"Scientific and Theoretical Knowledge"
Element 1.3-Describe and apply motor development theory and principles related skillful movement, physical activity and fitness.
Artifact: PED 201 (Motor Development) Lab Experience
Date: Fall 2011
Reflection: Throughout the fall 2011 semester I have been involved in the after school program at St. Mary’s school in Cortland NY. This has been such a wonderful experience; I enjoyed every second. I feel within the short time I was there I have influenced many lives. We worked on different skills such as kicking, throwing and hopping. Some of the children’s skill level was in the initial phase but increased tremendously throughout the year. Although the children benefited physically, I will always have a special bond with the students and staff. I feel I was an outstanding role model and implemented manors into the activities I taught. Not only did the students learn from my experience at St. Mary’s’, I also gained a lot of knowledge myself. Something I took out of the experience is planning too much is key. When designing an activity, as a teacher you need to think of every scenario in your head and then plan extra games. Coming to a school unprepared shows a lack of commitment and is a direct reflection of that person. As an educator you are there for the students and guaranteeing a safe, fun, exciting, enjoyable, thriving environment is imperative. St. Mary’s provided an excellence environment where I could practice and hone my skills as a future physical educator. During my time at St. Mary’s I had the opportunity to lead several activates that I had conceptualized and watching the outcomes was a lesson on its own. Realizing as an educator that situations will arise is a regular occurrence in education and teachers have to adapt and be flexible. My thanksgiving activity I planned for 20 students and the entire gym and actually had 40 students and half the gym. Thinking on my toes in situations like this really helped my growth as a teacher. Looking back on this I am glad this situation came forth while I was teaching.
By clicking the link that says "Lab Assessment" it will redirect you to the assessment of the two students I observed that day. Please click the link to really understand how the artifact coincides with the NASPE Standard One.
Lab Assessment
Recap:This is our third week visiting St. Mary’s after school program. The theme for this week was super heroes; I dressed up as Mr. Fit. A super hero I made up myself, I had a red mask and my weapons were healthy foods and exercises and stretches. I drew these items and tapped them onto my belt; Mr. Fit kept the world healthy and enforced physical activity. My costume worked well with the activity I played with them. I used an activity I found from Pecentral.org, I started off by introducing my character and explaining I just came back from a meeting with all the super heroes. We discussed how children were watching too much TV and not getting enough exercise. I was here to promote healthy living, and I needed some sidekicks to help. These sidekicks were Kid Cardio and Miss Muscle, they had to “tag” all the students and show them how to exercise. If a student was tagged by Mr. Cardio they had to start in the hula hoop outside the tag area, and run to the cone and back pedal back to the hula hoop. Then the student can join the tag game again. This keeps everyone moving and no one is ever sitting out. If a student is tagged by miss muscle they had to start in the other hula hoop and slide to the cone and back. We were working on sliding so I decided to use that skill. Once they finish they can also join the tag game. The students enjoyed this game and were very tired once I blew my whistle. I noticed kid cardio was running for a while and was slowing down, so I gave him a pool noodle to tag with so it was an extension of his hand. This helped because people really had to avoid him. I told him it was his sword. This game was amazing, it not only worked on Psychomotor skills of skipping and running , the students had to use cognitive skills to understand who tagged them and which hula hoop to go to.
Element 1.3-Describe and apply motor development theory and principles related skillful movement, physical activity and fitness.
Artifact: PED 201 (Motor Development) Lab Experience
Date: Fall 2011
Reflection: Throughout the fall 2011 semester I have been involved in the after school program at St. Mary’s school in Cortland NY. This has been such a wonderful experience; I enjoyed every second. I feel within the short time I was there I have influenced many lives. We worked on different skills such as kicking, throwing and hopping. Some of the children’s skill level was in the initial phase but increased tremendously throughout the year. Although the children benefited physically, I will always have a special bond with the students and staff. I feel I was an outstanding role model and implemented manors into the activities I taught. Not only did the students learn from my experience at St. Mary’s’, I also gained a lot of knowledge myself. Something I took out of the experience is planning too much is key. When designing an activity, as a teacher you need to think of every scenario in your head and then plan extra games. Coming to a school unprepared shows a lack of commitment and is a direct reflection of that person. As an educator you are there for the students and guaranteeing a safe, fun, exciting, enjoyable, thriving environment is imperative. St. Mary’s provided an excellence environment where I could practice and hone my skills as a future physical educator. During my time at St. Mary’s I had the opportunity to lead several activates that I had conceptualized and watching the outcomes was a lesson on its own. Realizing as an educator that situations will arise is a regular occurrence in education and teachers have to adapt and be flexible. My thanksgiving activity I planned for 20 students and the entire gym and actually had 40 students and half the gym. Thinking on my toes in situations like this really helped my growth as a teacher. Looking back on this I am glad this situation came forth while I was teaching.
By clicking the link that says "Lab Assessment" it will redirect you to the assessment of the two students I observed that day. Please click the link to really understand how the artifact coincides with the NASPE Standard One.
Lab Assessment
Recap:This is our third week visiting St. Mary’s after school program. The theme for this week was super heroes; I dressed up as Mr. Fit. A super hero I made up myself, I had a red mask and my weapons were healthy foods and exercises and stretches. I drew these items and tapped them onto my belt; Mr. Fit kept the world healthy and enforced physical activity. My costume worked well with the activity I played with them. I used an activity I found from Pecentral.org, I started off by introducing my character and explaining I just came back from a meeting with all the super heroes. We discussed how children were watching too much TV and not getting enough exercise. I was here to promote healthy living, and I needed some sidekicks to help. These sidekicks were Kid Cardio and Miss Muscle, they had to “tag” all the students and show them how to exercise. If a student was tagged by Mr. Cardio they had to start in the hula hoop outside the tag area, and run to the cone and back pedal back to the hula hoop. Then the student can join the tag game again. This keeps everyone moving and no one is ever sitting out. If a student is tagged by miss muscle they had to start in the other hula hoop and slide to the cone and back. We were working on sliding so I decided to use that skill. Once they finish they can also join the tag game. The students enjoyed this game and were very tired once I blew my whistle. I noticed kid cardio was running for a while and was slowing down, so I gave him a pool noodle to tag with so it was an extension of his hand. This helped because people really had to avoid him. I told him it was his sword. This game was amazing, it not only worked on Psychomotor skills of skipping and running , the students had to use cognitive skills to understand who tagged them and which hula hoop to go to.