Thank You St. Mary's

St. Mary's Day 3 (Dinosaur Train)

At Lab 3 at St. Mary's the first thing we did was watch two designated students perform the given tasks for the day. These tasks included the horizontal jump, slide, and leap. After observing we moved to our assigned locations for the day. This week my group my group had the pre-k. Overall I really enjoyed working with the pre-k. As soon as we arrived we jumped right in and colored in dinosaurs with the students. After coloring we moved into one room together and Bridget and I each read the students a book about dinosaurs. I found that the more enthuastic you were when reading the books the more the students got into it. Once we were done reading the books we moved into the gym and instructed the students on how to play the games we designated. My game I called "Dinosaur Train Boogie." For the game I created cards that were bright and colorful of four of the different characters of the Dinosaur Train show. I would place all the characters scattered in the center and there were 4 hoola-hoops in each corner of the designated area. Each hoop was designated for one of the four characters. When the music played the students were asked to either skip, horozontal jump, leap, slide, or job around. Then once the music stopped each student would have to pick up a character recognize the other students who had the same character as them and go to the designated hoop for their character. Once this was completed the music would start again and the students would be asked to do another task until they placed their character back into the center of the circle and then the pattern would repeat again. Overall I found my game pretty effective because it had everyone involved and the students really enjoyed getting to use the pictures of the characters. Next time if the opportunity arises I would most defiantly use visual objects again to better engage the students.

Childhood Growth and Development

Childhood Growth and Development on Prezi

7 Homework Questions

1. The three critical issues facing children in the US today are in-school and community violence and student safety, childhood obesity, and precocious puberty among your students.
2. The following are 2 goals of the concept “Developmental Physical Education.”
1. Movement skill acquisition
2. Physical activity and fitness enhancement
3. The three factors that explain the relationships that lead to the development of the whole child is the biology of the individual, conditions of the learning environment, and the requirements of the movement task. According to the fourth edition Developmental Physical Education for All Children, developmental physical education recognizes the relationship among the specific requirements of the movement task, the biology of the individual, and the conditions of the learning environment in promoting motor control and movement competence.
4. Individual appropriateness is the key concept of developmental physical education and is based on the central proposition that each child has his unique timing and pattern of growth and development. On the other hand, group awareness is important in the developmental physical education program but is secondary to individual appropriateness. The developmental curriculum is not based on chronological age or grade level but is influenced by both.
5. Fundamental movement skills include locomotion and manipulation. Three examples of locomotion and walking, running, and leaping. Three examples of manipulation are ball rolling, throwing, and kicking.
6. Patterns of stability can be observed as axial, static, and dynamic movements. Two examples of axial movements are bending and stretching. Two examples of static/dynamic movements are upright balances, and rolling.
7. Physical fitness is defined as a combination of two concepts. These two concepts are health-related fitness and performance-related fitness.

St. Mary's Lab 1 and 2

St. Mary's Day 3 (running, hopping, and galloping)

Today at St. Mary's our main purpose at the school was to formulate games the student's could play where we could watch and evaluate their galloping, running, and hopping skills. My lab group watched two different students first, one boy and one girl. Overall I found no particular pattern in the development of the girl compared to the boy. The boy was a better galloper than the girl. The girl would do more of a running motion than a gallop. When it came to running though the girl was more physically advanced than the boy. She ran on her toes and was off the ground with both feet at sometimes. On the other hand the boy ran for the most part flat footed. When it came to hopping both the boy and the girl for the most part were equally skilled. Both were able to hop on one foot fairly well. They both only did not use their other leg with a ton of force using momentum to force themselves forward far. After evaluating the boy and girl it was my group's turn to do our games. I went first and the game I introduced was called Come to My Tabe.l I felt the game went pretty well but some of the kids seemed to have a hard time listening. Come to My Table worked as follows. I split the group into two teams. I lined them up on either end line of the gym. One was team fruits and the other team vegetables. Each round I would call both teams into the center where I was standing and said "fruits and vegetables come to my table." Once both teams were lined up facing each other in the center I called out either a type of fruit or vegetable. If I called out a type of fruit. The fruits needed to run back to their safe zone and the vegetables tried to catch them. If I called out a vegetable them the vegetables needed to run back and the fruits tried to tag them. If a vegetable was tagged by a fruit and visa versa the vegetable would join the fruit team and the fruits join the vegetable team. Each time I would change it up and say either gallop, hop, or skip to the table so that all the students could use different skills in the game. After doing my game one of my other group members did their game and then we went down to the cafeteria. In the cafeteria on girl showed me her book she was making and I played Mancala with some of the other students. Everyone seemed to get along today and no one fought over rules like last time. Then after Cafeteria we went upstairs back to the gym and played some more tag games. This week seemed to go a lot better than last because everyone was more prepared with a game to use. Next week should be even better than this week because we will be even more prepared. I can wait till it's time to go back to St. Mary's.

Dodgeball Variation That Can Be Acceptable

This is a variation to the most commonly used game of dodgeball that I came up with that I believe can be used and used effectively in physical education classes. Before the class or at the very beginning of class I would assign the students to partners. This partner would be their only teammate throughout the game. Of each group of partners one partner in the group would be given a dodgeball. They would be the shooters and the other partners without a ball would be the dodgers. The partners would stay teammates throughout the game. The object of the game would be for the players with balls to attempt to throw their ball at another player who was not their partner and did not have a dodgeball. If their partner without a ball was to get hit by another player that individual would be frozen instead of being out, until their "shooter" hit another player from another team of two. The game would function as almost a form of a dodgeball/tag game where everyone is involved and running around at all times. In order to be fair, halfway through the designated time for this game the partners would switch roles and the shooter would become the dodger and visa versa. This would allow both players equal opportunities at each role and they can also work on their skills needed for each part.

Through playing this game students will be working on their cardiovascular fitness and spacial awareness when playing either role, as well as teamwork because both players need to work together and help each other out to be successful. When being a shooter in particular you are working on throwing skills, aim/accuracy, agility, and speed. When being a dodger you are particularly working on quickness, agility, quick jab motions to fake out shooters, and strategy to stay "un-hit." The students through playing this game would be learning how to cooperate and work well together as well have using their teamwork skills to help out their pair of two. Students will remain active throughout the entire game and I don't see why this game would not be an acceptable form of dodgeball in physical education classes.