Monday, December 17th, 2012

THEORETICAL CLASS.

We started with the Lesson 4: "Fundamental motor skills".

The most important thing in this lesson is to identify the differences between skill and ability.

Also the differences between specialized motor skill and fundamental motor skill. And the patterns of movements. 

First of all, we have to know the definition of skill which is the learned ability. It means accuracy and precision. The skill has some components such as fluent, aesthetic, follows a technical model, goal directed and efficient.

Moreover, we have to know the definition of ability which is innate, stable and enduring. It is the support of skills but with limits on the degree of skill. 

Also, we have to know the definition of fundamental motor skill which is a series of basic movements that involve some of movement patterns. It is common to everyone. For example, the pattern of throwing. 

Also, we have to know the definition of specialized motor skill which is a fundamental movement skill or combination of fundamental movement skills. It is related to a sport. For example, Baseball, tennis.

There are three types of movement skills:

• Stability. (Balancing, body rolling...)
• Locomotor. (Walking, running...)
• Manipulative. It can be Gross motor manipulation and Fine motor manipulation.  (Throwing, catching...)

In this link you can see the Lesson 4.

https://docs.google.com/open?id=0B9A1lFjdd7btWGpuWWtXNkpXcTg

OPINION.

I think that this Lesson is very important for future teachers because we have to know concepts such as skill and ability and they differences. Moreover, teachers have to conduct well activities in order to student´s acquire and understand the differences and the movement patterns. So, for this reason students have to practice very much the patterns. 

Finally, the other day we had to write another word related to the Glossary. My word was Interdiscipliary teaching.

• Translation: Enseñanza Interdisciplinaria.

• Definition: It is a method used to teach two or more concepts from different areas to help students see the interrelatedness of knowledge.

• Practical application: Teaching social sciences related to things such as Egypt and through physical education teach students with movements. So, students will memorize the steps and they will relate what has been learned about Egypt.      

Wednesday, December 12th, 2012

PRACTICAL CLASS.

First of all, we started doing different exercise with the "Indiaca" in order to warm up.

• We had to throw the indiaca as far as possible and running to collect it. (Some repetitions).

• We had to throw the Indiaca but taking in to account the patter of motor movement when you throw someting. This patter consist on do a step with the opposite leg to the arm which you are going to throw the ball. And you have to rotate the truck in order to do more energy. 

• We had to throw the Indiaca as high as possible mainteining the posture.

• We had to throw the Indiaca and tried to catch it before the Indiaca touch the floor. 

• We did groups of two and we had to pass the indiaca among us and we had to throw the indiaca with the opposite arm and the opposite leg because the pattern changed.

• Finally, we hd to try to score on the basket but mainteining the posture. 

Later, we started with the Interdisciplinary Activity. 

So, Raquel and me started with our Activity. My Activity was thinking for three subjects: Music, Social science and PE.

First of all, We explained that the music is divided into 8 times and we marked them with the music.
Then, Raquel explained something related to Egypt, which is the most important content. And I did a step relevant with the explanation. So, my class mates had to repeat with me the steps in order to memorize them.
For example, Egipstians did pyramids. So, the step was to walking hunched doing two steps and streched the body doing two steps. In order to do like a pyramid in a "V".

Finally, we put together the steps and we did the choreography which was fantastic!!

In this link you can see the development of the activity:
https://docs.google.com/open?id=0B9A1lFjdd7btQWR3anZFNmQ3QjQ

Here you can see the music which we used.
https://www.youtube.com/watch?v=rXUpYYYs5jM

This activity was funny but very difficult in order to conduct it. Because there were people who did not do well the step or people who did not understand. But I think that it is a very good experience in order to know how much it is difficult to do a class. 

Moreover, I have learned very much from my errors. Because it is better to give a name to each step to memorize well. Also, It is better to teach a step and seeing the step with the music. 

OPINION.

Related to the exercises with the Indiaca. I think that are great because there are useful to practice the patter of throwing something. It is a funny game because you are using a different material. For teachers this activity is fantastic in order to create a class in order to improve the patter. And I realize that students have to practice many times. 

Related to the Interdisciplinary Activity. I really like very much to teach a choreography. Now, I know better how to do it. And the teacher has to know very well the steps and the way of teaching them to the students because it is very difficult.

After doing the interdisciplinary activity I think that this kind of activity is very good for teachers and for students. Students can learn different concepts in the same exercise. And the teacher can teach different knowledge in the same activity. 

Monday, December 10th, 2012

THEORETICAL CLASS. 

First of all, we corrected some things related to the interdisciplinary activities. For example, my groups have some corrections like the content because we tought that the content in the objectives and not the content is what you are going to teach. In my activity the content is Egypt. 

Moreover, the teacher assigned us a word related to the Lesson 2. Because among us we have to create a glossary about the lessons which we see. 

Furthermore, we were talking about the different motor patters. And we saw them through videos. These videos were about hop, throw and run. 

I think that if children didn´t learn these patterns they will have problems in sports. 

In the videos we had to answer some questions such as:

-Is the swing leg active?.

-Does it move rotary movement?

-Are there a step?

-Is the step bilateral or homolateral?

We saw children and teenagers. They were boys and girls.

For example, we saw a teenager who was hopping and we saw the movements of the arms, the legs and the back. We compared the movement of a child and a teenager.

Also, we say a teenager throwing a ball and he did a step in a opposite movement. So, the support leg was the opposite to the hand. This step used to maintain the equilibrium. 

Then, we did examples with some of us and we discovered that in order to create more energy you have to rotate the truck. So, you have to do a step with the same leg that the hand behind the body. 

A child throw a ball with a balance but not with rotation because he had not mature in the truck. 

Another child throw a ball doing a step but without rotation and he put the hand behind the head. 

Moreover, we saw the movements when someone runs. Run means that there is a little moment when the leg do not touch the floor. When this correct patter is acquire the swing leg flexes at least 90 degrees and the hand move in opposition to the legs. 

So, I think that the teacher has to do different activities in order to develop well the proper patterns in children:

-Arms.

-Legs.

-Truck

For that reason, children have to practice a lot. 

Wednesday, December 5th, 2012

PRACTICAL CLASS

In order to warm up, we did a game call "Follow the leader".

This game consist on make groups of four or five people. Each group have to form a line and the person who is the first has to do an exercise and the rest of the people have to do the same exercise. Later, they have to change the leader when the leader do two exercise. Moreover, we did the same but with two stretching exercise.

We continued with the Tag Game.
-Dani: In this game there is one person who has to catch the rest of the people. However, the rest have to run following the lines which are painting on the floor. And when someone is catching he or she has to sit down over the lines. And if someone run in the direction where is a person sit on the floor, the person who is running can´t croos to the other side. Only the person who catch can croos to the other side. 

Later, we did a works hop: "Understanding motor skills".                            
First, we were talking about the characteristics of the pattern of hop:
-The leg which is the support has to use the ball of the foot.
-The two arms have to move in the opposite direction.
-The swing leg has to be active.
-The swing leg has to go behind the support leg.

Besides, we saw some explamples with our classmates.

Then, we had to put in groups of three people and we had to go out in order to do observations to the way of the people hop. We had to do the sample to 10 persons. But we had to have in main some conditions like use a proper space, students had to run as fast as possible and the observers had to asses the motor action in a lateral plane ir order to see better the movement.
And after that we had to make notes in our table of results. In the table of result appeared the number of students, the type of observation and the sex.
The observations were:

1. Is the swing leg active?
2. Does the swing leg swing behind the support leg?
3.  Does the swing leg steer the locomotor movement?
4. Does the weight shift onto the ball of the support foot before extension at take off?
5. Is the arm action opposing (moving in opposite direction) at the same time?
6. Do both arms move in opposition to the legs or just one?

Later, after did the sample we had to make conclusions:

-University students do not have coordination.

-University students do not have a development of motor skills.

-There were only one person who did well the exercise.

-Most of boys do not move the ball of the support leg.

-Most of the people move only one arm or do not move the arms.

-The swing leg is activie in all the samples,

Finally, we were talking about our conclusions and the evolution of this motor skills:

1. Develop the use of the swing leg.
2. Develop the use of one arm.
3. Develop the use of two arms moving on the opposite direction.

This link is the Activity. 

https://docs.google.com/open?id=0B9A1lFjdd7btOEVHUGl2ZWtNUGs

OPINION.

Related to the Dani´s game: I think that is not what the teacher said in the conditions of the Tag Game. Because most of the people are sitting all the time in the floor. This game does not promote exercise. There is only one person who is moving all the time. Also there are people who are eliminated. And the purpose of the Tag Game is to promote exercise and not eliminate people.

Related to the Work hop. "Understanding motor skill". I think that it s good activity in order to realize that the relation to hop and the movements of the body which are involved. I think that this activity is funy because we has to interact with other people. I understand that there a pattern of hopping but there are a people who have it and people who do not have it. 

 

Monday, December 3th, 2012

THEORETICAL CLASS

In this class we continued with the analisis of the content blocks. In my group we had to talk about the block 1 wich is The body: image and perception.

In this block there are some objectives which have inside of them the contents which the teacher can teach them to the students. 

For example: In the First Cycle.

-Affirmation of laterality. The content is laterality.

-Notion associated with spatial and temporal relationship. The content is spatial and temporal relationships.

-Experience of different body postures. The content is body postures.

In the Second Cycle.

-Adjustment of posture to expressive and motor needs. The content is posture.

-Space-time oganization. The content is organization.

In the Third Cycle.

-Awareness and control of the body at rest and in motion. The content is control of the body.

-Static and dynamic balance in complex situations. The content is dynamic balance.

In this link you can see the curriculum.
 https://docs.google.com/open?id=0B9A1lFjdd7btOG5mUXJOYUJfUmc

Moreover, all the groups explained their block and their contents.

OPINION.

I think that this activity is very useful as future teachers because I have learn the differences between General objectives which are implicit during the course and the Learning objectives which are implicit during the Units. The learning objectives are more specific for each cycle. Moreover, I learn that the purpose is related with the learning objectives. For example, the purpose is the instruction of a game.

Besides, in this lesson we can learn how to find a content in the block of the curriculum

I think that is necesary to know the curriculum and to understand it because the teacher has to follow the objectives, methodology etc of the curriculum in order to manage a class. 

Wednesday, November 29th,2012

PRACTICAL CLASS

We continued with the Tag Games.

-Gemma: Streets & Avenues. 

The instructor asks the participants to stand up and to form three or four rows, each one with the same number of people. Each one has to be beside the others respecting a distance of one metre between them. The instructor asks the participants in each row to hold each other’s hands, forming the avenues. He can ask for a volunteer who will do the leader’s role or he can do it himself. At the leader’s signal, they all turn to the right and they hold each other’s hands again forming streets. Each time the leader gives the order, the rows will have to turn to the right forming streets or avenues.

From my point of view, this game is excelent because it improves physical activity, cooperation, to pay attention and it is funny. I think that is perfect for children. 

Moreover, we continued with the theoretical class that we had on Monday about analize the curriculum. We divided the blocks of the curriculum by groups in order to read own block and think about the objectives and the content blocks.

Opinion.
Related to the activity I can not say nothing because we only made an over view about the true contents of the blocks in the curriculum of PE. 

Monday, November 26th, 2012

THEORETICAL CLASS. 

First of all, we did an Activity in order to analize the general objective of PE for Primary Education.
The activity consist on some objectives and we have to classify them in three groups.
-Cognitive-motor objectives.
-Motor objectives.
-Actitudinal objectives.
For example:
Objective: To know and value one`s body and physical activity as a means of exploration and enjoyment of their motor possibilities, of relating with others and as a resource to organize free time.
Cognitive-motor objectives:  Organize free time. 
Motor objectives:  Exploration of the body.
Actitudinal objectives: Value one`s body and physical activity.

Moreover, we were talking about interdisciplinary activities. We had some lectures in order to know more about that.

This link is about different activities in maths, language arts, science and social. Here it uses the integration where combine two or more concepts from different areas to help students to see the relation of knowledge. Also it uses the physical activity. 
https://docs.google.com/open?id=0B9A1lFjdd7btMG5keU9BVzl0cjg

This link is another lecture about Models for interdisciplinary teaching in physical education. 
There are three types:
-Connected model. 
-Shared model.
-Partnership model.
https://docs.google.com/open?id=0B9A1lFjdd7btX0lZYlpMWDdCbFk

Then, we had to do by couples own interdisciplinary activity. 
My activity consist on the shared model for the third cycle of Primary Education. We work on two subjects Music and Physical Education.
Students are going to learn things about Egypt through a choreograpy and also with a song. 

You can see own activity in this link. Where also you can see the learning objectives, contents, organization, materials and the methodology. 
https://docs.google.com/open?id=0B9A1lFjdd7btMG40X0ZUWXVpdXM

OPINION.

Related with the activity that we did, I think that is useful because it is neccesary to differentiate objectives and if they are motor objectives, cognitive-motor objectives or actitudinal objectives.

Related to the interdisciplinary activity it was difficult for me to understand well what we have to do for invent our activity. But it is importantto read first some articles about what is the interdisciplinary activity. And later you have to choose the type of model that you are going to use in order to develop the activity. Then, you have to choose a topic and think in how you are going to explain it with at least one subject and Physical Education. 

Finally, I chose Egypt like a topic and Music and Physical education as a subjects to teach things related to Egypt.

Wednesday, November 21st, 2012

PRACTICAL CLASS

In order to warm up, we did a game call "Follow the leader".

This game consist on make groups of four people. Each group have to form a line and the person who is the first has to do an exercise and the rest of the people have to do the same exercise. Later, they have to change the leader. 

Later, we continued with the Tag Games.

-Elena: Heads or tails. 

First of all, the teacher put all the students in a white straight line in order to make the groups. The teacher passed in front of them saying each one if they were HEAD or TAIL.

Once all of them knew the group they belonged to, teacher asked them to put themselves in two separated and parallel lines. Heads were in one and Tails in another. Teacher told to put them in a line so that they were in front of each other with their backs.

You explained the game telling them that, after you threw the coin, if the result was HEAD, the Heads team had to run to their part of the court and they had to try not to be caught by the other team. And the same with the other team.

First we did it standing up twice, after that, the teacher asked them for sitting down and the last two times they were lying on the floor. 

From my point of view, I think that this game is funny. It promotes physical activity which is an objective of this task. I think that children would enjoy it because it has a littel of coopetition. It is perfect for a PE class. 

Moreover, some days ago we had to do an Activity by pairs who call "Sample open-ended contract".

Where we had to think about different exercises to do in order to improve the basketball skill. The total time of the exercise was 40minutes. 

In this link you can see the framework of the Activity. 

https://docs.google.com/open?id=0B9A1lFjdd7btQk0zN2s5eHc0Wlk

Later, the teacher picked up the activity of all of us. Furtheremore she did some of exercise taken from our exercises in order to prove if the exercises were good. 

We put in pairs and we had to earn at least 20 point because each exercise had a point from 1 to 5

In this image you can see the white board where the exercises were painted. 

Examples: 

-Run the balls in the hands by alternative hands.  25 times.     2 points.

-Practice bouncing the ball between your legs.  10 times each side.   2 points.

-Steal the partner ball while dribbling.    Steal 3 times.    5 points.

Finally, we did a self-evaluation where the teacher said some questions about how was the class and we had to score with our finger from 0 to 5. 

For example:

-Listening to instructions ( I was a good listener today).

- Following instructions (I followed instructions today)

-Learning skills (I learned a new skill today)

-Demonstrating sportsmanship (I was a good sport person today).

OPINION.

Related to the warm up activity "Follow the leader". I think that it funy for children because the have to imitate another person. They can be creative. They can feel important because one of them has to manage the exercise. I think that this exercise promote self-responsability and self-esteem. 

Related to the basketball exercise. I think that is useful for as a future teacher becuase it difficul to prepare a class. First, we had to think our exercise and later we put in common some of them that the teacher chose. Moreover, this activity is funy for children but we have to adapt to their age  because not all the children know the activities that we did. 

It is important to put in practice the exercise that we invented because you can see if they are well or if you have to change something.

Related to the end of the class when we had to evaluate ourselves with the fingers. I think that is useful for as future teachers because we can use it in a future with our students. It is a good way of evaluate if children are responsable and if they say the true. Because before do this evaluation the teacher has to observe the students. Besides, this activity is funy for children because they can think about what they have done and express it  with their hands. 

Monday, November 19th, 2012

THEORETICAL CLASS

In order to feel confidence with the Lesson 3, we did an activity call "Basic analysis of the mandatory curriculum in the PE area of Primary Education".

First of all, we were talking about what is a curriculum. In which appears competences, goals, objectives, evaluation criteria, methodology, contents etc.

There are three levels of curriculum design:
1. Ministry of education (Royal degree).

2. School centers. (School curricular project).
3. Teacher. (Classroom program).

Later, we did the Activity 5 in  couples. In order to do the activity we had to search in two documents the answers.  1. Framework and curricular design of Physical Education in Primary Education. 2. Royal Decree 1513/2006, December 7th, in which the minimum teachings of Primary Education are established. 

In the following link you can see the Document 1. 
https://docs.google.com/open?id=0B9A1lFjdd7btR05ZSGx2Y3BnZEE

In the following link you can see the Document 2. 
https://docs.google.com/open?id=0B9A1lFjdd7btOG5mUXJOYUJfUmc

Finally, we corrected the Activity.
Examples of the Activity 5.
Question: The components of the curriculm that are established by each cycle. 
--Contents
--Evaluation criteria. 
Question: The block of contents that need to be addressed to achive the established objectives.
--The body; image and perception.
--Motor skills.
--Artistic-expressive physical activities.
--Games and sports.
Question: The component of the curriculum that is observable and measurable.
--Evaluation criteria. 
Question: One general objective related to body expression content.
--To use the expressive resources of body and movement, aesthetically and creatively, communucating geelings, emotion and ideas.

OPINION

I think that the activity call "Basic analysis of the mandatory curriculum in the PE area of Primary Education" is useful in order to understand the contents of the curriculum and the things which are integrated in the curriculum.

I learn a lot with this activity because you have to search in the whole curriculum the answered of the question. So I had to read first the curriculum and later I was searching the correct answered. 

This activity is important for future teachers because they have to know the curriculum for use it in a positive way. 

Monday, November 12th,2012

THEORETICAL CLASS.

We continued with the Lesson 2.

We were talking about the Interdisciplinary Models. It is a procces in which two or more subjects are integrated in a project. This project has to have a central them, issue, problem, topic and goal. 

The benefits of interdisciplinary teaching are:

-Learning enjoyable experiences.                                      

-Different learning styles.

-Cooperation among teachers and students.

-Multiple activities.

There are three models:

-Connected: from one subject area is used to augment or supplement the learning experience in other subject area. It includes one teacher.

-Shared: two subject are integrated by a similar topic, or concept. It includes two or more teachers.

-Parthership: equal representation of two or more subject areas in a curricular effort. The topics, concept are blended together so the learning take place simultaneosly.

Some strategies for developing an interdisciplinary experience could be:

-Select contents.

-Decide the interdisciplinary model.

-Create lesson plans, specific activities.

-Determine materials, organization, resources.

However, the most important step is the metting of teacher where they have to plan to use a shared or a pharthership model. 

For example, we were talking about a interdisciplinary activity like:

The topic is christmas and the subjects are Music ( create a song), Language (write the lirics) and PE ( make a choreography).

Later, we corrected the Activity 4: Curriculum Model Analysis.

We had to read an attachment which is this link: 

https://docs.google.com/open?id=0B9A1lFjdd7btMVhhcTZHc1IyRnc

And also we had to read the Lesson 2 according to the Curriculum Models and later scored them with 10 (excellent), 7 (good), 5 (average), 3 (deficient) and 1 (poor). We have to scored them thinking in their applications, instructions, advantages, disadvantages and benefits for students. 

Moreover, we had to explain our reasons for two highly rated and two poorly rated models.

The models are:

-Organized recces.                                                         

-Multi-activity.

-Sport Education.

-Competitive achievement.

-Concepts.

-Elective.

-Self-esteem model.

-Responsibility.

-Fitness.

-Tactical games.

I rated highly to Multi-activity and Responsability because I think that these models are the most useful in children.

I rated poorly to competitive achievement and fitness because I think that these models are heavy for children. 

Finally, the teacher assigned a word related to the Glossary of the Lesson 1 for each of us. And we have to Translate it, Define it and make a Practical Application. 

My word is AGONISTIC FUNTION. 

Opinion.

Related to the Interdisciplinary Models, I think that are very important for students because we have to know this way of organize an activity. The interdisciplinary models are useful to learn two or more subjects together with the same simultaneos learning. Moreover, I think that is a good project to children because the teacher has to motivate them and their are going to enjoy the activity.

Furthermore, the activity in which we had to score the different models, I think that is useful to us in order to have clearer the different models. With this activity I know more things related with PE with I think that are fantastic for us. 

Wednesday, November 7th, 2012

PRACTICAL CLASS.

In order to warm up we did a game call "PACMAN". Where one person had to catch others but following the lines which were painted in the floor of the gym. But no one could get out of the lines. 

Later, we continued with the Tag Games.

-Chusa: "Fruit basket game". The game starts with a choreography about fruit. 1.Move the hips to the right saying peach. 2. move the hips to the left saying apple. 3. Move of hips to the front saying melon. 4. Move the hips behind saying watermelon. Finally we say cocktail of fruits. Later, we divided the class in four groups: peach team, apple tam, melon team and watermelon team. Then the teacher said two teams and they had to run in order to catch people from the other team for having more members in the team. Finally, the teacher changed the movements when we had to catch someone. For example: with one leg.

                                  

                                      

-Blanca: My game. There are two teams the blue team and the red team. The blue team has a blue ball and the red team has a red ball. Moreover, each team has his own basket in the opposite side of the gym. So the members of the team have to pass the ball among them but they only can do 3 steps with the ball and later pass the ball to other member, in order to run more. Each team has to score in his basket with his ball but for example, the red team can take away the blue ball and try to mark in his basket. So a team can score with his own ball and with the ball of the other team.

 A team can take away the ball of the other team only when the ball is in the air. They can’t take away the ball when the ball is in the hands of someone. 

The game finish when a team score first in his own basket with his own ball or with the ball of the contrary team. 

           
OPINON

The game of pac-man is good because students move all the time. They have to pay attention to the person who catch and also to follow the lines. But, the person who catch moves more that the rest. It is a good thing that have more than one person catching the resto of the people.

Moreover, in my experience of conduct a TAG GAME. I think that it was difficult. Because you have to call the attention of all the people and you have to explain the game slowly. At the end of the explanation there were people who didn´t know how to play and it was frustrating. 

Later, when they played I saw that it was a descontrol because there were people who were fighting among them and people who were playing well. 

I have learn from this experience many things. First, you have to explain well the game and the times that are necessary. Second, students can play one time in order to know if they understand the rules. And after that you have to aks if they have questions. Finally, the game start.

Monday, November 5th,2012

THEORETICAL CLASS.

In this class we were talking about Hellison (1995).

There are Five Levels:

-Level I: Respect. Studentes are able to control their behaviour in order to not interfere with others. There are three sub-components of the level I behaviour:The self control, Agreeing to peaceful conflict resolution and Inclusions is a right of all. 

-Level II: Participation & Effort. Students respect others in order to learn while participating in activities. Students try to do new activities. There are three components: Exploration of effort, Willingness to try new things and Beginning to define personal succes. 

-Level III: Self-Direction. Students demostrate respect to their peers. Students work independently toward self-identified goal in cooperation with peers. Students are responsible. 

-Level IV: Caring/ Helping. Students are able to lead learning experiences and asses their peers. They are the learship during the lesson. This can help working with less skilled peers. 

-Level V: Outside of the Gym. Students are able to make connections between learning experiences in physical education with those beyond our doors. 

Student characteristics and Teaching strategies. Examples:

In the Level I, the characteristic of students is control behavior and the teaching strategy is behaviour contract.

In the Level II, the characteristic of students is positive interaction with peers and the teaching strategy is team activities and cooperate games.

In the Level III, the characteristic of students is able to set goals and the teaching strategy is develop goal setting and self-assessment skills.

In the Level IV, the characteristic of student is demostrates interest in working with peers and the teaching strategy is peer assessment and instruction. 

       

In my opinion I think that these levels written by Helisson are very useful to work in class. Because all children should know how to respect others, help others, to be autonomous, to be responsible, to cooperate with others. 

Finally, we had to make pairs and choose 10 words for the Glossary related to the Lesson 1.