Organization, Management and Safety in Physical Education

1. Organization, Management and Safety in Physical Education

2. Organizing and managing the physical education environmentWhere do you start?

3. READINGS • COURSE PACK: pages 97-106 • GUIDE TO IMPLEMENTATION: pages 40-42 • SAFETY GUIDELINES: pages 4-16

4. Effective Classroom Management Strategies in PE The way in which a teacher of physical education organizes students for learning (e.g. formation of groups, partnering techniques), the distribution and collection of equipment, and the allocation of class time. What are some methods of distributing equipment?(1 min) What about having students return equipment? (1 min) Class protocols (routines and procedures) and rules for good behavior are two key components of effective class management

5. Developing Protocols and Rules for good behavior • What are some of your strategies or ideas when it comes to class Rules…Rools…Rulz? • Critical questions to consider: • How will you go about engaging your students in helping you develop rules for good behavior? • What five rules would you post in your gymnasium and outdoor activity space? • What are the advantages and disadvantages of having rules for good behavior in your gymnasium and outdoor activity area? + Pos - Neg

6. Creating Class Protocols in PE • Class protocols- involve predetermined ways of handling situations that frequently occur in the physical education setting • For example: • Students follow a set procedure when they need to use the washroom • Teachers follow a procedure for taking attendance • Students follow a procedure for getting a drink from the fountain • Students know where to place clothing they take off during activity • There is a procedure for handling minor and major injuries • There is a procedure for starting and stopping activity • Teachers follow a procedure for establishing partners or small groups

7. Developing Rules for Good Behavior Children are generally more secure when they know what is expected of them and what comes next. • Guidelines for creating rules: • Involve students in the process • State rules in positive terms • Make no more than 5 or 6 rules • Develop general rules that are flexible, covering various class situations • State consequences clearly- check for understanding

8. Guidelines for Implementing Rules • Post rules in an area where all students can see them • Use pictures and colorful graphics to illustrate rules for nonreaders • Practice and review the rules periodically • Inform administrators, classroom teachers and parents of the rules • Modify rules if necessary, and again, involve students in the process

9. Establish a Stimulating Environment Create a stimulating environment by posting “magic words” on the walls. Encourage students to use them to praise and encourage others!

10. Communicate Effectively Teachers who recognize the power of both the spoken word and the unspoken word and who systematically work at interacting positively with children generally have fewer behavior problems • Techniques for effective communication • Develop effective verbal and nonverbal communication skills • Strive for meaningful interaction with children • Work for maximum communication with children • Use positive reinforcement techniques • Work towards giving each child some form of positive reinforcement in each lesson

11. Techniques for effective communication cont. • Provide positive feedback to children’s attempts to behave in a positive manner • Avoid nagging, teasing, shaming, belittling, and other aggressive forms of communication • Be consistent in what you say and how you use verbal and nonverbal forms of communication

12. Guidelines for Self-Assessment(This is for you as the teacher) • Focus on regular, systematic review of your teaching techniques • Take stock of the directions your class control techniques are taking and chart a new direction if warranted • Observe children in a variety of settings • Observe classrooms in a variety of settings • Modify your techniques as needed to fit the specific children you are dealing with • Do not assume that teaching the same way as last year will be appropriate for this year!

13. Creating a safe environment in PE “The essence of safety is in the teacher’s ability to establish a safe learning environment at all times”

14. “My dad says playgrounds were more fun before they made them LITIGATION - PROOF.”

15. Safety, Safety, Safety No other teacher in the school has the responsibility and assumes the level of risk management as the physical education teacher! Organization & Management and therefore SAFETY in PE begin with 3 key areas pertinent to our job: Facilities Supervision Equipment

16. Physical Education - Facilities(As I go through each bullet see if you can think of the potential safety concern or possible legal liability issue) • Inspect all facilities before use • First Aid Kit • Specific safety rules • Safety signs • Lighting • Emergency Safety plans • Slippery floors or surfaces • Doors • Non-personnel using facilities “If you fail to plan…You plan to fail!”

17. Facilities Continued Keys Storage Areas Traffic control in the area Using unknown facilities

18. Supervision • “The quality and quantity of control over individuals for whom a teacher is responsible” • More than 50% of all law suits in physical education involve improper supervision! • Establish, teach and enforce safety rules • Being on time • Students staying after class • The lonely listener >>>>>> • With-it-ness • Locker room • Putting students in charge

19. Equipment • Equipment storage • Repairing or retiring old equipment • Inappropriate equipment and use >> • Using equipment “creatively” >>> • Inappropriate activity areas • Equipment left around

20. Safety Reminders “An ounce of prevention…” “Better safe than sorry.” “Safety first.” • These thoughts are no doubt in the back of the mind of teachers when involving students in physical activity. In fact physical education programs must be: • Physically challenging and enjoyable, enhancing the innate desire for each student to explore, experiment and be creative • Physically active, engaging each student in vigorous physical activity thereby, promoting improved personal fitness • Success-oriented, fostering the confidence and self-image of its participants

21. Student Responsibility Part I Section 7 (c, d, e and f) of the Alberta School Act states that, “A student shall conduct him/herself so as to reasonably comply with the following code of conduct: (c) Co-operate fully with everyone authorized by the board to provide education programs and other services; (d) Comply with the rules of the school (e) Account to his/her teacher for his/her conduct (f) Respect the rights of others

22. Liability and Safety Scenarios Within your groups, discuss the scenario which will be assigned to you. Formulate a rational solution which addresses the main issue(s) presented. If you are going to make assumptions please state what those assumptions are prior to your solution proposal. • While you were out of the gym to photocopy a handout for your grade 7 PE class, an accident occurred in your absence. The “class-clown” allegedly crawled upon a large box and while attempting a somersault onto the crash mat below, hurt himself and lay crying on the floor upon your return. • The student has a history of fooling around in class • You were only out of gym for 2 minutes • The mother of the student works as a legal secretary

23. Scenario #2 • On a recent road trip with your school team, three students were discovered to be in possession of a small quantity of alcohol at the conclusion of the tournament, which you attended. • The team had completed its games and was changed and ready to go out for supper. A colleague of yours whom you trust and respect, passed this information on to you prior to you departing with your team. • The tournament was at the start of the school year • A parent is traveling along with you as a chaperone • This is your first year of teaching and also your first trip away from the school in which you are employed

24. Scenario #3 • Your relatively peaceful grade 3 class has been uncharacteristically “off-task” during their daily physical education time in the gymnasium. One particular student who is always polite and respectful has been pushing a friend from behind all class. You have given 2 warnings already, but as the class is ending the student pushes the friend yet again, resulting in the student hitting his mouth against the wall and knocking out his front teeth • The ‘pusher’ has never been a trouble-maker before • From your perspective, both students have always been • good friends with each other • Both students begin crying uncontrollably as the bell sounds

25. Scenario #4 • Your class is participating in a field hockey game. • During the game one of the students yells out a racist • comment that is obviously directed at one of the • students in the class. • The student who made the comment usually behaves respectfully to fellow students

26. Scenario #5 You are teaching a social dance unit. The students finish the mixer dance and they are asked to escort their new partner down to the music system to learn the jive. One of the students refuses to dance with their new partner and leaves the gymn.

27. Places to go for more information Health Canada: http://www.hc-sc.gc.ca/index_e.html The topic of safety and legal liability issues in physical education can be found by doing a simple Google search on the web. There are numerous books, articles and websites which pertain to this very important topic within the field of physical education. Pages 40-42 in your POS have additional information on classroom management in physical education.

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