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16778072mproctor.pdhpe Lessons

16778072mproctor.pdhpe Lessons

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Published by Michael Proctor

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Published by: Michael Proctor on Apr 28, 2011
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04/28/2011

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MICHAEL PROCTOR, 16778072, PDHPE SEMESTER 1HWarm-Up Game: Musical HoopsEarly Stage 1, KindergartenSet Up/Equipment:
If possible, instruct students in setting up the following:-25 hoops scattered about a field, court or even large indoor area-If required, use cones to mark a large area around the scattered hoops-CD player/Radio etc. with music-A pile of at least 25 sashes
Explanation:
Students jog/walk around the area marked with cones whilst music is playing. The teacher randomly turns the music off, atwhich point, students run to the centre of a hoop. Only one student is permitted to claim a hoop whilst others who were unsuccessful puton a sash from the pile to indicate that they are out. One hoop is then removed and all students continue playing. Students with sashescontinue playing in order to prevent students without from claiming hoops. The last student without a sash wins.
Why is this game important for this stage?
-Students will develop and demonstrate an understanding of language used in games such as walking, jogging and sprinting.-Students will develop gross motor skills whilst walking, jogging and sprinting.-The game promotes the maintenance of a healthy weight, strong bones and muscles.-Prompted questioning will promote the students problem solving skills.
What are the PDHPE skills involved in this game? How?
-COES1.1: Communicating- Students will adhere and respond to the simple instructions and rules of the game.-DMES1.2: Decision making- When prompted with questioning, students will generate a number of possible solutions to a problem withinthe game, for example, how will the students without sashes claim hoops before the students with?-MOES1.4: Moving- Students will become aware of the varying speeds they will be required to adopt from jogging or walking whilst themusic is playing to running or sprinting when the music stops.
Teaching cues:
When and where possible, prompt students with questions to engage them in critical and high order thinking, for example:-How are the sashes going to prevent the non-sashes from claiming hoops?-How are the students who are still in going to claim a hoop before others? Where do they hope to be when the music stops?
 
Warm-Up Game: Teacher Says Early Stage 1, KindergartenSet Up/Equipment/Explanation:
This game is a variation of Simon says and will be used as a fun pedagogical alternative to traditionalwarm-up stretches.Essentially, the teacher will give commands to the students randomly as follows;Teacher says:-Walk/Jog/Run/Sprint on the spot-Do 10 star jumps-Find a partner and skip around whilst holding hands-Hop on the spot with one leg-Balance with only left or right leg and stretch (stretches thigh muscles)-Stretch as high as possible (stretches upper body)-Stretch as high as possible on your tippy toes (stretches hamstring calf and thigh muscles)-Sit on the floor and touch your toes (stretches hamstring, calf and thigh muscles)-Very rarely, depending on how well ES1 correctly listens and implements commands, the teacher could do the wrong command to foolstudents. The students who got the command wrong could do a lap around a small marked area.-It is important to incorporate a mixture of cardio-vascular stimulating commands and stretches so as not to wear out students for themain body of a lesson. However, a five minute warm-up with only the stretches as commands leading to a ten minute game could be analternative method.
Why is this game important for this stage?
-Students will expand their vocabulary of various muscle names and language used in games such as, walk, jog, run, sprint and hop.-Students will learn to respond to simple commands and instructions.-Students will develop and maintain their flexibility through the stretches.-The game promotes cardio-vascular fitness, healthy growth and development.
 
What are the PDHPE skills involved in this game? How?
-COES1.1: Communicating- Students will learn to understand and implement commands/responses the teacher creates whilst alsoexpanding their vocabulary such as, walk, jog, run, sprint and of various muscles.-INES1.3: Interacting- Whilst engaging in partner work (holding hands and skipping) students will learn to relate positively whilst alsousing self-control to deal with excitement.-MOES1.4: Moving- Students will practice balancing skills through maintaining stillness of head and trunk whilst standing and hopping onone foot.
Teaching cues:
-The teacher should use the correct terminology for muscles when stretching so as students learn the correct name.-Use enthusiasm and encouragement to engage students.-The teacher could also incorporate music into the game.

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