1/03/2023. Session number 01
OBJECTIVES
- Presentation of the subject.
CONTENT
- How the subject works
- My personal challenge
ACTIVITIES
- Presentation of the subject
- Video about new approaches of PE: We have seen a video where some PE projects from different schools were shown, highlighting the new perspectives that we are trying to give to this subject.
- Movement around the class: we moved around the class with some indications to do. We had to do gestures or sounds when we come across with other classmates, at the end we discussed how we felt.
- Duration: 10 minutes.
FINAL REFLECTION ABOUT THE SESSION
In this first session I felt a lot of emotions, I was interested with how the subject works and how we can enjoy and focus PE. I have never felt completely comfortable in physical education classes and, once again, this was the case in this first class in the university. Although I think the dynamics we did are a good way to open to others I felt shy and uncomfortable because I don't have relation with most of my classmates because I met them this year.
I want to say that despite the fact that I have a bad memory of this subject, in the session I started to be interested in how tot teach PE beyond what we have seen so far, the different opportunities that we can extract from it and the wide range of things that we can work, for instance, emotions and respect.
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15/03/2023. Session number 02
OBJECTIVES
- To stablish our challenges and be aware of our starting point.
- Know about the PE curriculum and its new implications.
- To know about PE history.
- To recognize the roles of PE teacher.
CONTENT
- History of PE
- PE in the Education System
- Teacher’s role
ACTIVITIES
- Moving around the classroom as in the first session to get in touch with myself and my classmates, doing different movements, gestures or sounds when having eye contact with another person.
- Duration: 10 minutes
- In a paper we had to write down an idea, emotion and memory that I have towards PE, how I felt after the dynamic both the first day and that day, 3 things about me, that describe me or that I can contribute to the group, my challenge and finally 3 aspects that I want to improve to better myself and achieve my challenge. Then, we had to put the paper in an envelope and give it to the teacher altough the letter was for myself.
- Duration: 20 minutes
- Theoretical part: how the brain works, memories, curriculum and its components, PE hours at school, the evolution of PE throughout time and how it is now and which is the role of the teacher in it.
- Duration: 50 minutes
- At the end we saw a video "Pink or Blue" about gender, it reflects the implications and roles that society gives to each gender.
- Duration: 10 minutes
FINAL REFLECTION ABOUT THE SESSION
In today's session I have learned a lot more about how PE is working nowadays, the changes that had taken place during the last years and the view for the future. I want to highlight that for me it was not a relevant subject because I knew that it was not well focused but with the approaches that is being given righ now I am able to see its importance and how it can help the students with themselves and their relations. With the paper activity I have had the opportunity to organise my ideas and feelings towards the subject and realise how important it is my past experience for how I feel now in the class.
I am really aware of how society affects us and how it affects to our freedom, in this case, related to gender. But although being aware, when seeing the video I was shocked of how much it can control our life so it was a moment of distress.
Regarding feelings I am not comfortable yet, with the dynamics I felt a bit better but I still don't like to do these kind of things and even less with my classmates, which I don't have contact with. I am relaxed just when I come across with some friend of mine. And also I feel pressure because I have to do the activities but I don't really want to. As we have seen in the class, some memories remain and other which are less important for us, are forget. So, in my case I can remember PE classes at school because they clearly had an impact on me.
On the one hand I like the contents and the idea of the subject but on the other hand I think that I have a lot more to do in relation with my capacity to enjoy the class.
As a future teacher I see this as an opportunity to know how students can feel in the classes and I would like to work on some ideas in relation to the comfortability.
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22/03/2023. Session number 03
OBJECTIVES
- Recognise the importance of body expression.
- Be able to see our capacity to communicate without speaking.
- To know more in depth the new PE curriculum and its objectives.
- Apply the new knowledge to a situation.
CONTENT
- Body expression
- Changes of the new curriculum
- Structure of the curriculum and its parts in depth
- Differences among grades
- Promotion of an active and healty lifestyle
- Emotions in PE
ACTIVITIES
- The first activity we did was about body expression and communication without talking. When the class started the teacher was waiting for us without saying a word and started to act as if she was eating a watermelon and passing to the next one. We had to interpret that only seeing the gestures and sounds. After that, she continued introducing games without saying a word. These were, for instance, saying our name when a classmate pass the ball to us or passing between us a balloon saying the next person that has to hit it, trying to avoid it touching the floor. Then, she explained us how we have understood or interpreted in our way that we had to create a circle at the beginning or how we had to play the games. Understanding the power of non-verbal communication and how we can express with our body.
- Duration: 20 minutes
- We sat down and the contents about PE and curriculum were explained to us. How does it work and that it wants the students to develop through their body and movement.
- Duration: 40 minutes
- At the end (for me was the last activity altough they did another one) we had some time to prepare an activity in group related to body: image and perception for 1st and 2nd grade.
- Duration: 20 minutes
FINAL REFLECTION ABOUT THE SESSION
In this session I have learned such important things related to body expression. We always think that we have to know how to explain things very good or that verbalising is the unique way to share and interact but with the first activity I realised that our body is full of tools to "talk" with others, also I interiorised the objective of the curriculum of developing with body and movement, gaining expressivity of my body. Knowing, also, that this is very strong to develop social skills and self-management. As Pérez, C (1993)1 said about corporal expression "It is a capacity that enables the exteriorization, liberation and sensitizes the knowledge, keeping us open to the natural world, to society and to ourself, through communication behaviours expressed bodily, that is, with an expressive body language".
Also, the activity in groups at the end helped me to gather all the information that I collected during the session 1,2,3 and the Genially. Putting into practice all this knowledge creating an activity.
Related to content, I think that it is very useful to work in deep the curriculum because, it is what we will have to follow in the future.
I felt better in relation to the activities done with all the class and I liked them, maybe because after them I had a clear explanation of why we did that games. I am still shy and a bit uncomfortable but, overall, it was a better session in comparison to the first ones.
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12/04/2023. Session number 04
OBJECTIVES
- Identify the 4 basic physical capacities and its limitations to know how to work with them.
- Apply the new knowledge to a situation.
CONTENT
- Review of the curriculum
- Motor skills
- Basic physical qualities: strenght, speed, endurance, flexibility and agility
- How kids start to develop the basic physical qualities and what they can and can't do
ACTIVITIES
- The first thing that we did was the theory.
- Duration: 60 minutes
- Games to identify basic motor skills:
- In a circle we passed the ball saying the name of the person we want to catch it and then, the two persons next to the one catching the ball have to say the name of the other as fast as possible. The one saying the name slower, was eliminated. Speed (acyclic) and agility.
- Duration: 10 minutes
- The mouse and the cat, one has to catch another person, the others are sitting down in the floor. If the one being catched jumps over a classmate in the floor, she/he sits down and the other starts catching the one that was catching. Speed (cyclic and acyclic), endurance (aerobic) and flexibility (static).
- Duration: 5 minutes
- We formed two circles holding our hands and we had to form a knot mixing us without holding our hands and then undo it. Flexibility (dynamic) and speed (acyclic).
- Duration: 3 minutes
- Form packs of X people. Speed (acyclic).
- Duration: 2 minutes
- A race by pairs. One is on the floor walking with her/his hands and the other holds his legs. Flexibility (dynamic), endurance (aerobic), speed (cyclic and acyclic) and strength.
- Duration: 5 minutes
- Explanation of a group activity.
- Duration: 5 minutes
FINAL REFLECTION ABOUT THE SESSION
I feel I am starting to adapt to these classes, I am still shy but it is not a big effort for me (as in the beginning) to participate as long as it does not draw the attention. It is great to be able to generate knowledge through games and I think this is one of the messages of the session.
Apart from the methodology of theory - review of the theory playing, although the basic skills are known, I have learnt a lot more about them. An interesting fact that I didn't know is that we don't do sports until the last cycle of the school for skills development reasons.
I would like to highlight something important for me that the teacher said. It is that we have to create flexible classes. We tend to talk about those who are more active, that need more movement but, as the teacher told us, we also have to adapt for those who are more introvert and less active which was my case when I was a kid.
So, all in all, from today's lesson, as a future teacher I keep in mind the usefulness of games to learn and the fact that, due to all the needs that children and everyone have, we have to create flexible classes and adapted to their development stage.
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19/04/2023. Session number 05
- Valuing the environment as a space for physical activities and the use of leisure time.
- Orient ourselves through a map to achieve different informations.
- Identifying the next point where we have to go in a map.
- How to work the specific competence 4.
- Orienteering in PE in primary school.
- Orienteering race.
- Theory about how to work specific competence four. Working orientation, examples of activities... and benefits of working orientation and some ways to do it.
- Duration: 10 minutes
- I was the spokesperson of the group so I collected the map and the questions and we started doing an orienteering race. It was a linear race and we went to different points of the campus. We started in Milestone 8.
FINAL REFLECTION ABOUT THE SESSION
This session has been entertaining because I think that these activities as orienteering races are a good way to enjoy and have fun. As I went with my group we had a great time looking for the milestones. I felt fullfiled when we had finished.
From the point of view of education I knew that these races were useful but having related these kind of activities with the curriculum I am able to see the amout of benefits that they have altough thay are related with a funny activity and that's it. In additon, I have realised the amount of things from my university that I didn't know, so, I have learned that they are also useful to know more about the environment where you are.
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26/04/2023. Session number 06
- Experience laugh therapy to understand its benefits.
- Play games together to promote group cohesion.
- Have a good time to release tension, disconnecting from stress.
- Get closer to the innocence and spontaneity that children have to be able to work with them.
- Recognise play as a therapeutic intervention.
- Relate specific competences to the methodology to be able to adapt it to the curriculum.
- Laugh therapy and play as a way of taking care of the physical and mental health.
- Differences in how to work and understand this methodology depending on the age of the participants.
- Phases of laugh therapy.
- 0. Sit in a circle to present the session.
- 1. Present us saying our name and drawing it with our nose or waist.
- 2. Act as if there is a fly and we pass it to the mate next to us.
- 3. Pass an imaginary flower to the mate next to us, saying: this is a flower. The mate asks: what is it? And doing a chain, ask the previous mate what was that, one by one, until the mate that has started responds and then return saying: a flower.
- 4. In packs of three, one is the left wall, the other the right wall and the last one (in the middle), the host. When someone says one of these parts, the person occupying them, has to change of group looking for another place to be the left/right wall or host.
- 5. Dance and move along the class doing different movements and actions.
- 6. Stick the maximum number of stickers possible to the colleagues, avoiding them to stick anyone to you.
- 7. Form a round and lay down, when the teacher touches you, you do a sound. After a while, the others have to do echo when you do the sound.
- 8. Relaxation laying down, following the instructions of the teacher.
- 9. Circle to end the session and share how we were feeling.
FINAL REFLECTION ABOUT THE SESSION
I have learned more about laugh therapy which is a thing that I have never paid attention to, and thanks to this class I know that it is very useful and beneficial. Also, observing, I was able to see how to conduct these kinds of sessions and that they can fit into the curriculum that we have to implement in the school.
Although its benefits, I have to say that, at this point, I am not able to enjoy it. It is difficult for me to leave aside the ego, shyness...
In the class, I have experienced a lot of emotions. At the beginning I was OK, but at the end I felt overwhelmed by the activities and the environment and I had to leave the class for 5 minutes. Despite this, I think that experiencing something to learn about it is better than doing only theory.
So, analysing my reaction, I figured out that it is great to learn this kind of dynamic to put it into practice in the future. Using laugh therapy since we are kids should help to let go and flow as we are, before we have constructed the patterns of "how to be" and "how to behave" and, as some times we are told, "not doing silly things".
By having had this experience I can understand that the things we have done in the session are very beneficial for us and for children but also that some people (as kids in the school) are not comfortable in this situation. Thus, we have to be prepared to confront this and help them.
QUESTION: Could you notice the phases while participating in the workshop? Can you write to which phase the different games belong to? How the activities answer the 3rd and 5th PE specific competences?
Now that I am aware of the different phases, I can identify them. When doing the workshop I only identified the presentation and the relaxation.
Introduction and presentation: Activities 0 and 1.
Ice-breaking and group cohesion: Activity 2 and 3.
Energization: Activity 4 and 6.
Creativity and body expression: Activity 5.
Laugh dynamic: Activities 5 and 7.
Relaxation: Activity 8.
Gather and closure: Activity 9.
These activities respond to the 3rd specific competence because they are motor activities that we do through playing, using our body expression and communication. We work collective relationships by them. This competence can be worked, for instance, with games (activity 4), dances (activity 5) and expressive techniques (activity 5).
Regarding 5th specific competence, it has been worked a lot. As the activities require us to express, let go, etc. we need to show and receive empathic and inclusive behaviours and attitudes, if not, we wouldn't have been able to enjoy. It is crucial to talk about it to show that we all deserve to be respected and enjoy in the same level. We needed cooperation to make the session work, respect when the others were doing something (activity 1), etc.
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03/05/2023. Session number 07
- Identify what is Mindfulness and what is not to work in it.
- Learn the benefits of Mindfulness for the school.
- Use Mindfulness to be able to see how does it feel, how does it work and its steps.
- Understand how Mindfulnes can be understood in the curriculum to apply it.
- Meaning of Mindfulness, goal, benefits.
- Ways of using Mindfulness.
- Experienciation of Mindfulness.
- Mindfulness in the curriculum.
- Theory.
- Duration: 45 minutes
- Some methdologies of mindfulness, direct the attention.
- Laying down: relax
- Laying down: start being aware of our thoughts and accept them and then, letting them go.
- Laying down: direct the air to all the parts of our body, starting from the areas which are closer to the mouth and nose.
- Laying down: imagine that the air can paint the part of our body. We try to direct the air to all the parts to paint all the body.
- Laying down: notice the parts of our body that are in contact with the floor.
- Contemplation of a candle, quietly.
- Outside: walk through the groung observing and stare at something, without looking for anything in special. Ask oneself if the time is passing for this object we are looking.
- Duration: 45 minutes
FINAL REFLECTION ABOUT THE SESSION
10/05/2023. Session number 08
- Experiment acrosport to learn that it is beneficial and a good practice in PE.
- Learn the basic things (security, figures, roles...) about acrosport to practice it in a safe way.
- Know acrosport as a combination of acrobatics and choreography.
- Roles and functions in acrosport: Agile, helper, portor,
- Construction phases: Construction, stabilization, ending.
- Transitions
- Safe handholds
- Security: clothes, space, positions.
- Benefits
- Theory about acrosport and how to do it safely.
- Duration: 20 minutes
- Videos.
- Duration: 10 minutes
- Practice: In groups choose different figures and put them into practice.
- Duration: 60 minutes
FINAL REFLECTION ABOUT THE SESSION
During the session I have learned that acrosport is a methodology to work cooperation, communication, reasoning, safe practices and Basic Motor Skills and Basic Physical Qualities. I didn't know that this practice was so useful to work teamwork.
I can be sure of its benefits because I have experienced them. The session made me feel comfortable with my group, and we used communication and plannification to achieve the figures. We enjoyed the practice as it helped us to organize and reach our goals.
As a future primary teacher, regarding acrosport, I would highlight and pay a lot of attention to the security as it is a practice that requires to work carefully. I would practice the handholds and the positions before leaving them to do figures. I would use this practice to do a choreography because it looks very impressive, and they would gain confidence and self-esteem seeing that they are able to do so.
17/05/2023. Session number 09
24/05/2023. Session number 10
- Connect the traditional games with its benefits in PE to implement them correctly in PE classes.
- Understand the importance of playing and its benefits to use it in PE classes.
- Know the importance of traditional games in PE to promote cultural diversity.
- Experiment traditional games to analyse their contributions to PE
- Playing in PE
- Promoting diversity in PE
- Benefits of traditional games and playing
- Play traditional games
- The handkerchief. The traditional way of playing and two variations of it: catching the handkerchief, going to the opposite team and making a knot with it to someone's arm, going back to your team to unknot it and give it back to the person in the middle.
- Duration: 15 minutes
FINAL REFLECTION ABOUT THE SESSION
After doing this session, I realized how many options and benefits there are in traditional games. What I value the most is the promotion of cultural diversity through games. The methodology used was good (although seminar A was not able to do all the activities) to experiment all the games that we have and to value what they can offer to our PE sessions in Primary Education.
At first, I was not expecting to learn much through playing the games. During the time we were able to play, I thought a bit about how to introduce these games in a beneficial way to a classroom. The work ambience was good because we were playing in teams, so each one motivates her/his team. This is a thing that I would consider as a teacher. To take care of everyone's inclusion and the cooperation between the group.
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31/05/2023. Session number 11
- Practice gamification to analyse how it works.
- Review some contents that we have done to sum up.
- Think of the benefits of a scape room as a tool to implement it in our PE classes.
- Scape room related to PE and gamification.
- Tie one leg with another person before entering class.
- 1st challenge: Look for pieces of food around the class and, with the help of a food pyramid, create a healthy diet of 12 ingredients. Behind the pyramids, there are some numbers to unlock a padlock.
- 2nd challenge: Inside the box, there are different acrosport figures, we have to create 1 per group and finally 1 together. Behind the figures there are additions, with the results we unlock a tablet.
- 3rd challenge: Each group represents the cover of a film and the other have to guess. Solve a riddle of an aliment and mineral.
- 4th challenge: Find the counties where the Minotaur has been. Each group has to represent a physical activity related to one of them, and the others have to guess.
- 5th challenge: Saying a number following some clues out loud and if all of us say the same number, we can continue. The number is a safe box on the white board, we open it and we find a letter. It says that we have to go to the dark.
- 6th challenge: We find a flashlight. We close the windows, and we find signs that can only be read with a flashlight. They say to look in the closet. In the closet, we find a key to open another padlock. We have achieved all the challenges.
- FINAL REFLECTION ABOUT THE SESSION
I have learned that with a good organisation, it is possible that all the class works cooperatively in the same direction. That this methodology is useful to do at the end of a trimester to sum up all the things done in a very motivating way.
I have never done a gamification activity or a scape room. I felt comfortable. In these kinds of activities everyone is included, so they are a good method to use in a classroom.
To apply this dynamic in a classroom I would take into account that every member of the class is implied in a way or another, that everyone contributes, without asking anyone to act alone.
07-14/06/2023. Session number 12&13
- Propose an activity to our classmates to show what we have learned.
- Act as teachers to observe what can happen in a class.
- Act as teachers proposing an activity to do in the PE time, according to the curriculum.
- Didactics and organisation of PE in Primary school.
- First group:
- Second group: A game about catching a person moving between walls formed by students that can move.
- Third group (us): Play "the star": A game in which the objective is to catch a ball, working in groups, the last one in a queue has to run in a circle until she/he reaches her/his line again and then, going under the legs of the others, to catch a ball.
- Fourth group: A game similar to "the spider", we have to run from one line to another without being catched, the ones catched, sit on the floor and can catch too.
- Fifth group: Play the classic game "matar per camps".
FINAL REFLECTION ABOUT THE SESSION: Comment about what you have learnt in your implementation as Teacher/Guide of the activity/ies; and what you have learnt from your classmates implementations and feedbacks.
When my group and I acted as teachers, I learned the importance of having a good organisation and coordination (in case you are implementing with other people). I considered things such as having an alternative for those who are injuried, a good explanation (which we had well prepared and with a demostration), and also that we have to be prepared for inconvenients and for making changes in the activities if they do not work.
From my classmates, apart from the things mentioned before, I have learned the importance of a clear idea of the activities and objectives and also of a well prepared explanation. Also, take into account the spaces and the number of people.
Overall, the two days have been interesting to see how to act in a class from two perspectives: being the teacher and being the student of those who are training too.
What have I learned from the activity of the envelope? This activity has served me to realise about the evolution regarding my thoughts on PE. The feeling aspects are still more or less the same, for instance, shyness, but the thing about idea of PE has changed. Now the idea is something more useful, bearing in mind the potential of PE at school. Regarding my challenge, I have accomplished the main objective of being constant and I also have accomplished my challenge, with which I am very satisfyed.
With the envelope I have been able to see my perspective 3 months ago and compare it with the one that I have now.
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