Friday, December 17, 2010

Physical Education Professionals Flock to Turning Stone

 November 18th, through the 20th was the New York State Alliance of Health, Physical Education, Recreation, and Dance convention at Turning Stone Casino. The conference had an amazing turn out with educators from all across the state. We sometimes don't realize that our state is so big that from Buffalo to the end of Long Island is almost seven hours, and this convention is a great way for educators within our state to talk, demonstrate, and give idea's that work with their students. Below you can read the notes I have from the sessions. 



Thursday Nov. 18th

  "Aim For The Brain" Action Based Activities That Stimulate Learning
This session was to demonstrate the positive effects of physical activity connected with the cognitive functioning of the brain. Presenters from Adelphi University talked about the effects of getting both sides of the body moving, with simple things that worked on both sides of the brain such as walking but opposite elbow and knee touch every step. They used a variety of activities:
  1. Rock, Paper, Scissors - A quick game of rock, paper, scissors, where if you lose you create a train behind the person who beat you. 
  2. Modified Chuck The Chicken - Two teams battling to get one teammate around their circle the fastest. The team rolls a bowling pin away from the other team. While the team runs to get the bowling pin and pass it back to the end of their team, the team who threw it has one person running around them and for each complete circle they get one point. When the opposing team gets the bowling pin to the end of the line. they roll the pin away from them, and it is their turn to try and get points.
  3. Movement Game - Everyone walks around giving high fives, until the teacher calls out groups of 3. Students have to make groups of three as fast as possible and if anyone is left out they get to say something about them self. Everyone then continues walking but you can add math so "groups of 6-4" etc.
  4. Rock Star- Everyone gets into a group of four, and determine who is their lead singer, guitar player, drummer, and bass player. The teacher can then throw a spin on it, lead singers over here and such. You now have 4 teams, with friends split up.

  "We Will Rock You"...By Tinikling
Jump rope and dancing to a beat! Create a beat by tapping two poles together on the ground and against each other. This activity requires coordination by both tappers and the dancers in the middle; it's a combination of jump roping and dance. This activity can be done with ANY age group.











Shake You Sol: A Learn To Groove, Hip - Hop Journey!
This dance class was journey with no rules, no boundaries hip-hop basics class. It was an upbeat session that helped reconnect with your funky self, fill you with high energy and have you feeling and dancing like a hip-hop dancer at your own pace.


Friday Nov. 19th

What's In Your WALLET? Winning Activities Learners Love Every Time! 

This was an action packed session filled with FUN tried and tested activities that will keep your students moving and grooving to a wide variety of challenging physical skills. We were able to play these activities and put some ideas into our WALLET, with some neat, innovative games and activities that learners will love every time.



Let's Play! Physical And Lifelong Activities For Youth
 This session provided us with activities that will help to motivate students  to get physically active for more then just a physical education period! While integrating other subject area's into physical education and better understanding of their bodies, students can set goals they can obtain. We had the opportunity to play, have fun and learn how to lead students to a more active, healthy lifestyle.

Floor Tennis
Floor tennis is an exciting way to teach tennis skills in a small space. All you need is some ping pong paddles, ping pong balls, duck tape, a blue tarp, some traffic cones, and some conduit. Sounds like  your a contractor? No just a resourceful PE teacher!


Saturday Nov. 20th

Saturday was the conclusion of the conference, with only a few sessions offered. We took the time wander around the exhibition looking at different Colleges booths, and outside contractors booths for new equipment. Overall the session was very informational and fun.What other profession can say that their profession development is fun while being informational?

Thursday, December 16, 2010

Exercise To Increase Knowledge

Ben Paquette - Final Part 1

PART B - Brian Gains

i. The website is from Toronto, ON Canada. The school is located in South Saskatoon, Canada. Saskatchewan .Also Naperville Ohio

ii. This news piece was very interesting, and eye opening. I knew physical activity was good for the brain, but never saw definite evidence of it used in a school setting. The piece has set in my mind what I would like to see as a physical educator, which statistics like this, why do more schools not offer this type of opportunity? Although schools may not be able to afford the equipment, why not get kids active in other forms of cardio that don’t require much. Students spend the majority of their day sitting in class attempting to learn the material, but if we got them active with their heart rates up to 65-75% for 20 minutes every morning, not only would student’s grades improve, but we would not have to cover the same material over again. It would allow us new time to teach other lessons, that we typically wouldn’t have time for.


iii. They didn’t mention the PE Teacher being involved with the City Park Collegiate experiment at all. Based off the description of the class where students stood around the majority of the time waiting their turn, I get the feeling the PE teacher is that “old school” style of P.E. The teacher doesn’t take into effect how much they should be offering students with physical activity, and how much the students would benefit. I would ensure that my PE program would benefit my students as well as my faculty by getting students as active as possible for the entire class. For example, if the class was testing, students would not be standing around waiting for their turn, but in fact out working on perfecting their skills, or working on a fitness skill. If it was picture day, where in most case’s the gymnasium is used, I would not have my students sitting around, instead we would use whatever facility is open to us, or go outside if the weather permitted. Along with that, I would try to offer more than just physical activity, students could work on their math skills, science and history knowledge as well through tasks that a tweaked for the grade level’s curriculum.


iv. The main outcomes and benefits to this program is that students are becoming healthier, but more importantly their ability to learn is increasing. Students after their 20 minutes of vigorous activity are concentrated, with no one being defiant, or running around the classroom. Student’s attention spans improved from 10- 15 minutes to roughly 3 hours. Students began coming to school every day, and because they were now coming and exercising, most of grade 8 had improved by a full grade level. These outcomes are similar to our New York State PE Standards. Students are meeting standard 1a. By their teacher challenging them to try new movements on the treadmills. Students are meeting Standard 1b because they now know how to use a treadmill or stationary bike to meet the 65-75% heart range for themselves. Students meet standard 2 because they are responsible for their own fitness, and understand the how physical activity provided them with an opportunity for enjoyment. Students would be able to meet standard 3 if their teacher explained to them the opportunities they had to access equipment outside of the school.


v. BDNF is brain derived neurotrophic factor. BDNF is developed in the hippocampus of the brain, and acts as a brain fertilizer. It helps to develop new brain cells which are vital to learning. The creation of BDNF should be a goal of physical education class, because it would help students learn skills, and cognitive aspects of our units. It would also help students in classes following P.E. to learn their material better. BDNF is created when aerobic activity is presented and the heart is working at 65% - 75 %. The two “key” books that currently outline the benefits of exercise and learning/academics are, Spark written by John J. Ratey, and The Kinesthetic Classroom by Traci Lengel and Mike Kuczala.


PART C 1 - Regents Levels

vi. As future physical educators we need to know how to make our profession credible before it becomes on the chopping block from schools. One way is to implement a Regents level for LS #1a. I believe 95% of the senior class should be recreationally competent in 6 activities and proficient in 3 different activity categories. This will make students responsible for the curriculum covered in our P.E. class, just like any other class. This also put pressure on all physical educators to give students as many options as possible in their program. If 95% of the senior class is able to pass this, then we know the P.E. program is credible.
vii. For LS #1b, I think 95% of the senior class should reach competency in their personal fitness plan. Students need to have every tool possible in order to fight obesity, which is an increasing battle every day. Students should be competent in their fitness plan, so that they have the knowledge to continue their physical fitness plan after they graduate. These students should also have the knowledge to alter their plan as they grow older.

PART C 2
Daily Burn


i. I think Daily Burn is a awesome tool for anyone to use. It’s very simple to use and they give you workouts for what you want to work on. For anyone who isn’t sure how to work out those tools could definitely help. I don’t use an online exercise and nutrition tracker, Daily Burn is the first one I have looked at and used. I haven’t used one before because it’s hard for me to remember to get online and post the things I ate, what I did for the day etc. I definitely will consider staying about of the group because I have a month of vacation now where I can use the tracker, and become more familiar with it.



ii. Daily Burn would be a great tool for accomplishing the recommended regent’s level for LS #1B. Daily Burn would allow students to take some responsibility in their eating habits, and their fitness levels outside of the school system. Students could use Daily burn to help develop their own personal fitness plans and goals. By inputting what they would like to work on, how much time they have, what foods they should try and stay away from, our students could become much healthier, and active. A modification I would use is, for class has a goal for the week for my students as a whole. The goal would be for a week that students would have to work on inside and outside of class. Students would then report to me on Friday using daily burn how they met this goal.


iii.An electronic tool that could be useful for capturing data and reporting for the recommended Regent’s Level for LS #1A, would be Dartfish. Dartfish is a great tool that uses video analysis to break down basic motor and manipulative skills. Dartfish in a high school setting could be used as the end of a unit assessment. Students would be videotaped as they performed the skill in a game like situation. The teacher would make their way around the gymnasium taping students as they performed. For analysis, students could then be given their videos to break down and send back to the teacher using Dartfish. This would allow students to see what they need to improve on and learn the skill better by visually seeing themselves perform the skill. Teachers would then assess them based on their video. This would allow us as teachers to see if a student really did perform a cue, instead of just assuming they did because they performed too fast for us to see.

Fall Semester At St. Mary's

Another semester under my belt at St. Marys, but this time with a new hat. I returned with my 201 lab group, Jackie and Jen to be teaching assistants for the lab portion of class. This fall was a great experience, to see how things work at St. Mary's in the Fall, which I have come to find out is very different from the Spring. This Fall we were able to go outside just about every weekend, which gave me a view of the students playing kickball, and running around on the playground. In the after school program, students typically get very competitive, and energic from sitting in class all day, and it definitely showed when they went outside on the play ground. Students were constantly running up to me saying "Your IT!" and running in the other direction laughing. The students had their own set of rules, where if they were touching anything they were safe, making it almost impossible for me to tag anyone. I guess that's what you get when you act like a goofball with kids.

On the note of a TA, it was also a great experience to use what I learned from my own experience to help the new 201 students. I tired to help my groups as much as possible, by leading them in the right direction, but never giving them the exact answer or idea. They all grew tremendously from the first day of class to the last day. At first everyone was more concerned with what their classmates would think if they dressed up for lab, then actually believing that the kids would really enjoy it. Jen, Jackie, and I dressed up for Lab 1, to show them its all about the kids, and slowly groups began to dress up.At our last lab everyone was dressed up for Christmas, everyone brought in visual aids, which definitely helped them keep the attention of the St. Mary's students. Overall, Im proud of the all the students from lab, and its a great feeling to know I was there to help them grow as teacher candidates.

Saturday, December 11, 2010

Ignite The Light Within Your Students

 

A mere music video, with a powerful message. Katy Perry's Firework, has a great message for everyone. We sometimes forget that we are all special in our own ways. We shy away from situations because we don't want to stand out in the crowd, or be judged by our friends. As professional's working with students to shape their minds, we have to be careful about the situations we put students in. We have to put thought into the impact our lessons will have on our students learning. In class we often teach the physical, and cognitive skills that the class calls for, but shaping our lesson to effect a students life for the future, will give our lessons a greater impact on our students. Teaching students through the affective domain to work on self confidence, respect, and teamwork could set a student up for future success. As teachers we sometimes forget about the affective domain, but in essence the affective domain is just as important, if not possibly more important to student learning. So remember, you are a firework, so go and let your colors burst, give all you have to offer as a teacher, and help your students shine in the future.

Wednesday, December 8, 2010

The Business Of Teaching

Inside of every teacher you need to have a door to door salesmen mindset. We as teachers need to be able to sell our products to students. What are these products? As Physical Educators we need to sell them the life skills to help them to develop into active, healthy, skill full participants of the world. We hold the keys, to help them unlock the doors to their future, and take it in any direction they choose. Your probably thinking, well how do I get them to take these skills and use them? You need to have your students believe in you, and more importantly believe in themselves. The video below is an inspiring clip from my PED 434 class. Dalton Sherman shows us the importance of the teacher - student relationship. This is why we have to practice what we teach, and know it inside and out, so our students can use our products to benefit, and improve their lives, and hopefully inspire other people they encounter.

Sunday, December 5, 2010

A Strike For Lab D

When assigned Lab D, I thought to myself, " I have a month to come up with a lesson for bowling?, no problem!". As the date for the lesson crew closer and I began to start working on the lesson and bowling packet for lab D, I started saying,"I'm an idiot for thinking I could do this in a matter of a few hours." Lab D has really shown me how much preparation goes into a lesson, as well as a unit plan. You have to consider the proper task progressions for the age, the equipment you have available to you, the terminology your students are going to have to be familiar with, and how you expect to get all this information across to them in the few days you have for the unit.


My Unit Plan Packet
Lesson Plan


Overall my lesson went very well, and smooth once it began. As I arrived to the bowling alley I noticed a lot of cars, and buses and began to think, who would be at a bowling alley at 11 am on a Wednesday.  When I walked inside I got my answer and began to panic, there was an senior citizen's league, and a high school gym class playing, which left only four scattered lanes open. After talking to the manager I was assured that the high school class would be leaving, and we began to set up with the eight end lanes. As I began to set up the projector, and Nintendo Wii, I realized I didn't have the proper cord to connect them together, adding yet another panic to the preparation. Professor Yang luckily ran back to the lab to get me the right projector, teaching me a valuable lesson, to check all of your equipment the day before your lesson!

As everything came together, and the tape began to roll, I quickly jumped into character. I was able to give feedback to just about everyone in the class, and my little cue cards were prefect for intra-task variation. Roughly half the class was working on the four step approach, while the other half worked on the proper arm swing. Each student was assessed during the opening activity of bowling a few frames to get a feel for the alleys compared to the gym floor, and I determined who needed to work on which skill. In my demonstration students were briefed quickly about being safe, and respectful while in the bowling alley, as well as being very encouraging to their lane partners with high fives and positive feedback. Rob, and Holly were the first group to do a great job with encouragement, and as a reward they were allowed to play on the Nintendo wii, and see how many pins they could knock down with the 100 pin game. Overall I was very happy with my lesson, and it looked like everyone enjoyed bowling as well. Sometimes its not all about working on perfecting skills through drills and activities, but instead trying to get a little better each day with a smile and laughter!







 Voice Record

Monday, November 8, 2010

Adding Some Flare To Lab C

Salsa Cubana - The intention of lab C for 255 was to create a way to learn about foreign cultures through the physical. We had the opportunity try pieces of lessons for foreign games such as Tchoukball from switzerland, and Beroinjin from Australia. My own group, consisting of Rob and I, came up with a lesson to teach about Cuba through Salsa dancing. After taking rhythms and dance, as well as a two hour session on Cuban Salsa at the SUNY Cortland Professional Development Mini Conference, I figured it would be a breeze. Well was I wrong! I much a greater understanding of how difficult it is to teach dance compared to more of a sport focused lesson. Teaching dance for the first time took me out of my comfort level for the first time in 255, and I found my self in shock as looked around at the faces of my classmates while I was teaching. I thought I was well prepared with my progressions, powerpoint, and lesson plan, but those are all useless unless you are fully ready, prepared, and know where you want to go in your lesson. I had what I wanted to teach right in front of me, yet being able to see it, has no comparison to being able to just go and make it work because you know it by heart.

In Lab C, if you watch the video below of me teaching, compared to videos of my prior lessons, just in the sound of my voice you can distinguish that I was uncomfortable, and nervous. In my other lessons, I knew exactly what I was looking for, how fast students should pick up on the skill, and how to modify it if things went wrong or took longer. Like I mentioned before, as I began to teach I constantly scanned the faces of my classmates, but all I got in return were blank stares, which didn't help my nerves. As you can see in my video I constantly repeat and demonstrate the same things over and over, because based off my visual scan I felt the class was not grasping my cues and movements. Based on watching my classmates in the 10 minute lesson on Salsa Rob started with, I should have adapted and moved much faster and slid straight into dancing with your partner instead of alone. This was a great lesson for me to learn though, because when I teach five to six classes a day and only get those classes every other day, I need to know how far I can push each class and how I can adapt to them specifically because as we all know, every class will not be the same.

My Salsa Cubana Lesson specifically had its up's and down's. To start off after presenting my lesson, as well as reviewing it online, I can see I need to work on activity, and instructional time. (Time Coding Form) My activity time could have been much greater, had I trusted myself instead of doubting what my classmates were ready for. I wasted activity time with constantly reteaching the same steps over and over again. As for feedback, it was very challenging to give because I had to fill the extra spot due to an uneven amount of students. I wanted Jeremy to get the same lesson as everyone else, and I felt as though he was being neglected at the point where I did leave him to dance alone while I walked around quickly. On the bright side of my lesson, my Prezi worked very nicely allowing students to interact instead of me just standing there talking and showing them where Cuba was, I could have gone more into it and brought up pictures of the capital, the coasts or just everyday people interacting in Cuba.

Looking back on Lab C, it has had a greater impact to look at then to physically do. It has helped me to see how much planning really needs to go into a lesson, let alone a entire curriculum. A lesson even 10 minutes long takes hours of practice to get right, so that you can comfortable enough to teach your lesson with confidence. Knowing how modify and adjust to the right speed for class takes, confidence not only in you, but also in your students. Lab C has given me a new outlook on a Physical Educator, our profession is no longer just rolling that ball out so students can have fun, but hours of demanding work, so that you can progress to that full game situation and your students can enjoy it that much more because they have the knowledge, and skills needed to have fun participating the right way, instead of just running around flaring body parts, hoping to kick that soccer ball.


 International Lab Forms


Sunday, October 17, 2010

P.P.R. - Preparation, Practice, and Repetition

Lab B2 didn't go as well as I hoped it would. I felt the pressure as I got ready to teach my lesson with only one day preparation, little practice, and barely any repetition. I went back step from Lab B1, and started saying "um" a lot and other fillers.
After looking at time coding, I spent a little bit more time with instruction and management, and way to much time with waiting. This issue was due to me creating a drill, instead of an activity.  Although I felt my drill is a good thing to work on, I should have found a better way to alter it so more people were moving, instead of waiting around for the Frisbee to get to them. This made it very hard to see everyone work on the task, using the cues stated. As far as feedback, my drill didn't allow for me to see everyone moving for the full 4 minutes, so my chances of giving feedback were limited to the 4 to 5 throws each person had. Although it gave me the opportunity to give specific and congruent feedback, with more opportunities to see more throws, I could have given more people feedback, as well as more specific feedback.


As far as improvements, I tried to have more energy and be excited about my lesson. Being outside made it difficult to talk over the class next to us, but I think I talked loud enough for everyone to hear me. I also positioned myself in the middle of class so I could move quickly to specific people to help My hook for the lesson was quick to the point and applied the same principle that was the base of the lesson.  My objective of the lesson in the cognitive domain included NASPE standard 2 which states a physically educated person will demonstrate understanding of movement concepts, principles, strategies, and tactics. I accomplished this by students being able to recite the three cognitive cues used when your locked out moving foward in an Ultimate Frisbee game. In my next lesson, I hope to improve on feedback as well as activity time. I feel the reason behind my set back was due to my lack of preparation, practice, and repetition of what I wanted to accomplish.

Take a look at my forms for Lab B2

Tuesday, October 12, 2010

SUNY Cortland Mini Conference

On Friday October 8th, I attended the SUNY Cortland Mini Conference. This was my second time at the mini conference but my first time being involved. This year I stepped up to the plate and became a Presider, and I was fortunate enough to get a great session. I was given the opportunity to introduce Professor Stephen Yang, and his exergame technology session. Although I arrived at 7 am to help Professor Yang set up, I wasn't able to get try out the different stations until later, when I found myself staying for the second session because I was having such a good time. The session included Idance, a stationary bike, connected to PS3 for the game "Cars", Just Dance through the Wii Console, and Basketball through Xbox connected by a step machine. Through my own experience I find the exergames to be great way to have fun and perform some at high levels of fitness. After 1 lap on the game stationary bike, my heart rate was at 140 bpm, and my legs were dead tired as if I had just run a 400 meter race.

After the Professor Yang's session, I moved on to attend a two hour Salsa dance session. This session was taught by a local guy from the Syracuse area, who had a vast knowledge of Colombian salsa from his travels. He started very simple, and had us moving for the entire time, slowly progressing from dance  to dance by just adding simple movements. This session was a great way to work on the cognitive, affective and psychomotor domains which are the basics for physical education. Lucky enough, one of my classmates taped the entire session, and I'm excited to say I'll be teaching Colombian salsa in a few weeks.



Overall, the conference was outstanding! Keynote speaker, Chris Xavier really made an impact on my view of life. She spoke about her rough life, and how she see's herself not as a victim but a survivor. For example, Dr. Xavier was trapped in the tsunami back in 2004, where hundreds of people drown around her, after watching the massive wave come up the shore. She's also had family problems, and health problems as she goes onto surgery # 18. I wish more people could have heard her powerful speech, because we all look at things as a victim of the situation, but as long as we make it through, we are survivors, and a stronger person, ready to move on.

Sunday, October 3, 2010

L'Eggo My Eggo!


Well its only been two short weeks from lab A, and I can see a difference in my teaching. For one, I didnt say "hmmm" to much due to my preparation. I tried to recite everything I practiced during the week, but in the heat of the moment my presentation came out slightly different. Even though I changed it up a little, my goals were still obtained because I knew where i was going with my lesson in four minutes. If you watched my video carefully, you can see I also had two students slip off into the closet. Professor Yang threw me the curve ball, but even though my back was never turned to the class, I didn't pick up on them slipping away. I thought it was fishy when my TA was throwing the Frisbee, but again that was another curve ball so that I would give her corrective feedback. Overall I'm happy with how my lesson went, I demonstrated, broke down the cues, and demonstrated again. In my next lesson I need to add in a signal of attention. I'm excited for lab C, after seeing how well this lab went.

Here's a how my time broke down during the lesson
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Sunday, September 19, 2010

"Queen of The UM" - Jack Murphy

After watching the clip of me teaching, I now understand why Jack called me "Queen of the um's". I practiced everything I wanted to say and do in my lesson, but even with preparation things don't always go as planned. In the last 30 seconds of my clip my mind went blank looking for words as I wanted to wrap up the lesson. I now know saying "umm" is something I need to work on in the future. As far as the rest of the lesson, I'm proud to see where I came from in just two short weeks. My introduction, hook, and demonstration went very well, but for next time I need to add in a signal of attention, and a safety statement. I was able to get my three main points of instruction in, and check for understanding with a few questions while having everyone perform the cues. Also for my next lesson I need to walk around to give specific feedback, but I was unable to do that this lesson due to an odd number of students. A very valuable lesson I learned from this is that preparation is key to having your lesson run smooth with no lag time.

Friday, September 10, 2010

Homework #1

What is meant by the idea that teaching is a goal-oriented activity?

Teaching is a goal-oriented activity means that in order to successfully educate students you must create goals or objectives for your lessons. These goals have to fall within the country, state, and local standards to create credentials for your program. Without any goals or credentials, your lessons have no direction, similar to moving a car without a driver.


Why is the process that teachers choose to use to teach content important?

The process you choose as a teacher to teach your content is important so that you can meet your goals and objectives. There are a variety of processes you can choose from but it is important to select the one that will help direct you to the specific goal you are trying to reach. For example trying to prepare your students to set in volleyball, as a teacher you would want to start in a closed environment and gradually move until your students are ready for an open environment similar to game play.

Why is the movement task- student response unit of analysis so important in physical education?

Movement task- student response is vital to a quality physical education program because it allows the teacher to assess how well they explained the task based off their students performance. It then allows the teacher to assess where to move next, whether it is moving to the next level or redesigning the task. This allows them the opportunity to give corrective feedback and encouragement.

Friday, September 3, 2010

Soaring Into EDU 255

It's the first week back at Cortland, and classes have started off with a bang. In EDU 255 Professor Yang threw out a variety of athletic ball and said "Here you go, you each have four minutes to teach the class today." As the look of fear grew on everyone's face the wheels in our head's began to turn as we came up with our idea's. I myself taught soccer passing, but overall as a class I think we did ok with only having PED 201 experience. We all have a lot of room to grow as teachers, and this is just a marker to reflect on how far we have come at the end of this semester.

Saturday, August 21, 2010

An Undescribeable Feeling

A great new Kenny Chesney song. Although it's about football, it's a great video for any sport, with a motivational speech by New Orleans Saints coach Sean Payton.

Tuesday, April 27, 2010

St. Mary's Superhero's In Training

Lab 6

Monday was our final meeting with the St. Mary's students, and what better way to go out then with a Superhero theme. Superman, The Incredible's, Teenage Mutant Ninja Turtles, and Batman were all in attendance with the creation of some new superhero's as well. My group dressed as The Incredibles, and were set up to work with the pre-k group for our final time. With limited space we brought small, white capes, and markers for the students to design their own superhero capes, and it was a huge success. Unlike our previous time with the students, every pre-k student wanted to be involved with the art project and really showed us a piece of themselves with their self expressions with their drawings. Some students wanted poke a dots everywhere, while other students went into more detail drawing their favorite superheros. When it was time for the parachute in the gym, students went crazy as if someone had dropped a pile of candy in front of them. The St. Marys students put all their effort into creating waves, using their entire body to jump and shake the parachute at once, but once they stopped and got a quick break they were ready play more games. Inline with the superhero theme we played air conditioner with the students, but modified it that they had to close their eyes and put their arms out as if they were flying with superman. Students had a blast and continually wanted to play air conditioner. The entire day was a success, and I think it was manly due to the level of excitement and enthusiasm toward the superhero theme.

In reflection to our time at St. Marys, I think it was an outstanding experience that I never could have gotten from simply being in a classroom. Although the students were sometimes difficult to get to participate it helped to show me that it isn't going to be a walk in the park teaching physical education. Its going to take a lot of enthusiasm, planning, preparation, and energy to make the most out of every class. The St. Mary's students deserve a thank you, they have given all of my classmates and I, lesson's of teaching that will help shape us throughout our careers.


Harry Harlow's Monkey Study


In Harlow's study with infant monkeys, we can see a connection to human development as well. Harlow's found that the monkeys would use the wire mother for food, but would spend countless hours on the mother with the warm cloth, this shows that comfort and support is important to infants at a young age. To relate this to human infant development, a baby will typically drink of bottle of baby formula from anyone, but when they become upset they typically will only calm down and relax again when in the comfort of their parents. Without comfort and support from a mother or father figure can have a huge impact on a child both physically and mentally, and in some cases create stress.

Wednesday, April 14, 2010

St. Mary's Goes To Infinity and Beyond!

Lab 5

This week at St. Mary's, lab was themed Toy Story 3. Students had the opportunity to play soccer like Woody, get money in the bank with Hamm, and jump to infinity and beyond with Buzz! We were looking to observe the locomotor skills for dribble both soccer style and basketball style, and also soccer kicking. Although it took some time to witness all three skills, I was able to notice a trend within the age level. Many students in the kindergarten and first grade group had many of the same issues with moving their body with the soccer kicks. Most students preferred to have the ball stationary, then kick from a stationary position also. The only time I saw moment toward the ball was when students were chasing their soccer balls outside the activity. As far as dribbling, most students were pretty good at using their finger pads to bounce the basketballs. Our day ended with a great big cheer, as you can see below.

Tuesday, March 30, 2010

The Easter Bunny Makes A Stop At St. Mary's

Lab 4

This week lab was Easter themed given that of the holiday is coming up. My group worked with the pre-k students this week, and it was drastic change from working with the other students. The pre-k students were harder to keep on task, but they were very willing to try any activity we came up with. Our task was to view their object control skills with overhand throwing, so we came up with a simple game called Easter Bunny Rescue. The main point to the game was for students to obtain an Easter egg, and then throw it into the hula hoop with the matching sign for the color of the egg. I was surprised that I only had to say it once and the students immediately understood. In the classroom I also noticed how the pre-k were much more willing to come up to you and start talking about anything or even just invite you to play with the toys around them. My group brought in a variety Easter coloring pictures for the pre-k, and when they were done posted them on a gigantic poster for everyone to see inside the gym. Judging by the smiles on everyone’s faces, I think they really enjoyed the Easter theme.

Wednesday, March 17, 2010

National PE Conference: Indianapolis 2010


Day 1
3/16/2010

Today we flew into Indianapolis from Long Island, on a flight that seemed too short to be true. The big question of the day was which time zone were we in? After arriving and checking into the hotel we proceeded down the block to the Indianapolis Convention Center to check into the convention and obtain our id cards. Being that most people were still arriving, the convention didn't have a lot of programs running so we decided to wander the city in the beautiful 65 degree weather.

Day 2
3/17/2010

Besides the SUNY Cortland mini conference, today was my first day attending physical education workshops. Today I attended:

1-Focused Fitness: No Nonsense Games: Activities with a Purpose
  • This was a great session about criteria in p.e. classes, bringing lessons about the body, and nutrition into the gym. The presenter Ron stressed the idea that as physical educators we are business men/women, without selling our class we will be criticized, and students will not buy into participating in class.
2-Hip-Hop & Country, Too!
  • This session was a lot of fun learning three new country line dances and three new hip-hop dances. With fellow Cortland students and Cortland alumni, we had a blast, while putting our dance skills to the test learning dances at the elementary, secondary, and college level. Jack and Mike took the session to a higher level, and with their enthusiasm were rewarded with the cd of music for all the songs.
3-Hopsports Demo
  • Hopsports is an awesome new program that gives teachers an opportunity to show demonstrations on a projector how to perform different sport skills with perfection and common imperfections. It also allows a teacher to put a circuit up the gym wall that shows the movements of each station, allowing for students to look up to their station on the projector to model after. Check out this circuit here.
Day 3
3/18/2010

1-Get On Track With the "New" Physical Best Activities Guide(s)
  • This was a fun session with quick games from the new Physical Best Activities Guide. Each game was simple, with a small amount of equipment, but got your heart racing instantly.
2-Skillastics: Standards-based Fitness Fun for Everyone!
  • This is a great fairly new program for teaching anything from fitness to soccer to winter sports in one pattern with interchangeable game boards. Its an easy way for teachers to work on skills or fitness with a small amount of instruction time.
3-Fun Running and Easily Organized Games
  • This workshop gave different ways to spice up running and conditioning with simple games. It showed while having fun, students can condition their bodies without thinking about the actual running.
4-Healthy Highway-Innovative, Imaginative Nutrition and Exercise Program for Children.
  • Healthy Highway is a great new program about healthy eating habits, but is incorporated into small activities that are open to variation based on the equipment available to you.

Day 4
3/19/2010
1-Zumba, the Miami Way

  • Zumba is a great way to get in shape with movement. This is typically offered in location gyms for adults and is a combination of movements into dances that work your muscles and flexibility
2-Tag Free Instant Activities
  • This session was about 10 ways to get students active right when the walk in the door without having to play tag.
3-Whats In Your W.A.L.L.E.T? -Winning Activities Learners Love Every Time
  • This was a look at activities and curriculum that a physical educator from Maryland, and another from New Jersey use in their P.E. classes. It gave a couple great activities that students love no matter how old they are.
4-Got 20/20 Vision? 2009 TOYS Are Looking to the Future
  • Teachers Of theYear of 2009, taught their award winning lessons and dances.
5-Everyone Move: Daily Physical Activity in Small & Large Spaces
  • This was a great session for one of those days where your in a classroom because school pictures are in the gymnasium. It offered ways to get the heart pumping with little space needed.

Day 5
3/20/2010
1-Globalizing the Physical Education Curriculum.
  • This was an eye opening session to show that P.E. is different in countries outside the US. The presenter talked about getting a common curriculum in other countries by creating connections.

Thursday, March 11, 2010

Homework 3/10/2010

Tuesday, March 9, 2010

Dinosaurs Attack St. Mary's!


Lab 3


This week in lab Dinosaurs roared into the halls of St.Marys! They brought Dino's of all sizes and created nests in the gym! While running around the gym we were able to play "Capture The Dinosaur Eggs", entailing Cortland students guarding one den of eggs, while St. Mary's students guarded the nest of eggs across the gym. Both teams of students tried their hardest to snatch the other den's eggs', but the St. Mary's students were too fast! Cortland lost almost all 20 of their egg's, while St. Mary's students racked up and extra 14 eggs on top of their original 20! After to close the day we learned the Dinosaur Hokey Pokey, which everyone seemed to enjoy. On a professional note, we were able to work on the locomotor skills, leap, slide, and horizontal jump, while having a good time with dinosaur music, and games. I learned a valuable lesson in lab, that if you get into character and set the environment with posters, and music, students will be more willing to participate.

Wednesday, February 24, 2010

Winter Olympics Hit St. Mary's

Lab 2

The Olympics arrived at St.Mary's this week, and everybody was striving for the gold! We worked on the locomotor skills, running, galloping, and hoping throughout our activities, and it was a huge success. The students of St. Marys had a great time, while the myself and my classmates had the opportunity to observe their locomotor skills. Beyond the skills we also were able to witness how a simple game working on skills can put a smile on young students faces. I learned that if you get down to their eye level and are willing to work with them, they in return will work with you. Both Cortland students, and St. Marys's students were able to develop their skills while having a good time using the Winter Olympics as our theme for the day.

Wednesday, February 17, 2010

A New Angle For Dodgeball


Dodge ball is on the PE Hall of Shame list because its felt that Dodge ball singles out the weakest students, and it doesn't keep students physically active during class. As most of us remember from our own PE class, when you get out you had to stand on the sidelines and wait for someone to catch a ball, or until a new game starts. In class we need to keep students moving and active at all times with the limited time we have. Dodge ball is a good game that promotes teamwork and strategy, as well as motor development skills such as throwing, running, and jumping. Dodge ball should still be in PE classes, but with variation. Dr. Yang spoke of using a players who get out in an alley way to keep students on the outside involved, and keep the students still in the game constantly on their feet. Old school dodge ball, where students stand on the side is outdated, but with new modifications, it could still be appropriate in PE classes today.

Monday, February 15, 2010

Cortland Meets St. Mary's Students

Day 1

While working with second and third grade students at St. Mary’s, I observed differences in motor behavior and social behavior. These differences were varied among gender. Motor behavior was very simple to see differences between the young boys and girls. The little boy seemed to have more control over his motor skills by using his arms to pump as he ran, while the girl had her arms flaring all over. As far as social in the game of tag, girls would only tag other girls, while boys would tag a boy, or girl depending on who was close to them. The little girls also tended to running with each other, holding hands or side by side, while boys ran alone. I also observed that the young girls had more control of their fine motor skills. Compared to the boys, who would pick up the animal cracker with their entire hand, the girls would pick it up slowly with their index finger and thumb. It was clear to see motor behavior, social behavior, and fine motor skill vary among gender.


Wednesday, January 27, 2010

First Day Of Motor Development

Going into the first day of Motor Development, I was unsure what to think about this class. Taking a few classes of Physical Education last semester, I remember professors talking about a new approach to Phys. Ed. During class Dr. Yang began pull the strings together, and the new philosophy of Physical Education became clear to me. Dr Yang made it clear that Physical Education is not just about sports and competition, but it is about the development of skills and the promotion of a healthy lifestyle. It is up to the new Physical Educators to take this idea, and bring it into the schools to create this new outlook at Phys. Ed.