TEACHING CHILDREN PHYSICAL EDUCATION Quality physical education helps

TEACHING CHILDREN PHYSICAL EDUCATION Quality physical education helps children develop the skills, knowledge and attitude necessary for participating in a active healthy lifestyle.

DETERMINE MANAGEMENT PROTOCOLS • Entering/Exiting the gym • Run two laps and sit in the center circle • Run two laps and line up on gym end line • Determine stopping and starting signals • Learning to Listen Games: • Number: Students are walk, hop or skipping in a define area. When the teacher calls out a number they quickly form groups totaling that number. • Colors: Teacher calls out different colors that are marked on the gym floor, as quickly as students can they hop, skip or jump to that color. • Red Light, Green Light: Students are lined up on end line, when teacher calls out ”red light” students stop, “Green Light” students run and “yellow light” students walk. • Pirate Ship: Tell students you are the captain and they are crew mates, . When you call out demands such as “port” (left side), starboard (right), scrub the deck, shark attack (come back to center of gym ) ect. • What time is it Mr Wolf

MAXIMIZE LEARNING • Overlapping: Is a teacher skill that is learned with practice than a strategy that can be easily learned. It’s the ability to focus on several things that are happening simultaneously and still maintaining an intended direction. • Example: nodding to the child who asked to go to the bathroom, smiling at the student that is saying “watch me” and monitoring all the students. • Positive Pinpoint: “I like the way Gail stopped dribbling the basketball as soon as she heard the whistle”. • Teaching by Invitation: Giving the students choice to meet their specific skills. Such as, allowing them to choose between different sized balls, landing on one foot instead of one or allowing students who are more skilled to play a mini game/competition.

GET THE LESSON STARTED! • Instant Activity • Use music, bulletin boards, and verbal reminders as ways of involving children in activity as quickly as possible. • Set Induction: Motivate the students when you start the lesson. Why are you doing what your doing? ? • Use your imagination: When you jump can you land as quietly as you can? Can you land as quietly as a cat? Land as quietly as a feather. • Scaffold: Communicate the purpose of the lesson, linking a series of lessons in a unit or skill, theme or the year. • Demonstrating: How we show the movement rather than talking about it. Make sure you are in a location where all students can see you. • Whole or Part of Demo? How to strike the ball (part demo) (beginner) and where to plant your foot beside the ball (whole demo). • If you cannot demonstrate ask a student who is skilled to demonstrate the correct form for the class.