3 Islands

underhand throwing game

A game I made up for my students to not only practice the underhand throw, but some communication/teamwork.

Basically they have to underhand throw beanbags from one “island” to a bucket on one of the opposing teams islands. The third island is where the beanbags start. There is only one path to/from the different islands and only one person may pass at a time.  Students may also only transport one beanbag at a time.  At the end of the time limit the team with the most beanbags in the opposing teams bucket wins. an image of the setup is attached above.  It worked well with my classes (smaller) and could be adapted to larger classes.

By: Brandon Capaletti How To Keep Kids Motivated To Stay Active When your students come to physical education class, are they enthusiastic, or do they trudge in, fearing what impossible task they will be asked to perform? Motivating students in the physical education classroom is not necessarily easy, but it can be done! Here are some […]

via How to Keep Kids Motivated to Stay Active — Focused Fitness Blog

silhouettes

So I’ve been trying to find silhouetted images for a balancing checklist and I couldn’t seem to find what I need.  So, I decided I was going to try and make them.

I ran across a program called “Silhouette Studio”. It’s a free download, and you can create lined images from any picture. Unfortunately it creates the files in only two formats that are practically unusable.

So what I’ve been doing is snipping the picture (screen shot) and saving it as another format and then going into Paint and adapting and changing the image to my needs.

It’s a little time consuming and I wish there was a different program that would make this process easier.

Any suggestions?

Making SHAPE standards assess-able Part 1

S1.E24.5 – Strikes an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game environment.

M-astery

P-roficient

D-eveloping

N-eeds I-mprovement

italics are added by me

M – Student strikes an object consecutively (10 or more hits), with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game. The student also varies their shots.

P- Student strikes an object consecutively (minimum of 6 – 10 hits), with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game.

D – Student strikes an object consecutively (2 – 5 hits), with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game.

NI – Student cannot strike an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game. Or Students gives no effort.

(un)reasonable?

My new Elementary PE Classroom management

So I have recently started a new job teaching elementary PE prek2 to grade 5.  In my student teaching I had a teacher who used baseball as a framework for classroom management using “Out” for stop, put equipment down, hands on knees and look at the teacher.  She said “Coach” and all the students would come over and gather around her, and so on.

I have taken that idea, but I like soccer (and it’s big at my school) so I am going to use soccer as my framework.

“Timeout” – Stop equipment down, hands on knees and look at the teacher.

“Coach” – Come and sit around the teacher.

“Play” – Go and do the activity just described.

“Half time” – put equipment away and go get a water drink (I work in a hot country).

“Full time” – put equipment away and meet in the middle circle.

I am also planning on using the system of punishment soccer uses.

**Class reminders don’t count, they are general reminders to keep students on task when needed.

  1. A warning – go to student say “this is a warning”, and explain what you saw the student do OR what the student should be doing.  You only get one warning.
  2. A Yellow Card – go to the student pull out a yellow card that has two questions on it. “What did I do?” and “What can I do differently next time?”  For a Yellow Card the student must go sit in a designated area (THE “bench”) and when they can answer those questions they go to the teacher and answer them. Then they may continue with the activity.
  3. A Red Card – two Yellow Cards equals a red card and red cards are for very dangerous or disrespectful offences.  For the red cards the student must go to the bench for 2-3 minutes.  And/or for grades 2-5, the student must now write down the answers to the two questions before they may go to the teacher to return to the activity.  The teacher has the discretion to require a redo if the first time was insufficient.  The teacher may also require an apology depending on the situation.

Another facet of my new classroom management is the what to do when we disagree poster (not yet created!) that will show a few different ways to solve minor disagreements: Rock, Paper, Scissors for example.

Here’s to a new year, a fresh start, and trying new things.

Let me know what you think if you get the chance.

MS Health QR code Idea

Find websites and/or some form of data.  Create QR codes and place them all over the school.  Have students bring in their devices, then along with a partner and a graphic organizer have them go find the qr codes, scan, and record the required data on the organizers.  Afterwards, process the information with the students in class.  This is a great way to get students moving, and get them finding information, besides lecturing…

Through their eyes

drowningintheshallow

I was going to blog on withdrawal from school sport as a possible sanction, but today something occurred that I have to get off my chest.

Saturday morning school sport is one of the most rewarding elements of my job. My U13 team had just finished up the last game of the season and instead of letting them run off to change, they were encouraged to watch and support the U12 team on the next pitch who were still playing.

55 minutes of play had elapsed with my school losing 7-0, but pushing hard to restore some pride. The right wing for my school was giving the left back for the opposition a torrid time. It was clear that the young boy at left back for the opposition was tiring, probably having given all for almost an hour in stopping our best player from having any impact on the game.

View original post 1,065 more words