PED 211 - Physical Education for Elementary Schools

Chapter 5

Movement concepts and skills are grouped under 4 elements

1. body awareness - what the body can do, the way the body can be controlled, moved, or balanced on. This involves:
   1. * shapes - bend, stretch/curl, wide or narrow
   2. balance- maintaining the weight on different parts of the body.
   3. transfer of body weight- usually while in contact with a surface such as the floor or parts of apparatus (walking, forward rolling, leaping (involves flight).

      It also involves landing, which should be performed with give of the leg joints.

2. space awareness - includes concepts relating to general and personal space, direction, pathways and levels.

   General space - total space that can be used by one child.

   Personal space - (limited) the immediate space a child can use around them. (arms extended sideways without touching someone). Direction - forward, backward, sideways, diagonally, up, and down.

   Pathways - the patterns a child or an object makes when moving on or off the floor (figure 5.12 in book).
   Levels - low, medium, or high

3. qualities- how the body moves
   1. speed- rate of movement
   2. force- effort or tension
   3. flow- how a number of movements are linked in a purposeful action. Movements that proceed smoothly from one to another are described as free flow.
4. relationships- movement related to other performers or objects.

   A relationship to an object refers to the position of a performer relative to an apparatus. (going under a beam)

   Chapter 25 goes into this in detail with the material dealing with stunts, tumbling, and apparatus.

Techniques of effective teaching

1. Structure the lesson- helping children organize where the lesson content fits into their learning experiences.

   It involves:

   1. meaningful learning- relating new material to what was already taught.
   2. Students understanding why they are doing the lesson on that day.
   3. Practice- why it is necessary and how it connects with the next lesson.

   Teachers need to have classroom structure and routine, which establish an environment in which students learn how the teacher will manage the class.

   (open book to page 75)

2. Variety- there is less disruptive behavior when more varied activities and materials are used (stations, using a selection of equipment and creative activities)
3. Monitor time on task- the amount of learning time devoted to the task.

   (turn to page 76)

4. Provide for success in each learning task- if a child has success, he or she will be motivated to move to the next level or skill.
5. Use student ideas and contributions- an example of this is having students fill out a self image questionnaire, and one students asks if we are going to share this with the class.
6. Communicate effectively- the most important skill a teacher must use and understand. Why?
   1. communicate what is learned and quality of performance, along with the main points of the skill.
   2. Learners should be able to ask questions and seek clarification
   3. Keeping students on task

   Always be positive.

   Learn to use nonverbal cues effectively for children to continue to be motivated.

7. Develop an effective questioning strategy- 70 to 80 percent of questions usually are low level requiring a simple recall of facts.
8. Develop positive personal characteristics (page 79, and table 4.6)
9. Adjust the learning environment- this requires a shifting of 4 environment variables a teacher can control.
   1. rules
   2. space
   3. number of participants
   4. amount and type of equipment