Rationale for PE Activities

[Pages:21]Rationale for PE Activities

This sequence of six activities aims to provide students in Kindergarten with opportunities to learn vital movement skills, specifically in the area of athletics. The unit is designed to be implemented in the lead up to a school-based athletics carnival. Lessons focus on key aspects of standard athletics carnivals, including sprints, relays, shot putt, javelin and novelty games (in this case, tunnel ball).

The unit develops in students the awareness of the importance of physical activity in everyday life and the significance of warm up and cool down activities. It is a participantbased approach to teaching a range of activities to involve students. Students are usually working in pairs or small groups to work on the skills required for each activity. This approach is important for younger students, as they still require teacher guidance when learning vital movement skills.

One major aim of the unit is to simply have Kindergarten students feel part of the whole school event. Learning these skills provides all students with the confidence they need to be able to fully participate and most importantly, have fun while doing so.

The six lessons also provide a sound introduction to fundamental movement skills including co-ordination, balance and precision when participating in these activities. Interpersonal skills, such as sharing, communicating and teamwork are also explored in the unit.

The lessons are integrated to include other Key Learning Areas to develop a link between physical activity and everyday life. This link is particularly important for younger students as they begin to understand the significance of being fit and active.

Overall, the unit ties together fundamental movement skills, specific skills for participation in an athletics carnival and an opportunity for Kindergarten students to gain confidence in the area of physical education.

Content Strand: Games & Sport Non-locomotor ? warm-up ? stretching, bending, balance Locomotor ? running, walking Manipulative skills ? catching, throwing Games ? spatial awareness, pathways & directions, simple ball games, co-operation games Athletics ? running (relay races, sprints, novelty races),

throwing (bean bags ? shot putt, foam arrows ? javelin) Playing the game ? safety, fair play, co-operation, formations (lines) and signals (whistle)

Rationale/Aims To encourage students to value themselves and others To promote physical activity Develop and maintain positive relationships (fair play and co-operation) Develop fundamental movement skills necessary for play, games and sport To encourage movement skills and personal fitness To promote participation in a school-based event

Six lessons Athletics Carnival Preparation Lesson 1 ? Relay Race Lesson 2 ? Egg and spoon race Lesson 3 ? Sprints Lesson 4 ? Shot putt Lesson 5 ? Javelin Lesson 6 ? Novelty Games

Lesson Plan Format

Class: Kindergarten

Date:

Time: 2.10-2.40pm

Key Learning Area: PD/H/PE ? Games & Sport Lesson Topic: Athletics Carnival Preparation ? Lesson 1 - Relay Race

Prior Experience: - Students have been involved in the `dance 2be fit' program - Students understand the importance of warming-up and stretching - Students have been introduce to correct motions for running

Syllabus Outcome(s): GSES1.8 ? demonstrates fundamental movement skills while playing with and sharing equipment MOES1.4 ? demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences ALES1.6 ? develops a repertoire of physical activities in which they can participate Integration with English: TES1.1 ? recounts a personal or shared experience from a Physical Education lesson

Lesson Indicators: (specific behaviours that contribute toward achievement of syllabus outcome(s) stated above):

By the end of the lesson, the students will: - Demonstrate correct movement techniques - Identify the importance of warming up and stretching - Use relay batons sensibly and appropriately during sporting activities - Identify the rules involved in playing sport

Resources: 4 different coloured batons/ or bean bags Team colour lists 8 witches hats Whistle Grass area

Special Needs: Ensure when students are warming up that they use the correct techniques and carry and hand over the baton/bean bag sensibly.

List any safety issues that need to be considered: Ensure students are in close range and in eyesight at all times. Have students move into groups in an orderly fashion. Ensure all students have their shoelaces done up tightly to avoid any injuries. Make sure the ground is flat and clear from rubbish.

Timing (mins)

What is Taught (content of lesson): Set out in detail the knowledge, skills, understanding and values developed. Include question (Q) and anticipated answer (A) relating to the content of the lesson.

How it is Taught (teaching strategies/learning experiences): What teacher (T) will do; what students (Ss) will do.

7 mins

INTRODUCTION: T has the Ss practice the responses to the whistle. Ss move their body using correct body movement techniques T starts warm-up with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three times T then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each way. T demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 seconds. T asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three times. T asks Ss to shakes their left leg four times and then their right four times.

T ensures all Ss shoelaces are done up T takes Ss out to the grass field T asks Ss to form a circle T instructs Ss to follow the stretches T begins stretches from head through to toe T praises those Ss using correct technique T reminds Ss of colour groups and ask Ss to form one line for each colour T demonstrates how a baton is held, how the change over of the baton works, using butterfly grasp and the process of relay T has one S demonstrate with her to the class, just walking through it T places emphasis on moving to the back of the line once you have reached your team changeover

20 mins

DEVELOPMENT: T guides Ss in moving their body correctly and holding the equipment safely

T instructs Ss to walk the first time through the relay race T monitors all groups and corrects technique if needed T then instructs Ss to jog through the relay race, if happy with how Ss went with walking through it T encourages Ss to do their best T increases the distance by 10 m and has Ss go through it again

3 mins

CLOSURE: T leads Ss in the cool-down with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three times T then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each way. T demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 seconds. T asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three times. T asks Ss to shakes their left leg four times and then their right four times.

T instructs Ss to form a circle for the cool down stretches T makes mention of the colour groups that worked well T asks two Ss to pack up the witches hats T has the class follow her back to the classroom

Follow Up ? Integration with English

After the lesson arrange the students in small groups and have them share what they did in the lesson.

Formation for Lesson One: Relay Race

T = Teacher = Ss form a circle

X = Ss in set line ups

Warm-up

Ss for form a circle with teacher among them

T

Development Four teams set out with witches hats.

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(Starting Line)

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(Second line this is where the

baton is handed over to the next runner, until all students from that one team have run)

Cool Down

Students form a circle for stretches with teacher standing among them.

T

Lesson Plan Format

Class: Kindergarten

Date:

Time: 2.10-2.40pm

Key Learning Area: PD/H/PE ? Games & Sport Lesson Topic: Athletics Carnival Preparation ? Lesson 2 ? Egg and spoon race

Prior Experience: - Students have been involved in the `dance 2be fit' program - Students understand the importance of warming-up and stretching - Students have been introduce to correct motions for running - Students are familiar with the concept of change over and the importance of sensible exchange of equipment during relays

Syllabus Outcome(s): GSES1.8 ? demonstrates fundamental movement skills while playing with and sharing equipment MOES1.4 ? demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences ALES1.6 ? develops a repertoire of physical activities in which they can participate Integration with English WES1.9 ? engages in writing tasks with the intention of conveying an idea or message

Lesson Indicators: (specific behaviours that contribute toward achievement of syllabus outcome(s) stated above):

By the end of the lesson, the students will: - Demonstrate correct movement techniques - Identify the importance of warming up and stretching - Use and hold the egg and spoon correctly during sporting activities - Identify the rules involved in playing sport

Resources: 4 different coloured wooden eggs 4 large wooden spoons Team colour lists 8 witches hats Whistle Grass area

Special Needs: Ensure when students are warming up that they use the correct techniques and handling the equipment sensibly.

List any safety issues that need to be considered: Ensure students are in close range and in eyesight at all times. Have students move into groups in an orderly fashion. Ensure all students have their shoelaces done up tightly to avoid any injuries. Make sure the ground is flat and clear from rubbish.

Timing (mins)

What is Taught (content of lesson): Set out in detail the knowledge, skills, understanding and values developed. Include question (Q) and anticipated answer (A) relating to the content of the lesson.

How it is Taught (teaching strategies/learning experiences): What teacher (T) will do; what students (Ss) will do.

7 mins

INTRODUCTION: Ss practice the responses to the whistle. T asks Ss to start moving around the grass until the whistle is blown, a number is called and Ss form groups of that number Ss continue to group in numbers until a few Ss are left. Ss then gather in their own space for stretches. T starts warm-up with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three times T then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each way. T demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 seconds. T asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three times. T asks Ss to shakes their left leg four times and then their right four times.

T ensures all Ss shoelaces are done up T takes Ss out to the grass field. T explains the grouping number game and goes through the whistle command in gaining the attention of Ss. Two whistle blows is freeze, one whistle blow is go. T asks Ss to space themselves out on the grass in four lines, just like dance2bfit. T instructs Ss to follow the stretches T begins stretches from head through to toe T praises those Ss using correct technique T reminds Ss of colour groups and asks Ss to form one line for each colour behind the coloured marker. T demonstrates how the spoon needs to be held in line with the ground and how the arm needs to be like a hinge. Ss need to know that balancing the egg on the spoon is tricky and the aim is to keep it steady and take small steps. T demonstrates the arm pose and how to balance and walk with the egg on the spoon T places emphasis on moving to the back of the line once you have reached your team changeover

20 mins

DEVELOPMENT: T guides Ss in moving their body correctly and holding the equipment safely

T instructs Ss to walk the first time through the relay race T monitors all groups and corrects technique if needed T encourages Ss to do their best

3 mins

CLOSURE: T leads Ss in the cool-down with dropping the head to the left shoulder, hold for 5 seconds, change over to the right shoulder, hold for 5 seconds, repeat this stretch three times T then asks the Ss to roll their shoulders forwards, then backwards-lasting 10 seconds each way. T demonstrates putting arms stretched out to the sides of the body, rotate forwards in small circles, and then change directions after 10 seconds. T asks students to lunge to the left and they should feel this stretch in the inner thigh, change over to the right side after 5 seconds and repeat three times. T asks Ss to shakes their left leg four times and then their right four times.

T instructs Ss to form a circle for the cool down stretches T makes mention of the colour groups that worked well T asks two Ss to pack up the witches hats T has the class follow her back to the classroom

Follow Up ? Integration with English

After the lesson have the students write about and draw a picture of the egg and spoon race in their writing books.

Formation for Lesson Two: Egg and spoon race

T = Teacher

= Ss form a circle X = Ss in set line ups

Warm up

X X

X X X X X

X X

X X

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X X

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T

X X X X X

XXXXX

Ss form groups and the teacher stated size. Development

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Starting line

X X X X X

Change over for egg and spoon

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Ss are in formation similar to relay form

Cool down Students form a circle for stretches with teacher standing among them

T

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