Moving to learn....learn to move

Start with the warm-up....these need to be slow, increase intensity, modified, whole body, aerobic..

An effective warmup and guidelines for safe, effective warm up:

Follow the leader	Can you Be?	Hand Flappers
Change the Leader	Cars	Taps
Simon Says	Pairs	Side-to side Lunges
Memory Challenge	Here-there-everywhere	Rowing
WhistleStop	Rhythms	Walking Parnter Tag
Slow ‘n’ Go	Walk & Circle	Connect it
Vehicles	Big Steps – Small Steps	Move it
Go Home	Lift & Clap	Spirals
Colours	Hand Push	Freeze
Numbers

When teaching skills you need to think about the feedback you are giving:

• Positive (you are correct because....) be explicit
• negative (...incorrect so need to be...)  again be explicit
• extrinsic (teacher says)
• intrinsic (I say it feels right because ...)
• concurrent/terminal (point to the target/when you were passing the ball)
• KP (knowledge of performance)/KR (knowledge of results) (transfer your weight/top score)

 (lisahunter, 2012)

Helpful webiste:

KiwiDex 

Reference:
 
lisahunter. (2012). Lecture 11: TESP762-12B [Powerpoint slides]. Hamilton, New Zealand: University of Waikato.

Nutrition and food......do we have poverty?

Bit controversial with do we have poverty or not Mrs Bennett???

I think that this topic is one that needs to be taught so that we can get out of the vicious cycle, but in the same breath it is very controversial especially for teachers!  You can give advice and try to monitor but you dont always know best, or what is going on at home, how many pingas are available to be used at the supermarket.

I do think that the likes of Team Energize at Sport Waikato do a great job at trying to break the cycle and educating children about food and nutrition and how these play a part in how your body operates if you do/don't eat. I saw this first hand in my second practicum with Milly the Energizer who came into my room and talked about the different drinks/breakfast cereals/lunchbox items and whether they are everyday, sometimes or occasional. Alot of the students could relate, and they got really involved in these sessions and we even started a wall to show what they had learned and where the items of food/frink should go.

It is sad to see that some kids come to school with having had no breakfast and sometimes no food for throughout the day. I do think that there are different forms of poverty in this country and maybe we should look at helping out in our own backyard before helping third world countries......break the cycle.....

Helpful websites in class:

Healthy Lifestyles

Breakfast-eaters have it better

Feeding our families

Be Healthy Be Active

Sex..sexuality....and education

The taboo topic and where to begin....

So this was probably the lecture that everyone was interested in, how it works, what to say, and how to do all this with out messing words up or going beetroot red!!

So the big question is when does it all start......well it should start young. Start by normalising conversation about:

• bodies
• good & bad feelings
• families & relationships and,
• learning communication skills from a young age makes it ok for children to ask questions and to build on their understanding as they mature

Set up a class agreement that includes:

• no put downs
• use correct terms (rather than fluffy ones)
• no personal questions (talk in 3rd person if possible)
• respect all questions and opinions (I can't answer right now, but come back to it)
• What we share is confidential
• it is ok to pass (participate as you feel comfortable)
• respect - one person speaks at a time/listen when others are speaking (could use a talking stick)
• celebrate diversity

Just remember you are human as well and....

• don't interrogate the child
• accept the questions at face value
• if you don't know say so
• answer the question as simply and honestly as you can
• if you are embarrassed - admit it!
• respond to the question, not the language
• try to answer the question immediately
• discuss attitudes and values.

It can't half as bad as the birds and bees with your parents aye!

What style fits you??

If there's no learning there's no teaching..........

The different styles of teaching Mosston & Ashworth (1986).

These I feel are the styles that fit with me, 

Teaching Style	Interaction	Role of the Practitioner	Role of Participant
Command	Practictioner makes decisions Participant copies and complies with decisions and instructions	Instructing	Copying
Practice	Practitioner sets up opportunities giving feedback to participant who is working at own pace on tasks set	Establishing	Repeating and Improving
Inclusion	Practitioner sets out a variety of tasks/opportunities Participants select which task is most appropriate for their abilities/or motivations	Facilitating	Selecting

Looking at the different types of teaching styles to fit what you are teaching and how the children will learning. Everyone is different and has different ways of teaching. The above fit well with me and I hope I get more opportunity to try them out.


Reference:

Mosston, M., & Ashworth, S. (1986). Teaching physical education. (3rd ed.), Columbus, OH: Merrill.

Sequence of events

Sequence of events.....to be clear as mud as they say

When planning a unit and then looking at the lessons that will unfold, it is good to look at the following:

• Clear connection from the unit plan to the lessons 
• To have a clear sequence with lessons
• Clear links - lesson intentions, success criteria, activities
• Activities that explicitly link into the learning intentions
• That lessons are at the appropriate level and scaffold on each other
• To use appropriate teaching styles
• Teaching points are good so that anyone could pick them up and teach
• Organisational strategies for smooth and safe transitions

The same for most curriculum areas but good to re-iterate....mainly need to look at transitioning smoothly

Planning: Tutorial

Observation for Feedback

1. Attention getting signals
2. Use of voice
3. Wait time
4. Positioning
5. Scanning
6. Overlapping
7. Instruction giving (checking for understanding)
8. Managing transitions between activities
9. Distributing, collecting + setting up equipment