Physical Activity and Physical Education - Assignment Example

Physical Education Skill 3.2 Techniques for assessing locomotor, nonlocomotor, and body control skills Physical education plays a vital role in developing children's motor and body control skills. The locomotor, nonlocomotor and body control skills turn today’s children into tomorrow’s healthy adults. So, it’s the responsibility of a physical instructor to identify and assess mechanics of locomotor, nonlocomotor and other body control skills. He or she has to demonstrate motor and body control skills as well. A responsible physical instructor always ensures that students are executing locomotor, nonlocomotor and body control skills properly. Sometimes, he or she has to combine those skills into sports and physical activities. The best way to assess students’ performance is to make them perform various locomotor skills such as etc walk, run, hop etc. The instructor can also ask them to carry out a variety of nonlocomotor skills for example push, pull, stretch, balance, twist, turn etc. At the same time, the instructor will have to inspire students to perform difficult complex locomotor skills as well. The person should keep an eye on how learners are integrating the locomotor, nonlocomotor skills with body control expertise such as balance and weight transfer. It’s also advisable to assess how students are performing locomotor skills to music. This will give a better idea on their proficiency. The teacher can always devise innovative games to assess how spontaneously students are combining those locomotor, nonlocomotor and body control skills. The evaluation process will monitor whether students have got the creative intuition to integrate locomotor and nonlocomotor skills in an individual or group performance. Skill 3.4 Strategies for integrating locomotor, nonlocomotor and object control skills in various combinations and activities (e.g., jump and twist, balance at different levels) The locomotor skills comprise of movements from one place top another. Walking and running are the simplest example of locomotor skills. Skipping, jumping, leaping, hopping and sliding are other locomotor skills that physical trainers teach their students. Trainers adopt various strategies to incorporate the locomotor, non-locomotor and object control skills to their workout schedule. Those skills are phenomenal in making students stronger and healthier. Initially, they try to combine those locomotor skills into their training schedule in an easy-to-follow manner. Combining run and slide or run and jump will definitely make kids understand the fundamentals. Once they become quite familiar with the procedure, trainers can show students how to balance and transfer weight with various locomotor skills. However, the instructors should demonstrate how to control locomotor movements at proper speed and forces – that’s extremely crucial. Shot put, tumbling and give and go are some ways to teach the students the nuances of locomotor skills. The same strategies can be applied to nonlocomotor skills. First of all, the students should learn the basic of every skill. From simpler non-locomotive movements such as 360-degree turns and lift weight to the complex movements such as tug-o-war, scissors kick – the transition has to be smooth. Locomotor and nonlocomotor skills make children agile and physically fit. So, it’s the job of a trainer to make the skills more enjoyable and entertaining to them. Skill 8.3 Activities dealing with individual/dual sports, recreational activities, and outdoor pursuits that are appropriate for various developmental levels and purposes. Physical activities that deal with individual sports, recreational activities, and outdoor pursuits are extremely useful for various developmental levels of children and adults. Activities usually involve great movement of motor skills, together with physical, emotional, psychological, psychomotor, and other skills development. Sports activities are a combination of movements and rules which often lead to physical development in a child, leading the child to become stronger and fit for undertaking several other tasks in life. They even lead to other qualities such as sportsmanship, mutual respect, and cooperation, besides others. Intellectual development is also developed during the course of a play or motor skills development. Partnership with teammates or playing individualized sports can help in developing intellectual, social, psychological, emotional, and motor skills. Activities such as physical exertion which includes different movements of body are necessary for the normal development of a body. Skill 4.2 Combinations of object control skills (e.g., catch and throw) Object control skills will help kids remain fit and agile. The skills also help students become a better performer. Physical trainers often combine a number of object control skills to enhance children’s reflex. Catch and throw is an ideal example of integrating those skills. This type of skill requires more concentration and nimbleness. A scientific combination of object control skills is always at the heart of any physical activity. Object control skills make all the difference when it comes to imparting a comprehensive physical training. A perfect combination of these skills keeps students healthy. Skill 4.5 Strategies for integrating locomotor, nonlocomotor, and object control skills (e.g., run and catch, pivot and throw) Whether it’s locomotor, nonlocomotor or object control skills, physical trainers plan some innovative strategies to help students pick up the nuances quickly. Not only that they have to present those skills in an entertaining manner before the children. They start training schedule with easier activities to keep them interested. Once the interest is developed, teachers try to introduce complex activities such as run and catch, pivot and throw, run and jump etc. This is the most widely acclaimed strategy for combining locomotor, nonlocomotor and object control skills. The moment students start taking interest what they have been asked to do, the job becomes easier for the teachers. Skill 5.1 Basic elements of rhythm Instilling rhythmic awareness among students is another vital aspect that physical trainers just can’t afford to overlook. One of the basic elements of rhythm is to understand the fundamental movement models. Students get training on how to respond to different verbal commands. Instructors also have a big role to play. They have to demonstrate how to use suitable terms related to rhythmic, movement and position. Students will also have to carry out locomotor movements rhythmically as well such as 45 degree turns etc. At the next level, teachers encourage students to ingrate movement patterns with music such as dance aerobics. Skill 5.3 Techniques for assessing rhythmic skills There are some proven techniques with which one can assess rhythmic skills. Students are often asked to demonstrate vocabulary of basic movement concepts. Instructors check out whether the students are responding the verbal commands or not. The exercise gives them a proper idea on students’ performance. Sometimes, the students have to perform locomotor movements at different levels and directions. This will give the trainers a better understanding on students’ proficiency. If the students can improvise the rhythmic movements properly, the trainers get the feeling that the job is done. Performing dance routine is another parameter for assessing rhythmic skills Skill 5.4 Strategies for integrating rhythmic skills with locomotor, nonlocomotor, body control, and object control skills Usually, it is quite difficult to integrate rhythmic skills with locomotor, nonlocomotor, body control, and object control skills. However, trainers and physical educators adopt and teach strategies which help in integrating all of them. Different strategies used include balance beams, balance boards, balls, bats, carpet squares, which demand the child to jump from one square to the other avoiding certain squares, foam stilts, and many more. Such objects help in integrating different skills such as locomotor, body control and others with rhythmic movements. Skill 6.2 Techniques for assessing tumbling and gymnastic skills Tumbling and gymnastics are two specialized skills in the physical educational curriculum. These skills open up an exclusive vocabulary to the students. The trainers generally ask students to perform various tumbling and gymnastics movement to assess their skill. They ask the students to perform simple movements in the beginning. Once they are get used to with the schedule, teachers ask them to carry out complex movements. The tumbling and gymnastics improve performance in movement activity. Thanks to these skills, teachers get an idea on how good the students are at those activities. Skill 7.2 Techniques for assessing aquatic skills Aquatic skills are both exciting and dangerous. When not performed properly, like all other sports, it can lead to very hazardous and grave conditions for the athlete or the performer. Usually a range of aquatic activities or skills are taught to the novices, gradually, following a series of steps, so as to minimize the dangers involved. Finally, after the novice becomes qualified to be tested, he/she has to undergo assessment tests. The assessment tests may vary from one school or physical education class to another, but the assessment technique as prescribed by American Red Cross society remains completing a few skills in the exit assessment stage. It requires the performer to float for 5 seconds each in water in the front as well as back positions. Leg movements are also tested, as the performer is asked to use a combination of both leg and arms movement in water for a distance of 15 feet in each case. Skill 7.3 Aquatic activities appropriate for various developmental levels and purposes Learning aquatic activities are beneficial and appropriate for different types of developmental levels for athletes. Research shows that aquatic activities are important for both intellectual as well as physical development of the body. Aquatic activities are beneficial even for babies when they are undertaken under the supervision of parents. With a combination of motor skill development and endurance, aquatic skills are imperative for the development of all. Skills include swimming, fitness concepts in water, and other activities which enable proper motor development for the learner. Besides this, studies have shown that proper aquatic skills have also been beneficial in developing decision making, problem solving, and confidence in both children and grown-ups. The personal qualities such as adventuring, cooperating and many others are also developed during the process of learning aquatic skills. Skill 8.4 Individual/dual sport activities appropriate for various developmental levels and purposes. Individual/dual sports activities form a major part of the physical education curriculum. Designed mainly for promoting physical fitness among students, children and adults, such sport activities include concepts and strategies which help students to developing physical, motor, emotional, social, and psychological development. Usually, definite steps are involved which help in gradually developing the physical development of the students. Apart from this, physical activities associated with individual/dual sports have also been known to keep diseases and other body ailment away. Body ailments such as obesity, weakness in body, heart disease, and many other things can be effectively dealt with by engaging in the physical activities of sports. Further, regard for others, respect for rules, acquisition of motor skills, and enjoyment, besides others are also development quite early in the childhood as soon as the child engages in organized or free play. Read More