INTRO TO PE

TODAY

• FMS key points
• Assignment workshop

FMS: Core movement skills which provide the foundation for many physical activities (not just sport)

PHYSICAL ACTIVITIES

• Play & Games
• Sport
• Outdoor Recreation
• Te Ao Kori/Kapa Haka
• Dance

www.sportnz.org/managing-sport/guides/fundamental-movement-skills

CHILD-CENTERED TEACHING

• Stage not age
• Start with the student not the skill
• Differentiation
• Requires continual modification
• Dont just teach from the book

3 STAGES OF LEARNING

• Discover
• Develop
• Consolidate

3 CATEGORIES

CATEGORIES OF FMS

• Locomotor (run, dodge, jump, hop etc)
• Stability (static & dynamic balancing, landing)
• Manipulative (catch, throw, strike)

THE 'SKILL' OF CATCHING

• You need to be able to ?
• Timing, co-ordination
• Body position
• What about context?
• What about perfect 'technique'

Rather than focussing on 'technique' - think about the 'non-negotiables'

LEARNING CUES

Cues provide a focus for your observations. However, learners understand more effectively when they problem solve themselves so ensure plenty of practice opportunities.

ACTIVITY

1. CATCHING

2. THROWING

3. DODGING

4. JUMPING (HEIGHT)

JUMPING (DISTANCE)

4. KICK (ROUND BALL)

TRY TO REMEMBER

• Not too prescribed
• Performance under time pressure
• No 'perfect' technique
• Isolated vs contextual skills

1. CATCHING

• 'Track' the ball
• Thumbs in above waist
• Thumbs out below waist
• Present large surface area
• Guide the ball in (arms give)

2. THROWING (SMALL BALL)

• Side on to target
• Opposite leg forward
• Arm swing right back
• Follow through

3. DODGING

• Plant and go
• move quickly
• Bend knees
• Fake first

4. JUMPING (HEIGHT)

• Bend knees deeply
• Use arms for lift
• Straight up not out
• Head up

JUMPING (DISTANCE)

• Deep crouch
• Lead with swinging arms
• Powerful push off ground
• Body leans forward

4. KICK (ROUND BALL)

• Hit with toes/side etc depending on shot
• Kick from the hip
• Stable support leg
• Follow through
• Keep eyes on the ball

ASSIGNMENT CATCH UP

• In pairs - easiest bit/most challenging bit (not time mgmt related)
• How did/could you overcome the challenge
• An example of how you viewed something with a critical eye (give eg)
• What do you think the pt of this assignment is
• Time managment tips

ASSUMPTIONS

• An idea that is taken for granted
• Can be mistaken as truth
• Does not consider all evidence
• Reflect our own attitudes & values
• Have consequences for individuals and society

As teachers it is important we are always reflecting on your practice AND assumptions. Have an open mind and grow potential rather than limit it

CRITICAL THINKING

• Consider others voices
• Challenge assumptions
• Think about who/what was missing
• Pose questions ie were there any biases
• Consider all sides

FIND A NEW PARTNER

• Categorise the main reasons for non-participation
• Identify teacher attitudes and behaviours that contribute
• Outline teacher strategies that might have been useful

1: Competitiveness, discrimination (body, gender, skills), lack motivation, social isolation, not perceived as impt subject, lack of teacher/peer support, lack trust, avoiding ridicule, peer pressure

2. Not understanding reasons for #1, lack of support, punishment, poor activity choice, not encouraging team spirit, always competitive, turning a blind eye to incidences

3. Non competitive environment, parent communication, paying attention to student needs, improving self efficacy, body image lessons, positive class environment, variety of activities, safe environment

USE THE RESOURCES AVAILABLE

GOOGLE SCHOLAR/LIBRARY DATABASE

ISSUES YOU MIGHT ENCOUNTER

• Key word problems - have alternatives
• Big words - if skimming skip, look up later
• Long, long, long articles - skim
• International terminology
• No full text - start with abstract then apply at library

WHAT MAKES A GOOD REFERENCE

• Relevant to the topic
• Relevance to NZ
• Contextualised not just thrown in
• Research/evidence based
• Clarity about what idea you want ref to back up

TURNIT IN

• Use Firefox browser
• Allow pop ups
• Refresh the page
• Close and start again