towards the high jump, with the last 3 or 4 strides curving around.
Take off leg is slightly ahead of body,close to near upright.driving leg comes up with arms coming from low to high and reaching up over the bar.
Flight:Momentum changes to vertical not horizontal.The leg nearest to the bar is driven up high and arms are swung upwards with the other leg.
Landing:Once the hips are over the bar the legs are snapped straight from the knee and land on shoulder/back.
First step : To find out your dominant foot.We take three hop from a stationary line with right and left foot.The foot that is further is your dominant foot.
Approach set up. Place your dominant foot on top of takeoff board and run at the pace that you will be jumping towards the runway. 14-16 year old kids should take 9 or 11 steps.( one step as every time your dominant foot hits the ground.Two three times run through the pit as if you are going to jump.Check the position of your dominant foot on the takeoff board and move your mark if adjustment is necessary. If your mark is still off run through until you are comfortable.
Holding the discus
Place discus in your throwing hand
spread fingers out with index finger inline with wrist
place the discus in first tips of fingers
Release the discus with palm down
3 times arm swing to get the centrifugal force.
The discus comes out of the index finger and spin in clockwise direction for right handed thrower.
Place the throwing hand on top of the discus.
Spread the fingers comfortably across the discus.
Fingers curling over the rim of the discus.
Do not grip the Discus.
The starting position.
Stand side on with the upper body facing away from the direction of the throw with feet shoulder width apart.
Chin ,knee,toe all in line.
Practice swinging discus back going low to high behind the hips and right leg.
Transfer weight from back foot to front foot.
Discus is released out of the index finger.
We started the year with some getting to know activities and their comfort level.
Take risks because you never know how wonderful something could turn out to be!!!
Getting out of comfort zone may require lot of time.
Don’t panic , be patient always believe that nothing is impossible.
The first unit of the year I have been teaching Balance and movement in middle school classes.
What ? why? How?
What are we learning today?
How will we know we have learned ?
The balance unit as it is a base for all sports.
Balance and movement develops a keen body awareness and its capabilities .Like in baseball and also in tag games alert and chase.
Awareness of self in physical environment.Ex In tag game boundaries
Awareness of movement components.Ex space, control, speed force.
Teaching kids about controlling body actions.
For example learning about base of support and the center of gravity.
Static balances: weight bearing activities. Front and rear support , wall hand stand, hand stand
It allows us to teach a variety of fundamental skills like rolling, jumping,balancing and landing. It helps students to use their creativity to perform sequence and routines and work collaboratively with other students.
For Assessment for balance unit we established balance error scoring system. The BESS consists of 3 tests lasting 20 seconds each, performed on a firm surface (gym) all with the eyes closed.
The unit kids have been focusing on movement and balance.The unit is really going well,so I thought it would be cool to share it with all.Here are some of the things students have been trying. The aim at the end of students will be to creating a short routine that demonstrate their skills. Like– Individual balance, partner balance with movements.I allowed student to pick their own groups so that they could work with people who they felt comfortable with (so long they are inclusive and respect each other ideas and opinions.)
The unit is going well ..
First task ..Create your own balance on different parts of the body and demonstrate to the group
Second task- Extension try and remove a point from balance to increase the difficulty of balance
Third task-Create your own partner balance and demonstrate to the group.
Fourth task- Link the individual balance , and partner balance with movement from medium to hard.
Fifth task – Performing movements on the equipments
Sixth task- Demonstrate alphabet shapes and balances and then as a group make a word.
Final task-Student will put together a routine and incorporate knowledge learned on each task
Students will be able to verbally state the 4 steps of the forward roll and demonstrate it with success. Student will be able to verbally state the proper grip technique of the parallel bars and how to mount and dismount. The student will be able to demonstrate the proper technique of mounting the High Beam and show respect to all safety rules while learning.
Objective: Students will learn proper technique of using the trampoline and vaulting horse for performing spot on.
Vaulting Horse: Students will learn the proper technique of how to do a spot on. Step one arms are shoulder width apart, palms flat and in center of horse. Step two: jump should be high and strong. Student will jump three counts listening to the instructors’ count. Step three: Plant feet onto the vaulting horse, stand up and Step four: dismount using the motor cycle landing. Note: some students may only be able to practice the jumps first, then move to the other steps when they are more confident.
Parallel Bars : Students will be introduced to the parallel bars and will be taught proper technique on how to mount and exit bar. Student will demonstrate proper technique in putting legs up and over bars, walking on their hands. Bear walk, crab walk, inch worm.
Students will all practice what they have learned on all equipment, different movements and balances. Students will be responsible for safety and for communicating with the teacher at all times.
Student will put together a routine and incorporate knowledge learned on each item. The student will be divided into small groups and then they come up with a simple routine: i.e. chart wheel, job to high beam, mount and perform balance or airplane stance, dismount and then skip to trampoline and perform squat on etc.
This year journey of this unit will go global and our vision of creating digital portfolios to capture major learning using the S A M R Model.
Substitute – ( instead of video camera …we will use i pad )
Augmentation-Instead of plug in video camera we will use book creator app
Modification- Students use the book creator app videos to analyze their balances and routines.
Redefinition-Share it with parents and world.
The portfolio is a collection of student work, reflections, skill self-assessments, fitness goals, peer-assessment of games.To build up a complete picture of student learning in physical education.
MS PE has begun our Invasion Games unit. Invasion games are those sports or
recreational activities, which specify team territories into which the offense must
penetrate for the purpose of scoring. Defenses are trying to stop this from
happening. Examples would be Futbol, Football, Hockey, Rugby, Ultimate
Frisbee, Basketball, Team Handball, etc.
In this unit students will be applying physical skill sets emphasized and practiced
in previous units (catching, throwing, striking). The thematic focus is on
developing and improving understanding and using concepts of defensive and
offensive Strategy and Tactics in team games. We will be using simplified
invasion games to promote strategic planning and tactical execution.
In addition to our daily standards, this unit specifically addresses the following
2.3- Use and understand offensive and defensive strategies in a game
1.2- Combine skills competently in team and individual sports
As always the formula F+PT=IP applies:
Fitness + Proper Technique = Improved Performance
American football lead up games
TOUCHDOWN is a fun football activity, where a player tries to score a touchdown against two defenders.
Currently PE does a fitness assessment 3 times a year for 2 upper body and 2 core strength performances (push-ups, bench dips, sit-ups, leg lifts) as well as a cardio-resp. and flexibility assessment (10-min. run, stretch box). This assessment battery is conducted at the beginning of the year (baseline) and end of each semester. Results of these assessments are sent to the assessment office for statistical analysis.
We also collect data for a mile run and max count (using the same 4 exercise as the fitness assessment) twice a year and do statistical analysis internally. These are horizontal assessments.
This year we have also added two vertical assessments common to all 3 divisions. We use a likkert scale survey to assess student attitudes towards PE and the PACER test to measure cardio-resp fitness.
The final week after the spring break we will be completing our second round of fitness testing.These test are not assessed against any standard. The students are encouraged to work towards personal improvement in each of the tests.If you have any questions about your child’s fitness test results they record the results in google spread sheet,which is saved in the PE Semester 1 folder.
Teacher Dashboard supports teachers in managing, organizing, and working with shared folders between teachers and students.
Phoster app: Poster making for all after school activities and class notice
e book for PE: Book creator
At AES Physical fitness:
It’s the experience,not the score
It’s the process,not the product
Fitness activities and skills are experienced
It’s a part of every lesson
Kids learn how to evaluate their fitness.
Every year,earlier in the year we do our fitness testing baseline data collection.The students were taught the different components of fitness: flexibility, cardiorespiratory endurance,muscular strength.Once they had mastered those concepts,students go through a series of fitness tests to give them an idea of their current level of fitness.
The fitness test was a lot of fun and the students enjoyed participating in it.
Here is the template that was shared with all middle school kids through google drive.All the kids have this template in their iPad.Once the students complete their test,they add their scores on to their template.
This is a good time for me to go over their results with each class.I talk to them about their results and how they feel about their fitness.
Sit and Reach:Flexibility
Sit ups (1 Min): Muscular strength
Push ups(1 Min ):
Last 10 min of class time was spent on focus on the student’s goal.They had to analyze their videos and identify areas of improvement.
The difference between winning and succeeding.(John Wooden Ted Talk)
Our swimming unit guides students to refine their four basic swim strokes.
Freestyle, backstroke, butterfly and breaststroke. Assessment is part of everyday teaching and learning.
Hula Hoop HutHula Hoop Castle
We started the climbing wall unit with some team building activities. The goal of the activity was build a free standing hula-hoop castle and then one team member must crawl inside the hut. The Castle is built by laying the first hoop on the ground,then 2 hoops on a 45 degree angle touching at the top. The other one hoops are placed at 45 degree with a support of 90 degree hoop. Final hoop is placed at the top to finish the Castle.
Hula Hoop Castle ball
Set up : Split the class into two teams each occuping one side of the gym.On each side behind the end line place three “castles”.
Equipment Needed: Hula Hoops and dodge balls.
Object: The object of the game is to try and throw a dodge ball to knock over the other team’s castles.The both teams are trying to defend their castles from being knocked over.When one team loses all three castles the game is over.
Teams are not allowed to reset their castles if they are partially knowed over.
Two different colored hula-hoops are needed for each circle.Student form a circle, facing inwards.Every one joins hands around the circle.Two people in the circle hold the two hoops between them,(so that the hoops are now resting on the top of their joined hands.) The challenge is to pass the two hoops in opposite directions around the circle with out ever unclasping hands. On color hoop goes in one direction, and the other color hoop in the direction.The hoops cross in the middle and keep going so that each color hoop ends up where the other hoop began.The faster circle to do this wins.
Any base Baseball
Equipment :Rubber ball and bases.
Divide the group into two teams . The game is played on a regular softball field. Home plate is a regular base. The other base are 1st,2nd and 3rd base and on the pitcher’s mound.There are no outs. Everyone on the batting team will have one turn at bat before the team rotate.The batter goes up to bat at home plate.The pitcher roll the ball to batter and batter tries to kick the ball anyplace within the boundaries.The batter then tries to run as many bases as possible and get safe before the fielding team gets the ball to the pitcher.The batter is safe when he/she is standing on the base and to score runs, the runner must run all the way from 3rd base to first base to be safe and score one run.Base runners continue to advance and score runs until they become out or their inning at bat is completed.
More than one runner can stand on any base.
Runs are scored when the base runners touch home plate and run to first base before being tag with the ball.Because home plate is not a safe for runners.
A fly ball does not automatically get the batter out.
The play is stopped when someone from the fielding team catches the ball.
If the base runner is not on the platehe/she can be tag with the ball.
Bumpity,Bump, Bump. Bump.
Give five min to mingle around time the know the names of each kid.Once the names are known all the students stand in a circle.The students must know the names of the students on either side of them. One student starts the game standing in the middle of circle. Middle person goes up to a student and says,either you, mine ,right or left.(Name ).. Bumpity,Bump.Bump Bump.”
The student then has to say the name of the student before the middle student finishes saying Bumpity,Bump.Bump Bump.”
If the student says the name before the middle student Bumpity,Bump.Bump Bump.”then they stay where they are. But if they are slow then they become the student in the middle. After some time change postions in the circle and add two middle persons.
Rock papers scissors capture the chicken
Group students in teams of 3 or 4
Spread out in groups across the base line and at each end of the gym each group must line up across from a group at the other end of the gym
On the go the first person from each end race towards each other, stop when the meet at rubber chicken and have a game of rock paper scissors
winner advances with the rubber chicken and keeps running towards the other end of the gym and a “new” player runs out to stop them from advancing
player that didn’t win runs back to the back of their original line
when the players meet another game ensues
winner advances, running towards opposite end of the gym with the rubber chicken keeps continuing like this to win the round or game a player must get to the opposite baseline or end of the gym with the chicken can be quick or can take awhile depending on which side wins games!
Happy New year hope every one had a great time and have recharged for stronger new year
Well… the past week was …an interesting one. Unfortunately,the air quality was such that we had no-outside-activity day.
We played speedball in which we incorporate skills of handball,basketball and soccer.
The aim is to score points by aiming for different nets and baskets.We use rubber ball.
Points to remember: 3 steps and 3 seconds with the ball and dropped ball turns to he game of soccer and can pick ball up from soccer to handball.
How to score points for your team
3 points-A basketball shot made from inside the basketball key.
2 points- A soccer kick from inside the 3point line.
1 points- A handball throw from outside 3 point line.
I had an amazing time at ipad summit 2013, AES New Delhi I got back from here with a lot of new knowledge mixed with a lot of fun .
Apps to Get Your Body Moving with Nisha Sethi
Let’s engage in a discussion about PE iPad apps, what are we using that is successful? I share what the uses with my students The first half of this session will focus on thinking critically about app usage within classroom given its Kinesthetic nature. As we know assessment plays a big role in the learning in PE. So we need tools that allows teachers to easily capture supportive evidence and can also shine during peer assessment. While the ultimate goal for PE is for all students to be active participants.There are moments when this isn’t possible. So with that in mind we can use those kids meaningfully engage with iPads.
A few years back , I termed myself technology challenged because i absolutely had no idea as to how the gadgets around me could be utilized to their functionality.
Then and now, when i am able to make them a part of my profession in a way that i am standing here amidst all of you to present my findings, my exploration and implementation in the classroom , I feel great.
Many of my fellows call me the ipad freak because more often than not they have seen me carrying it in and out for one or the other unit.
The following slides shall explain why.
I have divided my ppt into structures.
Structure 1 deals with Observation
Structure 2 with Evaluation
Structure 3 with feedback
I will explain each app in brief ad then demonstrate the same.
So we begin with the first app called the iMuscle
A very important aspect of physical education is to develop life long fitness in students beyond teaching them new skills in new sports.
Informative apps like i Muscle were the ones that kids could refer to even at home and used the to focus on essentials of fitness exercises- the how, the why and the what. The muscles that were affected during an exercise and how they could strengthen them to build flexibility and endurance .
Such apps reiterated what they were taught in the class.
eventually. i tested them on their knowledge through these fill up sheets.
A simple app that has found its place as a instant activity/warm up when students first enter the gymnasium. I simply connect the iPad to a projector (day 1) and as students arrive to class after getting changed they launch straight into the activity as a warm up.
Base line Fitness testing begin. All classes will do the 10 min run, sit-ups, push-ups, leg lifts, dips and sit and reach. Students will not be graded but encouraged to do the best they can.
Over the course of a few weeks,students are introduced to fundamental skills.The students have the opportunity to self assess their own skills using the app coachMyvideo.
The kids were asked to record their own videos and their peers on slow pro app for self and cross analysis. Through, this they understood the proper technique. Basically , self assessment gets different kinds of questions in their minds and widens evidence of learning which otherwise they would not have delved deep into. If not for slow pro app , knowing at what angle they supposed to lift their legs would have remained more of an ambiguity
Players are divided into even numbered teams
Team A are the bowling pins” standing in designated area. Team B are bowlers, with one player standing behind the “pins”.They retrieve the ball and run it back to the next bowler.Blowers attempt to hit the foot of others team players “thereby knocking them down.Human pin must stand perfectly still.They may stand on one foot if they can maintain their balance making it more difficult for the bowlers.
Bowlers can only knock down one “pin” with each roll.When the fuman pin foot is hit, they leave the designated area.Play till all “pins” are knocked down by one of the teams or played for a given time limit.
Kids use as many different body parts to balance and know and understand how to perform a balance.
First unit we did how to perform a balance.We practice the various balances like Balance on one body part,two,three,four etc.
One leg balance(arabesque).
“V” balance on bottom.
Happy New year 2013-2014
Fantastic first day of school.Main message to students by the Principal was to push their boundaries,challenge themselves and to be the person they want to be.
We played fun games…Finding nemo
Mingling within space and greeting one another with a gentle handshake.The aim of the games is not to be the last one in line.
To begin the teacher appoint a secret Nemo as the class close their eyes for a few moment while teacher tap one person silently on the shoulder.
Next instruct the group (which includes nemo) to mingle about the area greeting one another with a gentle handshake,asking the question”ARE YOU NEMO ?”
Everyone must answer this question with”No”.Nemo will be asked to answer “NO” to first five people He or she greets,after which ,they must answer he question with simple”YES”
As soon as group member receive “YES from NEMO he silently form a line behind Nemo.As soon as kids notice this happening kids rush to form a part of the line. The last person in line will do ten pushups.
The last six months have been no short of an extravagant experience of learning and having fun with kids .Being able to closely monitor their needs ,efforts and progress has led to a deeper understanding in me. Integrating technology to analyse and improve their fitness levels has shown impressive results so far and will continue to be part of my PE vision at AES for years to come. And as every semester, I am able to generate a healthy bunch of talented kids, I will look back to my journey in Coetail and always thank it for planting the seeds of “tech learning” in me.
My short movie below gives a glimpse of how it has been in the last few months working on this project. Hope you find it interesting !
Also, you can check out my lesson UBD here: Nisha_Sethi_Designing_a_Physical_Fitness_Routine
Learning definitely doesn’t end here.
Miles to go before I sleep !
I remember the first leg of my course with COETAIL when I had no clue as to how to go about writing a single blog with license from Creative Common for pictures. I ventured out with this great journey to first learn, try, and then grow. It was not going to be easy since I, along with many others, had to try our hands for the first time at something as comprehensive as blogging . PE, till that time, was about new games new sports and new techniques that I found about from the internet or my fellow colleagues. In short, a linear curve of learning .
With COETAIL coming in, my growth as a professional has been exponential, not only because of the new things we have been taught but the incredible opportunities of cross-interacting with peers in India and across the world through channels like Twitter,Facebook,Google ,DropBox etc and using our own wiki and blogs as a platform to reach out with our ideas ,simultaneously inviting suggestions from others to make the whole process better. The journey dates back to Learning 2.0 conference in Shanghai, China that literally exposed me to an altogether different vision when it came to PE. It was a dynamic knowledge house .
My first thought about it “ Oh my goodness, really ??” PE GEEKS WORLD is what I remember naming the entire experience of meeting PE geeks, learning about the numerous ways of using Web 2.0 tools and aligning it with our teaching and sharing.
I’ve made an illustrative collage showing all the domains I have exploited to dig as much knowledge as I can. This shall summarize the basis, composition and the dynamics of my Personal Learning Network .When I tweeted about the SlowPro App, I received responses from so many teachers across the globe.There is a 14-day challenge going on for PE teachers wherein we are supposed to tweet as much as we can for sharing and learning.PE geek organized an online sharing portal for us (PEPICS below) where we all were supposed to share what we do in our classrooms pertaining to the theme of the day.G+ allowed hang-outs for real time sharing of plans, project designs and innovative insights .For my UBD unit last time, PE geek Mr.Robbo Pe bible through DropBox which really helped me perceive different angles to my own project. Even for this tech-integration project that I have undertaken, the muscular fitness sheets and similar ideas were from Pe bible via DropBox and I used them for further evaluation of students.
Group learning facilitates a rich pool of knowledge where you can draw any amount of relevant knowledge pertaining to your subject of concern. And I have totally witnessed its benefits throughout this COETAIL journey.Thanks to each one them for being there !
After we were done with our research ,we successfully concluded that the experimental group that was given additional circuit training, had improved fitness levels by the end of the reasearch period and felt more motivated towards making it a routine.Post this, I discussed my idea of implementation and evaluation with my fellow colleagues @Liz Halina and @ Rick Freil for tips and suggestions to make this an essential component of the curricula that everyone in the PE deptt could follow eventually.Thanks guys! You were great.
QR code exercise scavenger hunt.
The fitness regimes had to be kept student-friendly and entertaining so that their interest and motivation could persist on a daily basis.The first thing I needed to get across to them was the reason WHY we have stressed so much on maintaining overall fitness. I let the research kids do a lot of talking and sharing with peers so that they could present a glimpse of their pre and post experience and how they felt “different” after regularly indulging into fitness routine before actual sports. Had ipads and apps not been there, the reflections would have never been on record for others to see.
I began with teaching them how different sets of exercises will affect different set of muscles and how it will help them in the particular sports they engage in.The iMuscle app helped them retain and review the concepts even at home.
The muscle sheet I shared with them proved to be an amazing way of learning.They sent their responses onGoogle docs with their own pictures pointing at their own muscles . Clarity of concepts at its ultimate best ! They had been exercising and using the four components of fitness without knowing why they were doing it. Using a creative hands-on lesson ensured that they know just exactly what they are supposed to do and how.
Next, I played videos of ideal postures of push ups, sit ups, leg lifts etc in the gym for everyone to see and analyze. They were then asked to record their own videos and their peer’s on Ipad for self and cross analysis(eventually uploaded through the Portfolio app).Through this, they understood the proper technique, safety and physical activity guidelines corresponding to each type ; the definition,utility and benefit of each component(muscular endurance,strength,cardio and flexibility).Basically, self assessment gets different kinds of questions in their minds and widens evidences of learning which otherwise they would not have ever delved deep into. By looking at others, you can only try getting close to the position without knowing the actual parameters behind it. If not for the slow pro app, knowing at what angle they are supposed to lift their leg would have remained more of an ambiguity.The video and picture below shows how PUSH UPs were dealt with(since that’s where students most often go wrong)
Finally, as an evidence of improvement, we needed some numeric quantity with which we could monitor and streamline their progress.Previously,they had no idea about how and when their “heart rate” is affected during an activity. Thanks to the heart rate app that each one of them,invariably, has on their ipads.
During all warm up sessions and practice units, they used to record their pre and post heart rates irrespective of the activity they were indulging in. I explained the significance of cardiovascular development and need of decreasing the resting heart rate.Upper and lower limits were set so that they could comfortably aim for achievable heart rates.They performed accordingly ever since.
For evaluation, the heart rate sheets were shared with them and they recorded their respective heart rate in there. Then, they created graphs for visually understanding the curves of overall improvement.I was able to monitor their progress , components of improvements and give feedback individually.
To make instant analysis and feedback possible,I set up the Google Doc Spreadsheet on school laptop while we were in the Gymnasium and presented it to all of them through the projector (see below) As students received information on their change in heart rates,it deepened their overall understanding of the exercise and corresponding fitness component.
Everything regarding their personal fitness levels and goals is consistently being recorded by them in their ePortfolio app base.
The routine was incorporated during every 85 minute block class whether we were doing team games , team building activities, or preps for tournaments.
Finally, they were well-prepared to self – assess needs for fitness,create and implement a fitness plan and make necessary changes timely to suit new needs.
This happened to be long journey and now it seems we have gained enough pace and understanding to keep it on for years to come. Penetration into other type of skills and sports, other grades and eventually intertwining in daily lives is all that I have set out for now.Technology as a means and not as a replacement will continue to be a part of my instruction methodology. Thanks Coetail !
Every project that needs to bring about an instrumental change in the curriculum needs the teachers to sit together, discuss possibilities and feasibility of the entire plan. And since it involves students , we also need to delve into their prior understanding and approach towards the already existing structure of physical education at AES.
Me and Ms.Madhu Kapoor, my fellow coach at AES for middle school decided to take up a research with students of grade 6 and 7 to find our their current fitness levels, their knowledge about the importance and ways of staying fit. As a part of this research, we also intended to show them the results in front of their eyes by asking them to abide by a routine fitness module before every unit and then letting them measure it for themselves. But when ever one performs an experiment, one has to be prepared for a mixed bag of samples.The going gets more interesting just then ! There, definitely, were kids who had little or no interest in what a heart rate might mean to their daily lives or what would muscular strength change about their health. So, through this research, it was a challenge for us to address their issues and plant seeds of fresh approach in their minds.
Seventy three grade 6 and grade 7 students from American Embassy School, New Delhi were grouped to participate in our action research wherein our focus was on health-related components of fitness: cardiovascular, muscular endurance and flexibility. Also, to set goals to improve health that is deteriorating as a result of the sedentary lifestyle they have gradually adopted. As our design strategy, we formed two groups: the experimental group and the control group. All students were given a baseline test on three areas of the fitness components.The experimental group did fitness circuit training and activities each week, for 6 weeks to see if repetition of the fitness areas, along with physical activity would help in improving their current levels of fitness or not.These included 10 min run, push-ups, sit-ups, leg raises, dips and stretch box. They utilized the first 25 minutes of class to work on all the areas of the fitness test and also received some small homework about their heart rate for their physical activity.The control group did no added training. All students were then given a post-test to gauge their fitness gains.We met them on alternate days for 80 min. The results were postulated in accordance with the observations of these pre and post tests.
Below are the results that suggested the success of the experimental group in developing better fitness levels and positive attitude while engaging in fitness in a fun way.
The graph shows how the results improved for experimental group for the different sets of exercises after the 6 week action research. The anomaly observed in the case of “sit and reach” wherein the control group had better post results than the experimental group arose due to the presence of consistent and already talented pool of kids in the control group.
For gauging the change in their attitude , we asked them to fill a short Likert survey that we quantified into scores later. The experimental group showed positive responses post the research.
With all this favoring our intent of making fitness a long term goal of PE, we could simply headstart our redefined instructional methodology !
When designing our curriculum one of our biggest challenges was choosing the performance standards -Extending, Meeting Approcacing and Beginning.We used 4 levels of analogy descriptions
We implement a standard based grading system in order to give feedback
A “Beginning” on an assessment would be like going to a bakery, ordering a cupcake, and just receiving the cupcake wrapper. There are a lot of components missing.
An “approaching” on an assessment would be like going to a bakery, ordering a cupcake and receiving a plain cupcake in a wrapper. Applies some components of skills in demonstration situations.
A “meeting” on an assessment, would be like going to a bakery, ordering a cupcake, and receiving in a wrapper with icing.
An “extending” on an assessment would be like going to a bakery, ordering a cupcake, and receiving a cupcake in a wrapper with icing and sprinkles. The sprinkles add that “WOW!” factor. Applies skills in holistic ways during dynamic situations and challengeing them selves beyond their comfort levels
Climbing unit: kids are trying the brownie challenge keeping in mind the safety and key points on the wall
Always use correct communication sequence
Objectives: Communication system safety, teamwork, fundamental of climbing
Who: climber, lead belay, secondary belay( at least 2 secondary belays1.Climber and lead belay check harness, knots and readiness
2.Secondary belays check each other’s harness, knots, nd readiness.
3.Secondary belays relay readiness to lead belay
4. lead belay relays readiness to climber.
5.Climber “On belay/Belay On! Lead belay; On belay ( take up slack and get ready to go
6. Climber”climbing lead belay “climb ( going up the wall)
7.Climber:”take” lead belay “Taking ” ( hold climber in position for break or rest)
8Climber “lower” Lead belay “lowering ” (slowly lower climber down to ground)
How does the different pace you need to maintain impact your performance?
Which do you prefer? Why?
GOAL you set for yourself.
Our swimming unit guides students to refine their four basic swim strokes.
Freestyle, backstroke, butterfly and breaststroke. Assessment is part of everyday teaching and learning.
Video Free style is first stroke that every one learns.
Key points. Face down……leading a steam-line position body with your top of head and steam line position with freeze up their shoulder allows in nice long and loose stroke.
Leading with your face don’t work because face covers the front of body more surface area and which will create the body less aerodynamic.It creates tightness and lack of range of motion in the shoulders the does not help you to go stream line.
Always Face down –comfortable looking down at the bottom of pool with eyes open.(looking 3/4 bottom of pool)
High elbow with low hand ensuring nice and relax stroke allows to hang close to the surface of the water…conserving energy.
Please don’t use wind mill (hand is higher than the elbow)
Hand —Balance stroke..(not to cross the midline)while swimming body rotation right side and left side for balanceno crossing of hand ( no zig and zag ) balance straight forward right side and left side attack as the body rotates from side to side
Balance again-Hand entry should be is right in front of shoulder not crossing the midline.