Physical Education Resource - Report Example

Physical Education Resource Student’s Name Institution Physical Education Resource Rationale The activities selected are aimed at the development of learners’ skills in running. Physical education is intended to be more than just engaging in activities and sports but also to foster social interaction and physical health. Apart from the physical channel that the PE classes offers, the educators’ responsibility turn to be also encouraging and supporting healthy everyday life habits that goes on into the days to come. My team’s rationale for selecting athletic throws as the activities that would be done by the pupils with assistance from the three teachers is due to its importance in maintaining body’s physical fitness and also to foster a love for physical activity. The pupils whom we would be having PE lessons are between the age of 4 and 7 years. The selected activities are deemed suitable since they require equipment that is inexpensive and is easily available in most schools catering for this age group. We have structured the warm-up such that they comprises of cardiovascular exercises that are light and are mixed with a number of stretches (Sport Medicine, 2009). First, warm-ups would be necessary in PE because they prevent injuries during the physical activities moments. The other importance of warm-ups would be performance benefits. As such, warm-ups would boost the performance of pupils together with helping them in maximizing their time within PE programs (Sport Medicine, 2009). Moreover, warm-ups would act as the period of preparation which would be valuable to the pupils’ mindset in the PE class. On the other hand, throwing entails forcefully letting loose an object with ones’ hands. In point of fact, the over arm or overhand throw is an imperative skill of object control for the sport to come. In the PE lessons, pupils would be taught to build up a chosen arm of throwing which would help them to develop and hone the skill even further. The pedagogical approach adopted for this warm up sessions was structured such that some of the lessons were teacher directed and some were not. Most of the lessons were not teacher directed as we deemed that as much as possible the learners ought to learn without interference from the teacher. The team, through PE session would aim to achieve benefits for both the teachers and the pupils by fostering a team spirit and also allowing teacher and learner to bond. The sessions adopted a sequential approach that is intended to offer multifaceted benefits; the first session would help pupils in gaining the required skills of throwing objects involved in the athletics arena. The second session would help learners in acquiring the skills of manipulating the ball through complex catching and clapping routines that would enhance concentration, dexterity and movement. The sills are sequenced such that the learners acquire the skills of throwing and catching from a stationary position before advancing to the more complex throwing and catching while sitting, then jumping then running. The skill and dexterity required for each sequence progressively call for more skill and thus learners progressively acquire more complex skills. Every sequence would contain 3 warm-up activities and 6 skills based throwing activities (a total of 9 activities per team member). However, this paper deals with only one sequence of Athletic throws having 3 warm-up activities and 6 skills based activities. The sessions would be sequenced because the skills would be building to the next like, after knowing how to throw, one would require knowing the best style and position of throwing. Athletic Throws The teaching of Athletic throws would be taught for 1 week and the group is to design for the 9 activities – 3 warm-up activities for throws and 6 activities for throws. Pull Throw Activities - Warm-up Activities (1-3) Pupils in a Ball Tagging Activity Clap It/Catch It This activity involves throwing and catching of a ball. Students: A total of 26 pupils aged between 4 and 5 years would be involved. Area: The school’s playing ground would be used. Equipment: 1 small ball. Activity Description: One pupil would be nominated by the pupils. Pupils would be required to stand within a circle having the nominated pupil in the centre possessing the ball. Ahead of catching the ball, the pupil receiving the ball would be required to clap his/her hands once ahead of catching the thrown ball. If the ball gets dropped, the wrong pupil claps hence the offender would be required to kneel using one knee as the first wrongdoing. Then every moment pupils reoffend they would go down on: two knees, tummy, and bottom and finally shown the exit door of the game. If the activity would be accomplished perfectly, then the pupils would then get back to the earlier stage. Variation: Pupils would keep on exchanging being in the middle TREE Acronym T- Ask learner to nominate one learner to stand in the centre circle with the ball and throw it to learners R- Before catching the ball learner has to clap their hands two times E- One mid sized ball whose texture can be varied E- The game is best played in the playing ground I would suggest that the pupils would not be shown the exit door on reaching the minimum felonies set, they would be kneeling for longer. Ball Skills This activity involves throwing balls in different modes as instructed by the teacher. Students: 26 students at the age of between 4 and 5 years would be involved in the activity. Area: The school’s half hall would be used. Equipment: 1 small ball. Activity Description: Pupils would be required to stay in the marked area. The teacher would then give the following rules: Low = ball being thrown low, Through = ball being walked through the legs, Round = ball being rolled round the body, High = ball being thrown high, Chang = ball being exchanged, Dribble = player would be required to move appropriately with the ball. After that, the teacher would make the game start and whistle or shout the moment pupils would not stop or would be slow in altering activity or when they would be out of the marked area. Variation: Pupils would be allowed to make their own instructions. TREE Acronym T – Mark out the area and ask the learners to stand around the area R- Dribble and pass the ball through the legs of the learners E- A mid sized ball of moderate weight E- This activity is best performed outside on a field Ball Tag This activity involves pupils tagging while they are only possessing the ball. Students: A total of 26 pupils between the ages of 4 and 5 years would participate in the study. Area: The school’s playing ground would be utilised. Equipment: balls and coloured bibs. Activity Description: 1-3 pupils would be nominated to turn into ‘Taggers’ where they would be offered bibs for identifying them. The other pupils would be told that they would have to move and evade the taggers if not they would be out (exit the game and view being outside). Taggers would then budge with the ball while passing to one another. They would only be capable of tagging when having the ball. Pupils would be informed that it would be an offence to kick or throw the ball at the target during playing. The taggers would possess 1-2 minutes of playing the game. Records of victories would be kept. Variation: Any names would be used in the nomination. TREE acronym T – Ask the learners to nominate the taggers from among themselves R – Avoid the taggers by passing the ball before taggers take it away E – Soft javelins and moderate weight balls E - Best played outside I would suggest that pupils would be made to understand thoroughly the manner of using harmless hands on their partners. In addition, I would also suggest the introduction of soft javelins as another equipment to be used by pupils in this activity. Pull Throw Skills/Game Activities (1-6) 1. Angles. While in pairs, having a small soft ball or beanbag, pupils would take turns for the purpose of experimenting throwing from these commencing positions (i) having their arm standing up into the air (vertical) over their head (ii) having their arm to some extent at the back of their head and (iii) having their arm backwards as it would go. The pupils would take turns to look at each other doing every throw two or three moments. Pupils Engaging in Throwing Students: A total of 26 students between the age of 4 and 5 years would be involved in this activity. Equipment: small soft ball, beanbag Area: The school’s playing field would be used by pupils for the angles activity Activity Description: Students would be required to divide themselves in two’s. Every student would take their turn in experimenting throwing from the following commencing positions (i) their arms would require being standing up in the in air (vertically) over their head (ii) having their arm to some degree at the back of their head and (iii) having their arm backwards at it would go. Every pupil would have a responsibility of watching their colleague for all the three moments. More importantly, the pupils would exchange roles. Variation: The first pupil would do the exercises, while the other pupil would be watching her/his counterpart. After the first pupil completes carrying out her three exercise activities at various angles, the other pupil would begin her/his turn. TREE Acronym T – Ask learners to stand in twos in a position ready for throwing a ball R – Hold hands high up in the air at a given angle E – Soft shots weighing 800g E – Best played in the playground Catch It/ Head It This activity involves completing the ‘catch’ or head command from the nominated pupil. Students: A total of 26 pupils would be involved in this activity would be at the age of between 4 and 5 years. Area: The half hall of the school would be used for this activity. Activity: Pupils would stand within a circle having the nominated pupil at the centre holding the ball. The nominated pupil would pass the ball whoever pupil within the circle. When the ball would be tossed, the nominated pupil would shout either ‘catch it’ or ‘head it’. The receiver would then be required to accomplish that task for the purpose of remaining within the game. The moment the ball would fall/ the wrong chore completed/ in that case the wrongdoer would be forced to kneel on one knee as the initial felony. Then every moment they would reoffend they would go down: kneeling on knees, tummy and bottom and finally exit the game. When the task would be accomplished perfectly, then pupil would then move to the next stage. Variation: different children would become the nominated pupil as the game would proceed. T – Ask learners to stand in a circle with one learner with a ball inside the circle R – When the ball is thrown head it or catch it E – Could be done indoors or on the playing field E – One medium sized ball of moderate weight I would suggest that the pupils would not be told to move out of the activity and instead they would be given harsh punishment of getting down on tummy, knees and bottom for longer period. In addition, heavier ball would be required to be involved in the activity. 3. Run and Throw Pupils in pairs would practise initiating a four step approach with a single handed pull toss. The pupils would take turns to the throwing, watching and measuring while discovering and detecting at what moment turns to be the best positions within the pull throw for releasing the equipment. There distance covered by pupils in throwing would be measured. Pupils Engaging in Running and Throwing Activities Students: 26 students at the age of between 4 and 5 years would involve themselves in the run and throw activity. Equipment: soft balls, javelin, beanbags, cricket balls, tape measure. Area: The student’s playing field would be used Activity: Pupils staying in pairs would begin practising to throw equipment while running four steps before throwing. One pupil would first do the running and throwing while the other pupil would be watching and measuring. The pupil practising would run four steps and throw a single object at a time. The moment the first pupil completes practising, the other pupil would take over his/her role. Admittedly, the other people would play the roles of watching and measuring. Every student would make sure that he/she completes throwing all the four equipment provided. Variation: One pupil would act as the teacher, while the other pupil would be the thrower. Once the first pupil completes his/her turn, he/she gives it to the other pupil. TREE Acronym T – Divide learners into pairs one learner to run the other to watch and measure the distance R – Run four steps and throw a single object then interchange E – Best done in the playing ground E – Soft balls, javelin, beanbags, cricket balls, tape measure. I would suggest that once the first pupil throws his/her initial equipment, the other pupil should take his/her turn and throw in order to motivate them throw further than the other. I would also suggest mixing the weak looking pupils with the strong looking pupils. 4. Team Low, Team High A five metre square would be defined and a hoop put on every corner. Four benches would be set up which would be corresponding to the square’s sides roughly 10 meters away. The class would then be divided into 4 groups where every group would be at every of the 4 stations. Each pupil would possess a beanbag and the teacher would issue a command for throwing their beanbags in the hoop or square. Throwing in the hoop would be 15 points, while for the square would be 10 points. Pupils would alternate the locations, increasing their team scores when they move up. The activity would hearten pupils to comprehend the way positions of throwing affect the manner force is applied to the throw. Students: 26 students between the age of 4 and 5 years would participate in the study. Equipment: beanbag Area: Pupils would utilise the school’s playing field Activity: A five meter square would be defined set up and hoops placed on the four corners. Then, the class would be divided into 4 groups where every group would be at every of the 4 stations. Each pupil would possess a beanbag and the teacher would issue a command for throwing their beanbags in the hoop or square. 15 points would be awarded for throwing in the hoop, while 10 points would be given for throwing within the square. Pupils would alternate their locations, increasing their team scores as they move up. Every group would then count her points where the group with the highest number of points would be crowned the winner. Variation: Pupils would exchange roles in order to ensure that they would gain maximum points. Squares and hoops would be the targeted points. TREE Acronym T – Draw a five meter square and place hoops on the four corners then divide learners into groups of four R – Learners to throw beanbags in hoops or squares to earn points E – Can be done either outdoors or indoors E – Piece of chalk and a beanbag I would suggest that once the pupils would be capable of aiming at hoops and squares, those positions would require being interchanged. 5. Sit Down and Throw In pairs, pupils would be asked to throw bean bags while seated where one pupil would look at the distance thrown by the other. The pupils would exchange in throwing the bean bags and soft javelins and measuring the distance covered by every pupil. In this case, the pupils would make a comparison of when an individual throws more distance either when seated, running or standing. Students: 26 students would be involved in the activity Equipment: Beanbag, soft javelin, measuring tape Area: The school’s playing field would be used for the activity Activity: One pupil would do the throwing while seated when the other pupil would measure the distance thrown. Once the first pupil would be through with throwing all the provided equipment, the other pupil would begin her turn of throwing while seated. His/her partner would measure all the distances that he/she would cover. Variation: The first pupil would throw all her objects to determine the distances he/she would cover at different moments. The other pupil would be playing the teacher’s role of measuring while waiting for his/her turn. T – Ask on student sit and throw while another measures the distance R – Alternate between the learners throwing and measuring E – Best done in the playing ground E – Mid sized ball, beanbag, soft javelin or put References 2006. Athletic Activities. Retrieved 18 September 2015, from 15 http://www.sasp.co.uk/uploads/athletics-year-5-6.pdf Sports Medicine. 2009. Importance of Warming Up Before Sport- Sports Injury Prevention. Retrieved 18 September 2015 from http://www.nsmi.org.uk/articles/injury-prevention/warming-up.html Read More