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PE - Warm-up / Cool-down Teaching Ideas

PE - Warm-up / Cool-down Teaching Ideas
Warm-up Ideas: Cat and Mouse - A competitive warm-up game where children have to catch tails! Sharks and Fish - A simple game for younger children which involved repeating each others' movements and listening for commands. Toilet Tag - A funny game which children beg to play! Pasta PE - An enjoyable warm-up activity, linked to pasta! Jelly Fishing - A fun game which involves pretending to be characters from Spongebob Squarepants! Hoop! <A HREF=" Mission Impossible - A clever warm-up activity which children really enjoy!

The #PhysEd Book Club | Network 01/07/14 15:16 Categories: Network For most of us, summer has finally arrived and we get to spend a couple of months recharging our batteries and getting ready for the new school year. One of the things I enjoy most about the summer break is having a lot more time to read. I feel like I have been slowly accumulating books on my bookshelf ever since Christmas... yet haven’t really had a chance to go through all of them! There’s no doubt that reading can be a great way to keep learning as a teaching professional and help inspire new ideas for our physical education programs. This summer, I’d like to invite you to join me in my reading and help start a new #PhysEd Book Club. 1. Joining the club is easy: all you have to do is join the #PhysEd Book Club Google+ Community. 2. Every 1st of the month, we will be starting a new book. Throughout the month, we will discuss the book we are reading via Google+ posts and Hangouts. 3. So that’s it! Thanks for reading and happy teaching! By: Joey Feith

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Georgetown's Physical Education Blog PE lessons to be re-energised to spread a love of sport It comes amid concerns that competitive sports are becoming the preserve of privileged children attending private schools. Primary school teachers are usually generalists, and cover a wide range of subjects during their training. However, the new teachers will spend half of their training period focussed on PE. Candidates will be expected to have a degree in sport of “high personal achievement” in sporting pursuits. Some £360,000 of government funding will be set aside for the training. It will lead to children developing a “lasting love of sport” rather than merely showing an interest during the World Cup and Wimbledon, ministers hope. The announcement comes just weeks after Ofsted warned that too many pupils are being denied the chance to take part in competitive sport by state schools who treat it as an "optional extra". In a new report, it said children's education was poorer if they were deprived of the chance to compete.

El Corner de Iván Assessment Without Levels in PE Assessment To Promote Progression Send your proposals and screenshots to be showcased and shared on PE4Learning here. The Aim The aim of this post is to share ideas, resources and comments on the topic of Assessment Without Levels in PE. Below you will find drafts of assessment policies within PE and to kick-start the topic I have provided a start point from a very useful and thought-provoking @YouthSportTrust innovation and development day I recently attended. I hope you find this post useful when tweaking, comparing or designing your own assessment policy in the coming months and feel free to comment below or tweet @PE4Learning with ideas on the topic. Remember, the drafts below are not set in stone and none of them claim to be the ‘best fit’ solution. Feel free to upload your document or image versions here to share your ideas or vision on the topic of Assessment Without Levels in PE. Draft 1 – PE4Learning Model Assessment Matrix Tracking, Monitoring and Reporting Ideas

Educación Física Bilingüe Mobility – Teaching Games for Understanding The TGFU (Teaching Games for Understanding) teaching model is used to generalize games and focus more on the tactical and technical skills that are needed to play similar games. This mobility lesson is for invasion games which include sports such as football (soccer), handball, basketball, hockey, etc. Cognitive: To be able to answer:”What was the tactical problem today?” “What is the technical principle we are using to solve this problem?”“What technical skills did we use to accomplish this?” Affective: To be able to communicate with teammatesTo be able to have a conversation at the end of the lesson regarding how they felt about the lesson and if they enjoyed this type of game more or less than the net/wall stye games Psychomotor: To be able to demonstrate mobilityTo be able to move into the proper area of the game spaceTo be able to effectively demonstrate a pass, a give and go, and an I-cut Asking CFU (Checking For Understanding) questions throughout the lesson.

Bienvenidos a EFBilingue.com BLOG: Positive Pedagogy for Physical Education - ACHPER - The Australian Council for Health, Physical Education and Recreation Inc. 11th Jun 14 by Professor Richard L. Light, Faculty of Health, Federation University Australia I would feel reasonably comfortable in suggesting the importance that most physical education teachers place on their students is enjoying physical education classes and on them developing a positive attitude toward physical activity. This was highlighted for me in Christina Curry’s recent two and a half year study on teacher responses to Teaching Games for Understanding (see, Curry & Light, 2014). Research and writing in positive psychology and some of my own research suggests that this joy arises from providing an appropriate level of challenge and positive, social, learning experiences involved in meeting those challenges. Positive experiences of learning and positive emotions in game based approaches (GBA) are commonly reported in the literature with Hooper, Butler and Storey (2009) suggesting that this is due to its ‘simply good pedagogy’. References Antonvosky, A. (1979). Light, R.

Six strategies for improving learning in sport My last blog entry offered a perspective on learning using, as a case study, fighting sports. But the basic principles apply to any skill learning situation. In a nutshell, my argument was: 1) The best way to learn how to do something is to do it. 2) The closer practice activities resemble the full activity the better. 3) Just because you teach something does not mean that students will learn it. The most frequently asked questions by commentators on the article was "so what does this mean in practice?" 1) The warm up should be a part of the learning, not a preparation for it. Too many sessions begin with meaningless calisthenics that do not resemble the movements that will follow. My own observations suggest that many sessions begin with activities that could be transplanted into any number of different sports. For example, hockey warm ups that do not involve a stick and a ball will not properly prepare the body, and will not engage the mind. 2) Effective learning builds on previous learning

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