EDU 355 Lab 3

Lab Three: Locomotor Skills Applied In Low Organized Games

1. Select one of the locomotor skills and create your own set of teaching cues. JUMP - double arms swing, double legs bend

2. Identify the specific pathways used in each of the low organized games present in the lesson focus. In the introductory activity the pathways are straight zig-zaged and curved. For the fitness activity the pathway was follow the leader which incorporated leadership from each student and also cognitive learning in coming up with cues while moving. Forest ranger utilizes a circular pathways. In this game as the inner circle becomes smaller, the game becomes more challenging with regard to space awareness.

3. Select a topic for a class talk and outline the questions and key points that would help you guide a class talk. A topic I could use for a class talk may be teamwork. Some key questions may include: what does teamwork mean? Why is it important to use teamwork in PE? How will learning to use teamwork help you throughout life? Describe to me a time today you used teamwork.

4. Make a checklist of performance points to look for in one of the locomotor movements. Gallop performance points: one foot in the lead, back foot never passes, belly button forward, shoulders forward, slight air time.

EDU 355 Lab 2

Lab Two: Application and Assessment

1. Explain why exercises such as sit-ups and push-ups have to be modified for kindergarten and first grade students in the DVL 1 group. When kids are younger they do not know proper form for push-ups or sit-ups so performing them regularly in class would be useless. It could cause injuries for those who perform them entirely wrong. Modifying these activities is beneficial for young students so they can work on core strength. In class we practiced some modifications and even some of us were struggling. They were great exercises to practice and then eventually bring in the full exercise.






2. Why is rhythmic activity important for young children? We learned in class today that children have a natural urge for rhythmic expression. Using music helps children establish an internal beat, which is important to all forms of movement. Music or rhythmic expression can also be used for review and review is the glue of learning!


3. Define laterality and explain why tracing giant letters helps reinforce cognitive learning. Laterality  is being able to use both sides of the body equally well. Tracing giant letters is a great activity to get the students thinking about how to spell, and also what letters look like. I was thinking that we could also try to do capital letters and lower case. This activity reinforced cognitive learning because it gets the students to think about how to write through movement.

4. Why are educators concerned about young children not being able to keep an internal beat? The importance of imagination gets eliminated at such a young age. We learn about keeping children imaginary and always creative. In PE it is important to keep the creativity there. I learned in my 201 class that the kids do not even need supplies to play and have fun the imagination is enough. Educators are concerned about young children not being able to keep an internal beat because it relates to all forms of movement.

5. Define homo-lateral and cross lateral movements. Homo-lateral is the asymmetrical movement of one upper limb and the lower limb on the same side. Cross lateral movements are exercises that cross the mid-line visually, auditory and physically. It is important to watch and assess students to see where they are at with their movements in order to create games and activities that can improve these types of movements.

EDU 355 Lab 1

Lab One: Class Management and Organization

1. Why do class management and effective teaching go hand in hand throughout every day of teaching? Research shows that effective teachers introduce class rules, management routines, class procedures during the first week of class and help students practice or rehearse these rules and class routines the first several weeks of school and consistently throughout the year. Once the students have a good hold on the management rules they will respect and obey the teacher. This will allow the teacher to focus on effective teaching rather than keeping the kids in line.

2. Why should your list of class rules be short and positive? Keeping the rules short help the students see them quick and easy. When rules are positive the students will look at them in a better light. Rather than having the students see rules as if they are already in trouble, the rules are there to kindly remind them what is expected.

3. List three reasons why students enjoy the squad square structure as well as three reasons why teachers benefit from employing the squad square structure for management. The squad square is beneficial because the students feel as if they are part of a team. They learn others names and can become friends with their squad in PE class which takes some pressure off in finding people to talk with. The students also do not feel left out because they are now apart of something with others and will not have to worry about being picked last. The teacher benefits from the squad structure because it helps with easy attendance. It is also a great way to group students up by simply saying squads one and two over here, three and four over there rather than counting off. Squads are also a great way for easy transitions and organization in a large gym.

4. What common elements do all of the activities in this management lab share? The management activities all help students practice sound body control as well as differentiate between self-spce and personal space. They are all designed to enhance cardio-respiratory endurance as well as challenge the students to think and respond to my signal and directions.

5. How is the affective domain addresses in this lesson? How is the psycho-motor domain addressed in this lesson? How is this cognitive domain addressed in this lesson? The affective domain was addressed in this lesson because all of the students feel a sense of belonging. We were all laughing and having fun! The success rate was high which can really help a students' self confidence. The students are running around, starting and stopping, and moving in all types of ways which are great ways to practice the psycho-motor domain. Also the students practiced counting, and configuring new ideas in their heads when solving problems which contributed to the cognitive domain.

6. What is one activity management that you enjoyed? I really loved the Magic String activity. I thought it truly made all of us laugh and giggle. I thought it was a smart way in helping students identify and recall difference body parts.

7. A management skill that was not performed in the lab I could use to teach is something called 'warm up' lines. Each student has a specific spot on the floor that they stand in once they enter the gym. This is their spot for attendance so they MUST stand in the correct spot to earn attendance that day. Also while the teaching is checking each spot, the students are starting their every day warm up routine. This kills two stones at once. The teacher has a chance to take attendance while the students are being active due to the 'warm up' lines they are always in. It is a great management skill and would be effective because each student knows where to stand in their own personal space. They get a kind reminder once class beings to get into their correct spots. After the warm up is over the class comes into the middle for an introduction of today's lesson.

Just a little about me!

I am from Syracuse NY, which at this moment I am proud to admit because we are #1 in the country for basketball! I grew up in Rochester NY until 5th grade and moved to Syracuse for the remainder of my life. I think Syracuse is a nice city, but I really do not see myself living there forever. I really enjoy dancing, hiking, and rollerblading. But I also enjoy staying fit by lifting on my own time and choosing different cardiovascular machines to work out on. Sometimes it is not easy to enjoy working out like that, but I really love the results I get and how my body feels after. If I were better at basketball I think I would really enjoy playing. Some personal experience with elementary children started 2 years ago when I became a volunteer cheer coach for my church. It was not intense or competitive and the girls were roughly between 5 and 9 years of age. I loved doing this mainly because the girls and I all become so close. We meet once a week and had one game every Saturday. It was so fun and they were all so adorable doing what I taught them. The best part was how recognized my team became due to the fact that my church usually had parents coaching and I actually had experience in cheerleading. It made a huge difference even with the smallest skills. Also shown in previous posts are all my labs from 201 motor development. These labs show my experience with students in K-6th grade in an after school program. We played games together and had a bunch of fun. I even got to teach a few times! It was a really wonderful experience and put in perspective what age range I'd like to be in. From this class I expect to become more comfortable with being in control of the students. I want to be the teacher and I want the students to see me that way! I can't wait to start!!