Reflective Journal

Course Title : Physical Education 

Course Code: PHED1001

Student Name : Ananta Narine 

Reflective Journal

The aim of this journal is to write down your daily reflection entries. It can be something good or bad that happened to you that you can self-reflect and learn from the past experience of each of the weekly session. The journal aims to situate physical education as an integral part of the general education of children, use curriculum guide to plan lessons for primary school children, define terms and concepts used in physical education, apply fundamental concepts of physical education in the development, and delivery of lessons, integrate physical education concepts in the teaching of other subjects as well as utilize physical education to promote the development of character and collaboration in children.

Welcome to PHED1001

 Hey there...  yes you... welcome to PHED1001. Yayyy!!

Relax, get rid of the nerves and be prepared to learn new things and have some fun as I walk you through my ten course sessions of Physical Education.


On the first day of class, Tuesday 21st January, 2019, class began at 1pm. I had so many different emotions running through me. I felt excited, nervous and anxious, I even think I had some anxiety kick in as well. But why feel this way you may ask, well let me tell you. I believe I felt this way because I didn't want to be late, nor got to the wrong class or if I would have a big class or smaller sized class, which I would prefer a smaller class.


The first day of school is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself an a scholar and educator and provide insight into how you teach the class and what you will expect them to contribute to the learning process is exactly what Shirley Ochao aim was.


You're probably wondering hey why take an entire course on physical education its probably just playing and doing sports.... the same old isn't it? Well not really. As introduced by the lecturer, the course is intended to provide prospective teachers with knowledge and understanding of the role of Physical Education in the development of human person; of the principle and practices of Physical Education that would allow them to teach the subject in the primary school setting; appreciation of the role that Physical education plays in fostering and encouraging thinking skills, creativity, sportsmanship and healthy lifestyles that are germane to the holistic development of children. Doesn't it sound more interesting now? Of course it does... You're probably thinking it such a cool course already and it's only the first week.


At the beginning of the session a course review was presented to provide a map of where the class will start and what you expect them to understand at the end of the class. As well as, presentation of material; this focused on important materials that will be provided for a successful semester. In addition, the expectations for class time and outside class. The class was provided with an idea of they will need to prepare for the course, whether it be primarily reading and writing individually as well as working in groups. Enough information was given to be able to plan accordingly for the semester.


As minutes went by, overall the course seemed pretty interesting but it wasn't something that should be taken for granted. Assignments and due dates still had to be met, areas of study has to be covered in order to be successful at the end of the semester.


Before leaving, like any class homework was given but it wasn't too hard, all we had to do was find a working definition of Physical Education and read and come prepared for the next week session where we will be discussing Fundamental Movements.


Can't wait for you to hear more about my journey through the semester, until next week. Bye!

Let's Learn about Movement.

Welcome back to the PHED 1001.

It's the first teaching week for this course, hope you all came prepared and ready to learn about Fundamental Movements because that's what we did in today's session.

You may not think much about simple body movements like walking, bending, or kicking a ball; however, fundamental body movements are the building blocks necessary for more complex physical activities. Playing sports, exercising, and dancing all require a command of simple, fundamental body movements.

The session began with a class discussion on what we knew research and knew about Movement concepts. Movement concepts are basic to understanding efficient, effective movement.  They assist students in developing the structure of the content (the classification) and the language (vocabulary) of the field.  The classification used here includes body awareness, space, qualities of movement, and relationships.
There are four main movement concepts which are;

• Body Awareness – what the body can do; the shapes it can make, how it can balance, the transfer of weight, and flight. 
• Space –where the body can move
• Qualities of Movement – how the body moves (Many of the qualities of movement require the application of mechanical principles.)
• Relationships- with whom and/ or to what the body relates.

Afterwards, we learn about the different ways the body can move, locomotor, non - locomotor and manipulative. 

This session we focused mainly on Locomotor skills. Locomotor refers to body movements that move the body from one place to another. They cause the body to travel. There are eight main locomotor movements. They are categorized as either even or uneven movements. Even rhythm movements consist of equal, unvarying actions. These movements include: walking, running, hopping, leaping and jumping. 

Keep in mind that we're referring to the physical education definition of these movements. It was a bit difficult due to the fact of confuse the movements and terminology. A hop is technically defined as a springing from one foot and landing on that same foot. A leap is a springing from one foot but landing on the other foot. Leaping movements are commonly used when people jump over objects, like jumping over a rain puddle.Uneven rhythm movements consist of unequal actions. They also sometimes incorporate alternating actions. These movements include skipping, galloping and sliding. 

Note that a gallop is defined as stepping forward and pushing up with one foot, while the other foot follows. The student lands on the trailing foot. You might think of it as a rudimentary skip that toddlers do. A slide is similar, but the lead foot glides forward or side ward while the other foot follows. The lead foot does not step or push off into the air. 

The session was divided in two components, the first half dedicated to theory and the second half dedicated to practical actives.  What you just learnt was the theory part of the session. The practical session consisted of all students being present in the auditorium. First warm ups were done by just walking around in all different directions. Practical activities then began with students performing different activities that incorporated that locomotor skills. We had fun skipping, galloping, leaping, jumping or even doing the basic walking.  

Even after all the fun we had, class came to an end where we all sat in circle and did stretches in order to cool down and before class was dismissed everyone was asked to share one thing that they learn from the session whether it be theory or practical. 

Hope you had fun learning, until next class... see you soon. 

                                          

Let's show off our Non - Locomotor Movements.

Oh my .... its already the third week. Welcome back. Did you have fun last week? Well this week the fun continues. Lets jump right in it. 

                                              

This week discussion focused primarily on Non - locomotor movements . A non-locomotor movement is a movement that a person performs while remaining stationary. For example, twisting the body around its axis is a non-locomotor movement. The person remains in one spot while the upper body rotates from left to right. Bending the body from a straight position to a curved position is a non-locomotor movement also. Other examples include pulling, twisting, swaying and balancing. 

Sounds cool doesn't it? Well lets continue on..

We then learnt about movement principles and how it is a concepts related to the efficiency and effectiveness of movement. They can be applied in a variety of situations . Force and stability are the two types of movement principles emphasized in the curriculum. 

Stability 

1. Stability usually increases as the distance between the body's center of gravity and base of support decreases.Example: You are less likely to lose your balance or be pushed off balance when standing with knees flexed than when standing with legs straight.
2. Stability usually increases as the size of the body’s base of support increases. Example: You are less likely to fall or to lose your balance when you’re on hands and knees on the ground than when you’re standing on the tips of your toes.
3. Stability usually decreases (in one direction) as the distance between the body’s center of gravity and the limits (edge) of the base of support decreases.Example: If you are leaning forward with most of your weight on your toes and someone pushes you from behind, it will require less force to make you fall than if you were not leaning.

And that's a wrap for theory.. on to practicals.

We then changed clothing into something more comfortable and then made our way to the auditorium. First the class began with warm up buy walking around keeping your personal space in all sorts of direction and listening to commands given by the lecturer. Afterwards, the class practiced and demonstrated various non locomotor skills applying all three principles of stability. The class accomplished at the end of the session to regain balance when lost, an athlete can enlarge the base of support and re-position the center of gravity over it, for greatest stability in all directions, the center of gravity should be over the center of the base of support, becoming more stable by lowering the center of gravity for example, bending of the knees and lastly shifting the center of gravity toward an approaching force increases an athlete's ability to maintain balance.

Even after all the fun we had, class came to an end where we all sat in circle and did our cool down activity which consisted of us walking around and when the command was given we needed to form a shape and finding a base as well, and before class was dismissed everyone was asked to share one thing that they learn from the session whether it be theory or practical.

Unfortunately that's the end of today's session but don't worry there is class next week and its going to be twice as fun. 

How good is your Manipulative Skills?

Oh wow, it's already the fourth week of class. Welcome back and get ready to learn about manipulative skills because that's what we did in today's session.

Let's make this easy for explaining, Manipulative skills, in simpler terms, is the ability to manipulate things or objects with the help of a combination of several body parts.

Training the body to perform physical movements is necessary for the all-round development of the child. More importantly, these activities must begin at a young age so that the child can reap the following benefits -
Healthy growth and development
Building strong muscles and bones
Development of basic motor skills
Improved sense of movement, balance, and coordination
Development of mental faculties
Improved social interactions, a heightened sense of confidence
Healthy weight and frame.

There are certain activities that are quite useful when it comes to developing manipulative skills in  which was discussed in class and demonstrated in the practicals. They are listed as follows -

Throwing
Throwing is an activity that engages the arms, hands, and the shoulders. In the initial stages, the child will have to learn how to expertly grip the object which needs to be thrown. Once she gets a good grip, she will learn to employ her elbow in order to throw the object, and use her hands to release it. With practice, she will learn to make use of her shoulder to exert more force, and eventually master the skill by making use of her upper body to swing into action before throwing with greater force.

Catching
Catching is another fun-filled activity which is enjoyed by children of all ages. It is instrumental in developing hand-eye coordination in children. To begin with, children will be clumsy while taking a catch, but they must be encouraged to pick the fallen ball and throw it back. Practice is the key here, so the training must be consistent. Besides balls, use a variety of objects during practice sessions, like balloons, ribbon strips, sponges, etc.

Kicking
Kicking involves lower body movements, and begins by making use of the leg to move a stationary ball. Though the leg is the focal point in this activity, children must be taught to swing their arms, and steady their hips in order to maintain balance while kicking. Once these movements are mastered, running can be combined with kicking a ball along an obstacle course

Injury Care and First Aid.

                                  

This session was very important and I think you should pay special attention to it. We focused on Injury care and First Aid.

                 


First Aid 
Assistance given to any person suffering a sudden illness or injury, with care provided to preserve life, prevent the condition from worsening and/or promote recovery until full medical treatment is available.

Injuries and Illnesses are often categorized by what causes them and how long it takes for them to occur.

Length of Time to Develop
•Acute Injuries and Illness – occur suddenly as a result of a specific injury mechanism.
•Chronic Injuries or Illnesses develop over a period of several weeks and are typically caused by a repeated injury.

treatments of Open Wounds
•Safety
 •Control Bleeding
•Prevent Infection
•Dress Wounds
 •Bandages
•Visit a doctor






Treatments of Punctures
Embedded objects-
•Remove person from danger/ make them comfortable
•Do not remove object!!!!
•Control bleeding/ bandage around object
•Take person to the Doctor






Sprains 
•Sprains are stretching or tearing of ligaments at a joint.
•They are classified as Grade I , II or III–
Grade I  - would be a stretching
Grade II – a partial tear
Grade III – a complete tear






Dislocations 
•A dislocation is when a joint is injured causing a misalignment of the bony structures



Fractures
•A fracture is a break or crack in a bone

1. Closed Fracture closed fracture occurs when a bone breaks but remains within the skin and surrounding tissue.
2. Open Fracture •An open fracture is when a bone breaks and then protrudes through the skin.•There is much greater risk for infection and damage in an open fracture.

Treatments of Injuries
R- Rest
 I – Ice
C – Compress
E – Elevate

Preparing Lesson Plan

Have you ever hear about a lesson plan? If not, don't worry in today's session we learnt all about lesson planning.

A lesson plan is a teacher’s detailed description of the course of instruction or
‘learning trajectory’ for a lesson. A daily lesson plan is developed by a teacher to guide class
learning. Details may vary depending on the preference of the teacher, subject being
covered, and the needs of the students. There may be requirements mandated by the
school system regarding the plan. A lesson plan is the teacher’s guide for running the
particular lesson, and it includes the goal( what the students are supposed to learn), how
the goal will be reached( the method, procedure) and a way of measuring how well the goal
was reached ( test, worksheets, homework etc.)

Skill Theme:
Topic for lesson:
Lesson  of Class:
Duration of lesson:
Number of Students:         
Male/Female:           
Experience/knowledge/skill:
Equipment Needed:


Explanations to assist in teaching/learning process

1.Objectives

•  Related to the concept(s) to be taught
• Must cover all domains written in behavioural terms.

2. Organization

• Organization of students, use of space, safety considerations, location of equipment, rules, students’ groupings and routines (for class management), etc. 
• This information may be in the form of diagrams, stick figures or other graphics. 

3. Introduction 

• Sets the tone for the lesson. 
• Provokes students' interest. 
• Helps to warm up muscle groups – safety. 
•  Encourage full participation. – Eliminations must be at a minimum (what is done after the student is eliminated is important for transfer)
• An introductory movement activity may serve as a warm-up, as a lead-in activity for the lesson or both. 

4.  Movement/Learning Experiences

• In relation to the objectives of the lesson. Include adaptations, extensions, refinements, challenges and applications. 
• Applications can involve previously learnt skills.
• Must be progressive in presentation – simple to complex, individual to group, without equipment to with equipment, static to dynamic, etc

5. Teaching Points/cues

• Facilitate the development of the learning of the skill/experience/knowledge of outcomes. – May include techniques, concepts, etc. (Focus of movement in the activity)Should be given to focus students not to frustrate/confuse. 

6. Closure 

• Review of the key points of the lesson stated in the objectives and emphasized throughout the lesson; why students are engaged in certain activities. May be in the form of questions-students' answers provide insights regarding the extent to which the lesson objectives have been attained.

That's the format in which is needed for a lesson plan, do you think you can do one now?

It's all about Fitness

In today's session its all about fitness. Are you excited. Then let's start

According to the Centers for Disease Control and Prevention (CDC), physical fitness is defined as 'the ability to carry out daily tasks with vigor and alertness, without undue fatigue, and with ample energy to enjoy leisure-time pursuits and respond to emergencies.' Based on this definition, fitness involves everything from getting out of bed to hiking to performing CPR.


                 

Components of Fitness
Depending on the source, the components of fitness vary considerably. Below are common components.
Cardio respiratory endurance - typically measured by how long or fast a person can perform an activity and how this impacts measurements such as heart rate and oxygen consumption.

Muscular endurance - typically measured by how many repetitions of an exercise a person can perform. Common tests involve push-ups and sit ups.

Muscular strength - typically measured by how much weight can be moved in relation to repetitions. Exercises involving multiple joints and muscle groups such as squats or bench press are often used.

Muscular power - typically measured by how much force can be generated during a given activity.

Flexibility - typically measured by how far a muscle group can be stretched or joint can be moved. The most common tests involve the hamstrings and shoulders.

Balance - typically measured by how long a particular position can be held with or without some type of activity being performed. Simple tests such as standing on one leg can be used to assess balance.

Speed - typically measured by how quickly an individual can move from one point to another. 

Body composition - this is the amount of fat on the body versus other tissues  such as muscle, bones and skin. 

• Ectomorph: Lean and long, with difficulty building muscle
• Endomorph: Big, high body fat, often pear-shaped, with a high tendency to store body fat
• Mesomorph: Muscular and well-built, with a high metabolism and responsive muscle cell

Heart Rate
A normal resting heart rate for adults ranges from 60 to 100 beats per minute. Generally, a lower heart rate at rest implies more efficient heart function and better cardiovascular fitness. For example, a well-trained athlete might have a normal resting heart rate closer to 40 beats per minute.

How good is your Teaching style?

Hey there and welcome back to PHED1001. Today we learnt all about teaching styles.

Do you know what is a teaching style?

Teaching styles refer to “a teacher’s preferred way of solving problems, carrying out tasks, and making decisions in the process of teaching, and, besides differing from individual to individual, may sometimes differ between different groups, for example schools schools” (Sternberg, 1997). 
There are types of Teaching Styles which are:

1. Practice style.
Description – The teacher demonstrates a specific task and the students practice on their own time while making nine specific decisions.  The decisions are: Location, order of tasks, starting time per task, pace and rhythm, stopping time per task, interval, initiating questions for clarification, attire and appearance and posture. The teacher then makes direct and individual feedback

2. Reciprocal Style
Description – A pair of students are given a task card describing the progression of the skill. While the doer is performing the skill, the observer is providing immediate, constructive and positive feedback. The teacher is available to answer the observer’s questions and provides the observer with feedback.

3. Self Check Style
Description – A student is given a criteria sheet in order to work independently on performing a task. The students also engage in self-assessment. The teacher is available to answer questions posed by the learners.

4. Inclusion Style
Description – Students are given a task card with various levels of difficulty within a single task. The learners decide their personal entry level on the sheet and how fast they choose to progress through the levels.  Once the learner has completed a task, they mark it down on the sheet and progress to the next level of choice.

5. Guided Discovery Style

Description – The teacher develops a series of logically designed questions to give to the learner.  The learner works through the questions in sequence, and each answer leads to the next question.  Eventually, the student will come to realize a predetermined concept. 

6. Divergent Discovery Style 

Description – The teacher develops a single question for all of the students to answer. The question has multiple responses and it is up to the students to discover multiple solutions.

These styles are described to assist the teacher in Physical Education to use a variety of teaching strategies to enhance learning and development of students.  In many cases, the type of activity or sport dictates the style or strategy used.  In addition, the characteristics of the teacher and the learners affect how the material is presented and assimilated.

Unfortunately there was no practicals for this session but hope you all had fun learning about teaching styles.

It's all about safety

Oh my Goodness, its the last session for the semester and today we learnt all about 

Physical activity contributes to students’ physical, academic and social well-being and thus is an important part of the educational program..While no physical education program can be made entirely risk-free, the focus is on ensuring that the benefits to students of a particular activity outweigh the potential for injury.Safety is important because just as careful parents cannot protect their children from every danger in the world, neither can a teacher protect students from every possible physical education injury. In physical education, as in all other activities of daily life, there is a degree of hazard.

Guiding principles for safety in Physical Education fall into five areas.

• Facility safety
• Equipment safety
• Instruction
• Supervision
• Clothing and footwear

The class was then engaged in a discussion along with the instructor talking about all fives areas. Firstly, facility safety students must regularly inspect facilities for damage or hazards. Fix all problems as soon as they are identified, ensure that the perimeter of the gym is free of stored equipment and furniture, except for a reasonable number of balance benches and mats.When a gym or activity room is of a non-standard size, modify the rules of play as needed for maximum safety. In addition, ensure that indoor and outdoor playing surfaces are clean, free of all obstacles and provide good traction.

We then moved onto clothing and footwear. we learnt that students should remove all jewelry before participating in physical education activities. Jewelry includes ear studs, nose rings and other body jewelry, watches and rings as well as hanging jewelry. Students should wear long hair in a bun when there is a danger that it might become entangled in equipment.(This applies to both males and females.) as well as tie or pin back long hair when it could obscure vision. (This applies to both males and females.)

Supervision was our next area of discussion making reference that teachers should establish routines, rules of acceptable behavior and duties of students at the beginning of the year and reinforce them throughout the year. Teachers should sanction students for unsafe player unacceptable behavior whenever it occurs as well make students aware of the rules of specific activities or games before play begins and enforce these rules during play. Make students aware that the use of equipment or the use of the gymnasium is prohibited without the appropriate type of supervision.

Ic

After discussing all about safety, the class was given a step by step explanation by the instruction on how the format for the group lesson plan should be. The format consisted of involving the class you wish to teach, duration, previous knowledge, the objective and the topic followed by a table which contains movement, Organization and teaching point strategies for the lesson to be successful. 

I hope you had fun hearing all about my ten weekly session of Physical education and the content  that was taught and the practical activities that was done.

Hope you learnt something new every session just like I did and enjoyed the course.