Effective Strategies for Managing Physical Education Classes

1. CHAPTER 7-9Managing the Physical Education Class “An ounce of prevention is worth a pound of cure.”

2. Creating a Positive Learning Environment • Catch them being good (positive pinpointing). • If you say it, get it. • If you continually & inconsistently repeat what you want them to do, they will be less likely to do it (e.g., “stop,” “freeze,” “whoa”, as opposed to “freeze” ONE TIME and be sure they do it) • Be calm (don’t ever lose your cool in front of students). • Focus on the behavior, not the student. • Be consistent when appropriate. • Know your students! • EXPECT positive & respectful students. • It should ALWAYS be “safe” to try.

3. Warming Up • Calisthenics & Running Laps • What are Instant Activities? • What are the benefits of Instant Activities?

4. PLAN - Instruction & Management INSTRUCTION: meaningful (make connections to prior experiences and things they know during set induction) brief, clear instructions maximum participation (everyone participates, no lines) developmentally appropriate fast paced (quick changes) Challenges (skill appropriate) FEEDBACK (2 kinds- PFB & MFB) EXPECT LEARNING! Minimizing Off-Task Behavior“A good lesson is half the battle!”

5. MANAGEMENT: (Wasted Time = Limited Learning) stop/start protocols equipment protocols (distributing, using, listening) rules & consequences (no idle threats, if you say it be sure you follow through, let them make choices) organization of students transitions between activities/tasks monitoring students/class PRACTICE REINFORCE EXPECT! Minimizing Off-Task Behavior

6. Minimizing Off-Task Behavior • Always “check for understanding” during instruction AND management. (how? when?) • List an instructional and a managerial example of checking for understanding during class. • How might we keep students on-task non-verbally? • Does “ignoring” misbehavior stop it? When? • How might we use “pinpointing” when a student is off-task?

7. Set Induction • Purpose • To excite students about the lesson • To help students make meaningful connections to prior knowledge • TASK: In groups of 4, write a set induction. • Pick a skill (locomotor, non-loc, manipulative) • Determine a creative “kid connection” (e.g., use cartoon characters, things they can relate to such as “riding in a car” or “going to the zoo”, “walking the dog,” etc) • Write a script of exactly what you would say to students

8. Establishing Rules • Clear & Positive • Minimum # • Post • Explain • Check for understanding • Teach & Practice • REINFORCE Constantly & Consistently!!! • Consistent with classroom when possible *Use student input when appropriate – increases ownership!

9. Establishing Rules • TASK: In your group, create 5 rules for your physical education class. • Next, determine your stop/start protocols (e.g., “go,” “green light,” “freeze,” red light,” etc). • TIP: Your physical education rules should be fairly consistent with classroom rules, when possible.

10. What do you think? • Children misbehaving (in PE or the classroom) should be removed from physical education as punishment. • It is appropriate to make students do exercise (push-ups, laps) as punishment, because it helps them become more fit. • Time-out is always the most effective punishment.

11. 4 Criteria for Designing Learning Experiences 1. Potential to improve skill (meaningful) 2. Maximal participation/practice time 3. Individualized (developmentally appropriate) 4. Integrate all 3 domains

12. ASSIGNMENTS • Due Tuesday June 7th • Complete Chapter 7, 8, & 9 assignment • Read Williams article (on Syllabus and also on Course Readings page of webpage) • Dress for activity (meet in MC 2040)