Health and Physical Activity - Assignment Example

Assessment 1: Project on Health and Physical Activity Part 1: The role of the teacher in educating young children in ‘Physical activity’ Introduction Physical activity enhances the overall well-being and fitness of children, it helps children to reduce fat, develop and maintain healthy muscles and bones. It also fosters their growth and development. The role of the teacher in educating young children in physical activity is paramount (Thomas, Lee & Thomas, 2008).Currently, a good number of children are subjected to a sedentary lifestyle. In medical terms, a sedentary lifestyle is a kind of lifestyle with little or no physical activity (Mancini et al, 2011). For example, most children in the United States and other developing countries ride in school buses or cars to school, watch more television, play sedentary games like computer and video games and have less time to play outside on their own. Consequently, this kind of lifestyle puts children at the risk of becoming obese or overweight (Epstein et al, 1995).According to a study conducted by the Centres for Disease Control and Prevention, physical inactivity is one of the major contributors of childhood obesity in the United States(CDCP, 2000). Physical activity is significant in the life of children since helps to avert and reduce risks associated with childhood obesity. Besides preventing obesity, some studies show that physical activity promotes the overall physical and mental health of children thus increasing their capacity to learn. School is one of the grounds whereby children can engage in physical activity therefore, the role of the teacher in educating young children in physical activity is vital (Thomas, Lee & Thomas, 2008). This essay seeks to discuss the role of the teacher when they are educating young children in ‘physical activity’. The role of the teacher in ‘Physical activity’ During early years, active physical activities can be linked to the development of children’s motor and cognitive abilities. Physical activities are also known to improve children’s ability to pursue social, intellectual and emotional challenges. Most children spend a considerable amount of time in school, therefore school is one of the places where children can engage in adequate physical activity (Thomas, Lee & Thomas, 2008).Schools provide an environment where all aspects of children’s growth development and body management can be nurtured. Teachers today are charged with the responsibility of delivering a message to children on the importance of physical activity and body management as well as assisting children to effectively learn motor skills that will enable them to become active throughout their lives (Barton, Fordyce & Kirby, 1999). Imaginatively created and well- taught programs not only help to enhance physical health and body management but it also helps to improve social development and concentration in children of all abilities and ages (Rink, Hall & Williams, 2011). It is recommended that children should engage in physical activity at least one hour each day. However, this is not possible since in most schools, physical education programs do not take place everyday. It is thus essential for teachers to develop a comprehensive physical activity program. Therefore, the teacher’s role is to provide a maximum physical activity time in the course of the class period. During class time, it is recommended that children should be moderately active. In order to ensure this, it is essential for teachers to structure the class such that learning takes place while children are being physically active. They are to effectively organize space and provide adequate equipments that will enable children to be active. Furthermore, it is essential for teachers to plan and organize practice opportunities that will ensure maximum participation of each child (Rink, Hall & Williams, 2011). Teachers are charged with the responsibility of teaching skills and activities that children require in order to effectively participate in physical activity outside the classroom. Skills learnt in the classroom, can be transferred in child’s play in school and at home. Children need knowledge and skills in order for them to efficiently participate in physical activity. Teaching children physical activity skills ensures that they become confident. If children are confident in they skills they are more likely engage in games and other physical activities however children who are not skilled are less inclined to participate in group activities for fear of ridicule or failure. Hence it is important for teachers to teach impart to children the required skills so that they can efficiently and comfortably engage in different games or physical activities (Rink, Hall & Williams, 2011). Another role of the teacher is to motivate and encourage children to be active. Some children especially those subjected to sedentary lifestyle may lack the motivation to engage in physical activities. It is therefore essential for the teacher to encourage and motivate such children to be active. There are various strategies that teachers can use to motivate children to be active. Foremost, it is important for teachers to lead by example by being active participants in physical activities. They should also show their interest and participate in out-of-class physical activities that children participate in. In most cases, children what they see and not what they hear. Therefore, when they see their teachers participating in physical activities they are bound to be motivated to do the same. In addition to this, teachers should take up a leadership role in the development of physical activity program. Secondly, teachers can encourage children to be physically active by assigning children physical activity home work and making follow-up on the performance of each child. For instance, can ask children to practise jump rope tricks or practise various body management skills such as bending, rolling, twisting, landing, stretching and climbing among many others. This will encourage the children to not only be active in school but also at home (Rink, Hall & Williams, 2011). It is also essential for teachers to provide children with a variety of activities in order to keep them motivated. Children loose interest easily when they are subjected to mundane physical activities, thus by providing children with a variety of activities they are bound to concentrate and be motivated to become active. Conclusion This essay has examined the role of the teacher in educating young children in ‘Physical activity.’ The findings of this essay show that, physical activity is important since it enhances the overall well-being and fitness of children. Since most children spend a considerable amount of time in school, the role of the teacher in educating young children in physical activity is vital (Thomas, Lee & Thomas, 2008). Teachers are charged with the responsibility of creating maximum physical activity within the class period, teaching skills that children require in order to effectively participate in physical activity outside the classroom and motivating children to be physically active. References Barton, V., Fordyce, K. & Kirby, K. (1999). The importance of the development of motor skills to children. Teaching Elementary Physical Education, 10(4), 9-11. Center for Disease Control and Prevention. (2000). Promoting better health for young people through physical activity and sports: A report to the President from the Secretary of Health and Human Services and the Secretary of Education. Atlanta, GA: Department of Health and Human Services. Epstein, H., Valoski, A., Vara, S., McCurley, R. (1995). Effects of decreased sedentary behavior and increasing activity on weight change in obese children. Health Psychology, 14, 109-115. Mancini, M., Ordovas, J., Riccardi, G., Rubba, P. & Strazzullo, P., 2011, Nutritional and metabolic bases of cardiovascular disease. New York: John Wiley & Sons. Rink, J., Hall, T. & Williams, L. (2011). The role and responsibilities of the physical education teacher in the school physical activity program. Retrieved on January 4, 2011 from Thomas, K., Lee, A. & Thomas, J. (2008). Physical education methods for elementary teachers, Champaign, Illinois: Human Kinetics. Part 2: An obstacle course to develop fundamental movement skills Movement skills Activities Modifications to activity Body Management Climbing blocks Bending Balancing on drawn lines Increase or decrease size of blocks Increase or decrease distance Increase or decrease distance Locomotors Crawling Hoping Walking Increase or decrease distance Increase or decrease distance Increase or decrease distance Object Control Throwing balls Catching balls Kicking balls Increase or decrease intensity, and size of balls. List of resources Blocks of different Coloured chalks or paint to draw footpaths and directions Two wooden chairs A long log or wooden broom A hockey stick 10 plastic bottles 6 huge boxes 5 balls of different sizes Overview of the obstacle course activity How old are the children participating in the activities? 4 to 8 years How many children are involved? Maximum of 15 children What other adult supervision is available? Adult supervision is required in implementing the entire obstacle course. What fundamental movement skills are you aiming to develop? Body management, locomotion and object control. What are the phases of skill development for each fundamental movement skill? For body management skills that will be developed include; climbing, bending and balancing. For locomotion skills like crawling, hoping and walking will be developed whereas for object control skills like throwing, catching and throwing will be developed. How will the children be organized? Children will be organized in three groups each consisting of five group members. What ‘signals’ will be used to maintain a safe and efficient environment? For each obstacle activity children will be supervised and provided with adequate safety directions. How will you plan the environment? I will ensure that there is adequate equipments and space to carryout each activity Part 3: A circuit to develop fundamental movement skills Object control activity Modification Activity Throwing Increase or decrease intensity and size of balls. Dribbling Increase or decrease intensity and size of balls. Catching Increase or decrease intensity and size of balls. Kicking Increase or decrease intensity and size of balls. List resources 16 balls of different sizes Overview of circuit activities How old are the children participating in the activities? 4 to 8 years How many children are involved? Maximum of 15 children What other adult supervision is available? Adult supervision is required in implementing the entire obstacle course. What fundamental movement skills are you aiming to develop? Object control What are the phases of skill development for each fundamental movement skill? Throwing, dribbling, catching and kicking. How will the children be organized? Children will be organized in three groups each consisting of five group members. What ‘signals’ will be used to maintain a safe and efficient environment? For each circuit activity children will be supervised and provided with adequate safety directions. How will you plan the environment? I will ensure that there is adequate equipments and space to carryout each activity Read More