One way that growth patterns impact skill acquisition and performance in physical activity is due to the rate if the growth pattern. When the growth pattern is rapid children may have a lesser ability to learn new motor skills (Pangrazi & Beighle 2010). With body physique a more muscular, stronger child will have an easier time performing skills that require speed, strength, and agility, while a smaller thinner child will perform these skills as well they be better at more aerobic like skills (Pangrazi & Beighle 2010). Heavier overweight children may have problems performing in many activities of physical education. Skeletal maturity affects boys and girls differently when it comes to their ability to perform motor skills. Boys who are more skeletal mature tend to have the ability to perform motor skills better, while for girls it tends to play less of a factor with the ability of their motor skills (Pangrazi & Beighle 2010).
The two children I picked from figure 2.6 were the heavier girl on the end and the taller more muscular girl second from the other end. The heavier girl may have a hard time keeping up with the running back and forth of a game of soccer. She may also have a hard time keeping up with the speed of some of the other children. The taller more muscular girl will most likely do well at this game. Due to her body type she will most likely have the speed, strength, and ability needed to play this game.
Pangrazi, R. P., & Beighle, A. (2010). Dynamic Physical Education For Elementary School Children (16th ed.). Benjamin Cummings: Pearson Education, Inc.
Explain the role you as the teacher play in shaping and controlling student behavior. As a teacher my role is to be an assertive leader and not a friend, by being direct with the student, and let the student know what behavior is acceptable, and warning the student of offensive behavior (Pangrazi & Beighle, 2010, p. 96). Integration:
List and discuss strategies teachers should use when integrating content curriculum in physical education. Use a strategy based on the premise that learning, using theme teaching, creating, projects, material and effectively teach many concepts and skills. These are some activities I would use when integrating content curriculum in physical Education. First, integrating should be an extended part not the whole part of physical education (Pangrazi & Beighle, 2010). One strategy is work with the homeroom teacher to find out what they are study and integrated into your lesson (Pangrazi & Beighle, 2010). Math- Have students practice addition facts by doing jumping jacks. The sum of each addition fact represents how many jumping jacks students will do. Science- Students can identify the life cycle of a seed by preforming movements for each stage of the life cycle. Seed- students will put body into a ball position
Roots- students will lengthen legs
Stem- students will stand tell
Branches- students will lengthen arms
Leaves- students will lengthen fingers
Social Studies- Have students demonstrate locations on map. Students can find areas on a large map placed on the classroom floor. Have students move N, S, E, and W based on teacher commands. Students will identify places on the map by moving to the area. Students will verbalize how they moved. ELA- Types of sentences. [Groups]
Students can use their bodies to form the shapes of question mark, exclamation mark, period, etc.) As the teacher gives a sentence, each group will work cooperatively to form the punctuation mark on the floor using their bodies. How do disabilities affect motor development? One’s disability can affect his motor development in ways such as preventing the individual from being able to move around and explore his environment. A disabled individual may also have difficulty maneuvering and using manipulatives . One other way one’s motor development may be affected is by the lack of coordination that one needs to be able to walk, run, skip, and jump. How can they be addressed? There are many ways that this could be addressed. It is important to know the child and understand what his disability is in order to make the proper accommodations for the child. Usually student’s disabilities are handled case by case depending on the child and what goals and objectives have been set forth in their IEP by their IEP team menmbers. Pagrazi, R.P. & Beighle, A. (2010). Dynamic Physical Education for Elementary School Children (16th ed.) San Francisco, CA: Pearson/Benjamin Cummings.
Explain the role safety plays in the physical education environment.
The role safety plays in the physical education environment is to try and keep students safe at all times. ” Studies estimate that more than 70% of injuries in sport and related activities can be prevented through proper safety procedure. On the other hand, some accidents occur despite precautions, and proper emergency procedures should be established for such situations” (Pangrazi, Beighle, 2010, pg.170). One way to help safety in the classroom is to recognize high risk situations that could cause accidents.
List and briefly discuss five things you as the teacher can do that: 1. provides appropriate standard of care, and 2. creates a safe environment in which risk and the opportunity for injury are minimized.
1.) Before any emergency arises, teachers should prepare themselves by learning about special health and physical conditions of students.(Gray,1993) Before the school year starts, I would get a list of my students and go through their health and physical history. This way I would know what conditions they have and what I should be aware of.
2.) Review medical records. Identify students with disabilities, and note them within each class before the first instructional day. This would be something I would do because I would want to prepare activities that all students can do. If a student has a disability, I would find an activity that he/she can participate in without feeling like an outcast.
3.) Discuss Safety Rules. At the start of each instructional unit, cover specific safety issues. This is definitely important in a classroom because you want the students to understand the rules and guidelines. This will help prevent accidents from happening, which is safety.
4.) Include a safety checklist with the inventory of equipment and apparatus. I would not want my students playing on equipment that is broken or needs to be repaired. With the checklist, I can make sure that my classrooms equipment is safe and prevent accidents from happening.
5.) Ensure that teachers have up to date first aid and CPR certifications. If a student passes out and is not breathing, you as the teacher, will have a better understanding of what to do without thinking twice about it. If you procrastinate, the students life could be in danger. Also, all teachers should be CPR certified to help with safety! Pangrazi, R. P., & Beighle, A. (2010). Dynamic physical education for elementary children (16th ed.). San Francisco: Pearson Education