physical education Curriculum
September:
Fitness scoccer kick ball conditioning safety
October:
eye/hand coordination skills soccer football physical space
november:
Games locomotion fitness
december:
basketball parachute scooters
January:
hocky skating
february:
tumbling jumprope dance fitness
march:
volleyballl dance
april:
tennis kickball frisbee
may/june:
baseball whiffle/t-ball tag
effective teaching strategies:
introduction
1. review students' prior learning and connet the content tof the current lesson to the students (bridging).
2. communicate the relevance. sell the content (set induction)
3. answer questions
4. tell the students the expectations and how they will be held accountable.
5. check for understanding
demonstrations, cues, and congruent feedback
Demonstrations in physical education are both motivational and instructional. Seeing a specific skill in action can motivate the students to want to learn the skill. Breaking the skill down instructs the students on how to perform the skill. Effective demonstrations incorporate memorable cues that remind students of the skill's key components.
1. demonstrate whole skill first
2. break it down into its key components
3. re-demonstrate it (part-whole)
4. demonstrate the skill authentically, at regular and slow speed.
5. use students to demonstrate skills and tasks when appropriate.
6. use technology such as videos and GIFs
7. only give 1-3 cues short and memorable, and reiterate cues. Use rhyme cues aloud while performing the skill.
Congruent feedback should match the cues, be specific to each student, and be timely. Tell the student which specific cues he or she performed well, such as "good job following through".
Give students short term goals for the lesson to increase motivation. When possible, give students choices in activities and assessments.
Create a print rich environment that is diverse and find ways to highlight student work.
Get to know the students and allow them to get to know you. Build strong relationships.
Growth Mindset: belief that learning is not fixed and that failures are oppportunities for growth.
A good sense of humor can make any learning environment better. (avoid sarcasm and teasing)
Plan instant activities that students can engage in as soon as they enter class
Focus on ways to improve intrinsic motivation.
KISS: Keep it short and simple
Maslow's Hierarchy of needs (physical, social, and psychological needs) must be met before learning can take place.
Maximize practice opportunities and avoid elimination games, large teams, and waiting in lines.
Music can increase motivation, enjoyment, performance, cognitive learning and more.
Popular Culture references can be used to help relate content to what students already identify with.
Positive reinforcement motivates. Reward their social behaviors, effort, successful approximations, and their performances and avoid attributing student success to luck or easiness of task.
focus on the process not the product.
Themes and stories can add interest. Themes can help draw their attention and involve their imagination.
1. review students' prior learning and connet the content tof the current lesson to the students (bridging).
2. communicate the relevance. sell the content (set induction)
3. answer questions
4. tell the students the expectations and how they will be held accountable.
5. check for understanding
demonstrations, cues, and congruent feedback
Demonstrations in physical education are both motivational and instructional. Seeing a specific skill in action can motivate the students to want to learn the skill. Breaking the skill down instructs the students on how to perform the skill. Effective demonstrations incorporate memorable cues that remind students of the skill's key components.
1. demonstrate whole skill first
2. break it down into its key components
3. re-demonstrate it (part-whole)
4. demonstrate the skill authentically, at regular and slow speed.
5. use students to demonstrate skills and tasks when appropriate.
6. use technology such as videos and GIFs
7. only give 1-3 cues short and memorable, and reiterate cues. Use rhyme cues aloud while performing the skill.
Congruent feedback should match the cues, be specific to each student, and be timely. Tell the student which specific cues he or she performed well, such as "good job following through".
Give students short term goals for the lesson to increase motivation. When possible, give students choices in activities and assessments.
Create a print rich environment that is diverse and find ways to highlight student work.
Get to know the students and allow them to get to know you. Build strong relationships.
Growth Mindset: belief that learning is not fixed and that failures are oppportunities for growth.
A good sense of humor can make any learning environment better. (avoid sarcasm and teasing)
Plan instant activities that students can engage in as soon as they enter class
Focus on ways to improve intrinsic motivation.
KISS: Keep it short and simple
Maslow's Hierarchy of needs (physical, social, and psychological needs) must be met before learning can take place.
Maximize practice opportunities and avoid elimination games, large teams, and waiting in lines.
Music can increase motivation, enjoyment, performance, cognitive learning and more.
Popular Culture references can be used to help relate content to what students already identify with.
Positive reinforcement motivates. Reward their social behaviors, effort, successful approximations, and their performances and avoid attributing student success to luck or easiness of task.
focus on the process not the product.
Themes and stories can add interest. Themes can help draw their attention and involve their imagination.
creating a culture of failure in physed
That isn't the most positive title you'll ever see but it is a very important one. We need to create a culture of failure in physical education that everyone is comfortable with. Studies have shown that negative experiences in PE can result in an individual being turned off physical activity for a lifetime. PE is public by its very nature. You can hide your struggles with reading or math from your peers but everyone sees it in PE.
In the stages of learning, in the cognitive stage, you are simply trying to figure out how a task works. In the cognitive stage of learning, a great deal of mental capacity is used to try and execute the skill. It's messy.
Imagine a child learning to walk...lots of wobbles, falls, trial and error occur as they learn how their body moves in space and balances. This is the cognitive stage. Fast forward a few months in a child's life and almost no thought goes into walking. Practicing the skill has made it become virtually automatic. Nobody admonishes a child for failing as they negotiate walking for the first time. We don't tell them they are no good because they didn't master it by a certain magical age. We don't claim that one child is better than another because they learned to walk first. We need to teach this approach in all aspects of education, but, especially in PE.
In the stages of learning, in the cognitive stage, you are simply trying to figure out how a task works. In the cognitive stage of learning, a great deal of mental capacity is used to try and execute the skill. It's messy.
Imagine a child learning to walk...lots of wobbles, falls, trial and error occur as they learn how their body moves in space and balances. This is the cognitive stage. Fast forward a few months in a child's life and almost no thought goes into walking. Practicing the skill has made it become virtually automatic. Nobody admonishes a child for failing as they negotiate walking for the first time. We don't tell them they are no good because they didn't master it by a certain magical age. We don't claim that one child is better than another because they learned to walk first. We need to teach this approach in all aspects of education, but, especially in PE.