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Play is Serious Business!

Play is Serious Business!. Teaching Progressions - Review. Accounting for Readiness. Has the child mastered the prerequisite skills? How does a child look when performing motor skills of lower or like complexity?

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Play is Serious Business!

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  1. Play is Serious Business!

  2. Teaching Progressions - Review

  3. Accounting for Readiness • Has the child mastered the prerequisite skills? • How does a child look when performing motor skills of lower or like complexity? • Is a child capable of manipulating equipment, or does the equipment control the child?

  4. Large, lightweight balls and closed motor skills are appropriate for beginning-level performers.

  5. Learning Styles • Children process information presented to them in various ways: • Listener • Thinker • Kinesthetic learner • Visual learner • Try to accommodate as many styles as possible in the lesson delivery

  6. Environment Types The conditions for skill development are important considerations. Closed – predictable environment; does not change. Necessary for beginning (hitting off a tee) Open – unpredictable environment ; changes often. Necessary for intermediate and advanced(receiving a pitch in a game)

  7. Appropriate Opportunities • Children are not mini-adults • Children should not be expected to specialize in adult sports • Practice of a wide variety of skills is recommended • Selections of activities need to be DEVELOPMENTALLY APPROPRIATE • Some inappropriate activities are in the Hall of Shame

  8. Games in the Hall of Shame Join SPARK in our effort to eliminate these practices! (Sports, Play, and Active Recreation for Kids) • 1. Standing in long lines (inactive and not recovering from high exertion) waiting for a turn with the equipment - think relays too. • 2. Using other students for target practice. • 3. Sitting on roll call numbers. • 4. Elimination games. • 5. Picking teams. • 6. Using fitness as punishment. • 7. Grouping and playing games by gender. • 8. Focusing on star athletes

  9. Games in the Hall of Shame Reflections?

  10. Chapter 3 Movement Components and Skill Development

  11. Chapter Objectives • Identify basic movement components • Implement activities that assist with the development of locomotor, axial, and manipulative movements • Understand the developmental levels of the manipulative skills of throw, catch, kick, strike, volley, roll, dribble with hands, and dribble with feet • Develop activities to be used in the classroom and gymnasium that assist with the development of basic movement patterns

  12. Body Movements Fundamental Motor Skills • Locomotor movements (moving thru space) • Axial movements (non-locomotor) • Manipulative movements (using equipment)

  13. Locomotor Movements • Walk • Run • Gallop • Slide • Jump • Hop • Skip • Leap

  14. Axial Movements • Bend • Stretch • Twist • Turn • Push • Pull • Rise • Collapse • Swing • Sway • Dodge • Spin • Shake • Balance

  15. Manipulative Skills • Roll • Throw • Catch • Kick • Strike • Volley • Dribble with hands • Dribble with feet • Punt • Set Shot • Overhand Serve • Pass

  16. Performance Levels SIMPLE TO COMPLEX! • Beginning • Intermediate • Advanced

  17. Body Awareness What the body can do: • Transfer body weight • Balance or weight bearing • Flight • Shapes • Focus

  18. Space Awareness Where the body moves: • Personal space -small area • General space – use of space in activity • Directions – forward, backward, sideways, up, down • Levels – high, medium, low • Pathways – straight, curved, zigzag • Size – dimension of space (large to small)

  19. Qualities of Movement How the body moves: • Time or speed of movement • Effort or force of movement • Free flow (unstoppable movement ie.flight ) and bound flow (stoppable movement ie. Yoga moves)

  20. Relationships How the body relates: • Matching movements – mirror match, meet/part (towards/away), together/apart • Contrasting movements-opposite • Simultaneous and successive movements-copying/following • With equipment-manipulative skills

  21. Assessment Rubrics • Formative • Summative • On-going Progress Monitoring • May be used to assess correct skill technique • May be used to analyze specific body parts Teacher Observation and Peer Assessments are common strategies used in Physical Education

  22. Example: Overhand Throw Beginner Intermediate Advanced Trunk Action No rotation Limited shoulder Hip, shoulder rotation rotation good Arm Action No wrist action, Some wrist action Elbow leads throw push ball Leg Action No leg action Step with same foot Step with opposition

  23. Example: Vertical Jump Beginner Intermediate Advanced Trunk Action Vertical to slight Slight forward lean, Full extension forward lean greater extension Arm Action Limited Initiate jump Initiate jump, lead body to full extension Leg Action Range of little flexion Increase in crouch Complete flexion to extreme flexion and leg extension during preparation, full extension throughout jump

  24. Example: Jump Teaching Cues Cue Words Description • Squat 1. Bend knees in preparation like sitting down • Arms back 2. Swing arms backward • Reach for stars 3. Extend arms forward and up above head • Jump 4. Hang in the air as long as possible • Land soft 5. Bend knees upon landing to absorb force

  25. Performance Levels Group Presentations • Wikis • Standards • Characteristics of Skill • Teaching Cues • Demonstrations

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