Obstacle Course Report

To better understand learning, the research and experimentation was conducted by a student. The purpose of this study was to examine a novice learner performing a skill, in which improvement, retention, consistency, adaptability and stages of learning would be tested. The individual chose juggling three beanbags for the skill to be learned. The subject had to learn how to juggle three beanbags at once using both hands. Practice was completed in one way to keep consistency; this included throwing small beanbags standing up in the same room. Hypothesis of the experimenter suggested greatest improvement of skill in the beginning to middle of testing. Learning would be accomplished. An increase in practice time and

It is important to promote appropriate behaviour and respect for others to achieve a safe learning environment, that is orderly, co-operative and purposeful. A good way to initiate this is by establishing ground rules and set boundaries at the start of the course. This can be a dual input exercise, with both the students and the tutor having input, whilst ensuring the tutor’s

It is important when planning and co-ordinating an activity your expectations are of the right level to encourage the child to achievement. If you do not expect enough, children rarely complain. However, they underperform and lose

Encourage children - To not only strive to do their best, but also to enjoy the process. Trying new activities teaches children about teamwork, self-esteem and new skills.

Equipment and Environment: The lesson will take place in a large area outside of the school free of any obstruction. There will be bright orange place markers so the children know not to wonder out of the designated areas.

I came towards the end of their summer program so classes had pretty much been wrapped up and we just played games from 8 a.m. to 6 p.m. This specific location has about 200 participants ranging in age from 6 to 15. I was extremely intimidated walking into a room full of so many hyper kids, but quickly learned to embrace them for who they are. Each child had a different story, and while I wasn’t able to interact with every single one, there are a few that stuck out to me.

Every month a PTA meeting is held in the cafeteria or the auditorium. “What is the PTA?” you may ask. The PTA is an abbreviation for the Parent Teacher Association. In the PTA meeting, they talk about the school and events. Every meeting, they talk about a new topic. They even have raffles near the holidays. You could get many helpful things. (For more information ask the

A teacher must provide a safe and supportive learning environment from the onset of learning at induction stage - which will cover ground rules and appropriate health and safe practices the learner must abide by. It is also normal practice to repeat prior starting of a task that has the potential to cause such as use of knives in a catering environment. Such instruction makes the learner aware and promotes safe practice. The teacher also has to ensure the physical learning environment is set up to be appropriately supportive and safe for learning to take place.

The purpose of our project was to give children something to engage in besides a bouncy house or zumba. However, our activity to a turn in a different direction. Before we taught the kids a step, we would show them what it would look and sound like when performed. Every time we did a quick step, the kids looked discouraged and would change their minds. The Captain, some teammates, and I realized that we need to show them that confidence is key. We

Instead of having my students warm up by jogging through the cones, I should have had them grab a paddle and a ball and bounce it in general space so that they had a feeling of the weight of the paddle. I feel that my students had ampule amount of practice time. They practiced hitting back forth, then with a bounce, then with no bounce, then in teams.

The sun is setting, and each gust of wind is becoming more chilling than the last. Clinging to my right arm is one of the children that I am guiding for the club outing. Ahead of me, jumping up and down, are a group of energetic nine-year-olds who never seem to tire. As a Student Leader at the AWANA children’s club at my church, I help to supervise a group of seven children for our annual AWANA field trip to Downey’s Farm. Collaborating with another student leader and my team leader, we are a team to monitor the children yet allow them to have fun. Everything has run smoothly so far, but the children have still not gone through the Corn Maze, which is the highlight of the trip. Some of the children are bouncing up and down on their feet, playing

It is really important to me to have strong core for what I believe about teaching physical education and health. I believe that the most important things is that the students is physically active and I also believe that the students should have at least one thing or activity that they interested in that they can do for the rest of their lives in order to ensure that love to be physically active has become part of their lifestyle. Therefore, I would like to have a variety of physical activities, sports and fitness method in my curriculum and I would like my students to develop their skills and increase their knowledge of different skills and activities because it can provide a fun and enjoyable of physical activity, as well as build psychomotor and cognitive. I will try to safely provide the students the enjoyment of physical activity, become more confident with their abilities, increase their knowledge of health related fitness, and help them to find things that they love to do to continuous to be physically active. My philosophy of teaching physical education and health is including content knowledge of what I want to

An obstacle course was designed to help children further enhance and develop their motor skills. This course included crawling through a cement pipe, swinging across the grass holding onto a rope with both hands, and walking a narrow line drawn on the sidewalk has been planned for outdoor play. The three motor skills used in this course or locomotion, balance, rebound and airborne; the five not used are body and space perception, rhythm and temporal awareness, projectile management, fine-muscle task and tension relates. We will discuss which of the eight motor skills this course uses and the ones it failed to use; while added additional activities to obstacle course that would utilize the unused motor skills.

A decision that must be made is whether to use discrete trial training drills or incidental teaching to establish functional skills. Discrete trial training is conducted in a highly specified and structured manner, in which the instructor chooses and presents an antecedent stimulus related to the skill of interest, and when the student responds correctly, the response is reinforced. Naturalistic or incidental teaching is loosely structured, and is incorporated into a student’s ongoing routine and follows his or her interests. Variation in antecedent stimuli and respnses is emphasized and reinforcers for correct responses are tied to the student’s ongoing activites. Sundberg and Partington (1999) coined the term ‘natural environment

with the use of visual stimuli. So the objectives for each specific lesson work together over the unit deepening pupils understand of the way dance composition works. Also, the same set warm-up is purposely used over the span of the three lessons to allow pupils to the opportunity to improve and although a shortened version is seen in lesson 2, pupils are asked to recall the previous weeks work instead. The reason for the alteration in lesson 2 is setting a recall task will improve on their movement memory skills but also keeping them moving and focussed (the sole purpose of the warm up in this instance) without impinging on time. The movement phrase taught by the teacher in lesson 1 is intended to add to