Author Archives: fjames@uoregon.edu

Rotating/Stationary Line Pass

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Line Pass (Stationary Line/Rotating Line): Get a lot of practice passing balls/ etc. with a variety of partners

Setup/Equipment:

  • Line up the class so that there are two lines facing each other about ten feet apart.
  • Spread out, so everyone is directly across from a partner.
  • For K-2,  it helps if each participant has a polyspot to stand on. You may want to use playground balls rather than basketballs.

Guidelines:

  • One line is the Stationary line – each person in that line gets a ball. They are in charge of the ball and always hold it during transitions.
  • The other line is the rotating line – they will rotate down to the next person in line during the transition music.
  • MUSIC:  I set up a playlist of about 20 songs and set the time for 40 seconds. Then I place a transition song that repeats between songs that is about 10 seconds long.
  • Start music:  Students pass the ball back and forth. Start with a bounce pass which is usually more accurate and easier to catch.
  • Rotate: After the songs ends there is a ten second transition song for the person at the end of the rotating line to run up and take their place at the beginning of the line. Everyone else in the rotating line moves down one place.
  • Reminders: A good pass is one that your partner catches. How many passes can you make in 40 seconds.
  • Adjust the length of the pass according to each grade level. Then adjust during the activity for each grade level.
  • Vary the style of passes: Bounce, chest, overhead

Variations: Stop the activity at any time to make changes. The stationary line now gets a chance to run over and make the change this time. Here’s some possibilities:

  • Chest Pass with Playground Balls/Basketballs
  • Bounce Pass with Playground Balls/Basketballs
  • Beanbags
  • Foam balls
  • Deck Rings
  • Footballs
  • Spinjammers/ Soft Frisbee

Tunnels

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Equipment and Setup:

  • (Use Soft Soccer style ball or beanbags )
  • One ball or beanbag for each student
  • Chose partners – Decide who will be the tunnel to start the activity. The partner will be moving around the gym and try to close all of the tunnels by moving their ball or beanbag through tunnel.

Guidelines:

  • The people who are “tunnels” may pass a ball to themselves in the air, while the other students are dribbling their balls. If you’re using a beanbag, the tunnel can just throw and catch with themselves.
  • The partner will get a ball and begin to dribble with their feet in the playing area. If you’re using a beanbag and just throw and catch in the air, or practice sliding it.
  • When the activity begins half of the students will dribble their balls on the floor, and attempt to pass a ball through as many tunnels as possible. If you’re using beanbags, you’ll slide it through the legs.
  • The “tunnel” students should count how many balls or beanbags pass through their legs.
  • When five balls or beanbags have passed through a tunnel, that tunnel is closed and they sit down.
  • When all of the tunnels are closed, everyone sits down.
  • Partners connect with each other and change positions. There are new tunnels and new people moving to see how quickly they can close all of the tunnels.
  • Teacher may time students, then see if they can improve the time it takes to shut down all of the tunnels.
  • Variation: Tunnels open and close (jumping jack style)

Square Dance: Random Style

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Teach these a few at a time while students move around the gym by themselves. The music stops whenever it’s time to teach a new set of skills. When you get to the partner section, students pick someone close to them.

Group Formation: Spread out on the floor with space between you. Move around the gym in a clockwise direction (random style if group is capable).

  • Stomp Clap: Stomp one foot and clap to the Music: An Angel Went up in Flames
  • Hit the Lonesome Trail: Walk/strut to the Music: Turkey in the Straw
  • Turn One Alone: Pivot around one time while moving.           Music: Ol Joe Clark
  • Cyclone: While walking turn around 2 times and continue walking. Music: Ol Joe Clark
  • Pony Express: Do the step twice as fast Music: Boil the Cabbage Down The Grascals
  • WildHorse: Keep one foot in front and gallop like a horse around the gym. Music: Wild Horse by RaeLynn
  • Riding a Horse, Lasso: Wrist over Wrist  Gangman Style PSY

Partners:

  • Honor Your Partner: Face your partner and bow. Music: Salty Dog Blues Grisman
  • Circle Up Two: Join hands and skip in a circle. Music: Rocky Top
  • Elbow Turn: Do right arm turn, then left. Music: American Folk

New Partners:

  • Horse and Jockey: Stand one in front of the other, back partner’s hands are on the shoulders.
  • Gallop together. Music: William Tell Overture Wee Sing
  • Change Jockeys: Switch places.

Basketball Game: Recycle the Basketballs

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Setup and Equipment:

  • Six Relay teams and one baton or ball to designate current runner.
  • One hula hoop for each team (in the middle of the gym in line to the opposite wall).
  • About thirty balls are in barrels or on a ball cart near the opposite wall.

Rules:

  • On teacher’s signal, one student from each group runs to the original stash of balls at the opposite wall and dribble one ball to their teams hula hoop.
  • The dribbler then runs back the their team’s line and hands them the baton.
  • When all of the balls are gone from the original stash, players may now take them from the other team’s hula hoops.
  • Students may not take balls from the hoops that are directly next to them (on either side)
  • There is no guarding of the hoop
  • Dribbling challenges such as changing from dominant to non-dominant hand or doing a crossover dribble may be added.
  • The object of the game is to have as many of the balls in your team’s hoop when the teacher signals that the game is over.
  • When the teacher stops play, the second phase of the game begins.
  • Now, players will return the ball to the ball rack one at a time. The other teams may help the team with the most balls to return their balls.

Effective Teaching and Management

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The number one problem in the classrooms is not discipline: it is lack of authentic learning tasks, procedures, and routines”.   Harry Wong Former National Teacher of the Year.

Procedures and routines are utilized in our P.E. classes by designating a  gym home for each student. The gym home is essentially like a classroom desk where a child begins and ends their day.  The Edison gym is set up to visually facilitate classroom management through walls that are painted with the four primary colors and color coded squares on the floor that are the  ”gym homes”. for each student. The floor is designed by spacing out squares in six lines, with each line a different color team. Once they know where their gym home is all the teacher has to do is say the words, “gym home” and students know exactly where to go. The color teams allow for the teacher to quickly break the class in half or assign each color team to a station (when there are six stations). Creating this kind of  predictable environment empowers students and leads to better learning outcomes.

82 % of teaching communication is nonverbal   Patrick Miller NEA Research

With the level of excitement and the amount of movement in the gym, it is essential for the teacher to have some nonverbal cues to immediately move students. Traditionally,  blowing a whistle or raising your voice is used to get the attention of the class.  In this class you will learn how to use music as a major component of classroom management in the gym. The teacher introduces what the students will be expected to do whenever they hear a certain the song. The students may need to practice or role play the particular skill. For example, when it is time to pick new “its” for a game, the music changes to a different song (I find that popular movie themes work well).  Once the students know the cue, the transition is often completed without verbal directions from the teacher. Whenever a teacher is able to utilize nonverbal cues to manage behavior, their voice is saved for teaching.

What Will You Learn in this Class?

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This course will allow UO students the opportunity to learn P.E. activities in the course during the Friday class, then see those same lessons and activities as they are taught with elementary age students during practicum opportunities  Along with the knowledge of how to teach elementary students in the gym, these classroom management ideas may also be applied to the classroom setting.

 

What is PEDL?

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This course is designed to introduce prospective teachers to lessons, activities and games that reflect changes in the emphasis of the P. E. Curriculum. At its core, this is essentially a move away from sports-only skills and a move toward the much more inclusive concept of lifetime fitness.

Welcome to the Gym

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GYM HOMES:

  • Students are assigned a gym home on the first day of P.E. class. These are specific spaces on the gym floor (just like assigned seats in the classroom). Teachers can use a grid similar to the seating chart used by a classroom teacher. This is the student’s gym home and will give students their own space for warm ups, cool downs, and instruction.The space is set up so students are able to see the teacher and have a place to start and end gym classes and move their bodies easily in their personal space.
  • A design of  four color teams is often used.  The teams are red, blue, yellow, and green. When using six color teams the colors orange and purple are added. If possible, it will help for quicker understanding of movement in the gym if each wall is visually matched to these colors (Painting the wall, or a Giant Poster, etc.). Numbers 1 through 8 may be posted on the wall or the floor to help students with spacing.
  • This grid is set up so that teachers can look at the class from the front of the gym and have a quick way to identify students for each class. It is a great help to also have student pictures inserted into the grid, so the teacher is able to remember student names and also where their gym homes are located.

Laws of Three

Teacher Signals: Use the Visual and Say the Words at the same time to start. Eventually move to the Visual Signal only.

Three Seconds: Use the three second count whenever students are resting on a base during a game, or anytime you want students to wait. If you use the three second rule consistently in a variety of activities, students will be better able to comply.

  1. Partners +: Students move to music in various locomotor movements. Get in groups of one, two, three or four when music stops.
  2. Gym Homes: Students move to music in various locomotor movements. When the music stops, go to your Gym Home.

Laws of Three in P.E.

  1. Be Fair: Know and Follow Rules – Share – Use  Rock/Paper/Scissors to resolve conflict.
  2. Be Safe: and be in control.
  3. Be Respectful: Listen to person in charge. Treat people and equipment with respect.
  4. Water Break: 1,2,3 and Go! (When there’s a line).

WARMUPS:

  • If you have four teams and four painted walls to match, choose one team to start at their color team wall with one hand on it while waiting teacher signal.
  • On teacher’s signal run to the remaining three walls and touch them in the station rotation (clockwise) order.
  • Return to gym homes and sit in teacher designated fashion (see below).
  • If you have six teams split the two teams (orange and purple)  in half, so they can evenly divided with into the other four teams,
  • After each  team has practiced this, all of the teams line up at the same time with
    a hand on their starting wall.
  • This time all teams will run on the teacher’s signal and touch each wall in succession.
  • On teacher’s signal run to the remaining three walls and touch them in the station rotation (clockwise) order.
  • Return to gym homes and sit in teacher designated fashion (see below)

MORE SIGNALS:

  • Cross Legged Sit: Cross Arms at forearms
  • Wide Sit: Arms outstretched
  • Put Balls Away: Make a Muscle – Carry ball in your arm (basketballs/playground) balls make big muscles!. Practice putting ball away without dribbling or throwing. Time this and record how many seconds it takes for each class the first week. Practice this skill as needed.
  • Set Up and Put Away Targets: Many of our games include the use of soft foam targets (similar to foam swim noodles). Have two teams at each end of the gym. Time how long it takes to set up 20 targets on the line and have each person sitting in front of a target. Then practice how many seconds it takes to put all of the targets away and be sitting in front of the targets cross-legged and quiet. Practice this skill as needed.

PLAYGROUND
Introduce these common playground activities:

Tetherball – You are out if you:

  • Touch the pole
  • Touch the rope
  • Cross the center line
  • Rope/ball is wrapped around pole
  • Server may only serve two times, then must go to the end of the line.

Four Square

  • Underhand only
  • Lines are in
  • For Disputed call – The “judge” is the next person in line
  • The “judge” makes all calls: overhand hit, ball out, line (redo called only if cause is interference)
  • Please, no teaming or arguing
  • When a player is out, they must go to the end of the line and players move up to fill vacated square.

Climbing Structure

  • Slide down the slide on your bottom.
  • Walking and climbing only-no running or chasing
  • Stay on the inside of the structure
  • No jumping from the top

Parallel Bars

  • Only 4 kids on at one time
  • No standing on top of or jumping off of the bars
  • 2 tricks each, then give someone else a turn

Swinging Gate

  • One person rides
  • One person pushes 20 spins equals a turn.
  • After completing 20 spins, the next person in line begins turn.
  • Stand in line on the blacktop until it is your turn.

Jump Rope

  • 2 misses is an out.
  • Rope turners turns for 2 people.
  • Jump ropes are for jumping only.

Hula Hoops

  • Each person should have their own hula hoop to play with.
  • Hoops are for spinning and balancing
  • No catching students by looping the hula hoop over someone’s head.

Dunk Basketball

  • 3 players VS. 3 players only
  • Practice shots O.K.
  • No hanging off the rim

Backboard Basketball

  • 5 players vs. 5 players maximum.
  • Even number of players on each team.
  • Follow official basketball rules

Wall Ball

  • One person is pitcher.
  • All other kids are on the wall between the lines.
  • Pitcher rolls the ball like you are bowling.
  • If you are hit with the ball-go out and stand at the side.
  • When 2 people are out, a new game starts
  • The pitcher chooses a new pitcher from the kids left on the wall.
  • Boy chooses girl or girl chooses boy.

Soccer, Football, and Kickball

  • Follow standard rules
  • Safety and Fairness must be maintained at all times.
  • Game will be discontinued if arguing replaces play.

Course Info – Syllabus

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Syllabus: Physical Education for Diverse Learners

  • CRN 12021 EDST 440 (Fall 2015)
  • 03 Credits  Fridays 3:00-5:50
  • Edison Elementary School 1328 E. 22nd Ave.
  • Instructor: Frank James
  • Office Hours: After class and by appointment. Contact me anytime via email: fjames@uoregon.edu

 Course Overview

    The purpose of this course is to prepare future classroom teachers to instruct quality physical education and physical activity classes based on the Spark Physical Education Program for Grades K-5. Students will develop a foundation by learning motor and movement progressions and social and personal skills appropriate to the diverse range of K-5 students.

    The focus will be on experiential learning. During class, students will actively participate, practice teaching, and observe and provide feedback to peers. Away from class, students will observe and participate in teaching Physical Education to K-5 students.

Student Learning Outcomes

Through increased understanding of various quantity and quality guidelines and parameters in physical education students will learn how to:

  • Organize and plan a program to effectively utilize existing facilities and equipment.

  • Create an environment where all students engage in safe, enjoyable, and developmentally appropriate physical activity.

  • Develop knowledge and skills to engage students with diverse physical abilities and skill levels.

   Through the exposure to and practice of sound instructional methodology students will learn how to:

  • Instruct needed safety skills and habits.

  • Accommodate students with disabilities.

  • Foster enjoyment of physical education.

  • Improve children’s self-esteem and self-efficacy.

  • Develop competent movers and instruct useful, fitness-related skills,

  • Identify and practice nonverbal classroom management applicable to P.E. or a classroom setting.

Textbooks and Reading Materials: SparkUniversity

SPARKuniversity is a robust digital library of expert selected content from the popular SPARK physical education manuals – and a source of evidence-based learning tools created especially for majors and generalists.

SPARK was chosen as a “Selected School-Based Intervention” in the report Preventing Childhood Obesity: Health in the Balance by the National Academy of Sciences SPARK was identified by the Center for Disease Control (CDC) as a national model for programs designed to increase physical activity and combat childhood obesity in their report School-Based Physical Education: An Action Guide. Published by School Specialty.

 Class Participation:

As class sessions involve laboratory experiences that cannot be replicated, attendance and active participation are imperative. Students are expected to: attend each class (and stay for the duration), arrive on time and dressed for movement and be ready and willing to participate in class discussions and activities.

Weekly Schedule

  1. Week One:Gym Introduction: Introductions and beginning of the school year activities, including standard playground rules. Meet and Greet, Games: Knee Tag and Pickle Tag, Ball Frenzy Games. Spark K-2 – ASAP- Warmups and Recess Activities

  2.  Chicken Dance, and Games:, Turtle Tag , Offense/Defense & Walking Tag,Oompa Loompa Tag, Slammer . Spark 3/4/5- ASAP- Warmups and Recess Activities

  3.  Ball Skills Introduction, Partner Pass and Rotate, Dribble to 100, Dribble Train, Recycle the Basketballs and more basketball skills and activities. Large Group Games: Take A Chance, Offense/Defense (Take a Chance Style) Spark Peer Teaching

  4. The annual Ocean Week at Edison includes parachute games and activities. Spark Peer Teaching

  5. Polyspots and Hula Hoops, Hula Hoop Driving,Hoop D’jour, Hula Hoops, Arctic Wind Hoops. Spark Peer Teaching

  6.  Beanbags: Frog Pond,Beanbag Slide Tag. Disc (Frisbee) Bowling Spark Peer Teaching.

  7.  Project Adventure The Project Adventure activities were developed for P.E. by the same people who developed the original Outward Bound Program. Spark Peer Teaching.

  8.  Scooters

  9. ,Cup Stacking, Group Juggle, Jump Rope Tag,  Balloons,  Cooperative Activities with Blindfolds,Spark Peer Teaching
  10.  Spark Peer Teaching

Grade Policy:

  • 130 – 150 Points = A

  • 120 – 129  Points = B

  • 110 – 119 Points = C

  • 100 – 109 Points = C-

  • Below 99  Points  = Incomplete or Failing

Maximum Grade: A  Must have perfect attendance for an A

Grading Parameters:

  • Class Attendance and Participation: 100 Points (10 points per class) (Must sign in and out for each class and complete all in-class assignments )

  • Peer Teaching: 10 points Complete one lesson Teach lesson/activity in class with Spark Curriculum. Complete a written test/essay on blackboard.

  • P.E./Recess/Yoga Practicum: 10 Points Complete a one hour visit to visit and assist the teacher in P.E., Recess or Yoga. Complete a written test/essay for 10 points.

  • P.E./Recess/Yoga Practicum: 10 Points Complete a one hour visit to visit and assist the teacher in P.E., Recess or Yoga. Complete a written test/essay for 10 points.

  • Missed Class Practicum: 10 Points: One hour visit to PE/Recess activities followed by a written test/essay on blackboard.

  • Total Points Possible: 140 Points Absences for any reason result in a loss of 10 points. A missed class requires a practicum make-up. Students with excessive absences will fail the course.

Practicum Options:

Students in this class are required to complete two 1 hour practicums that will allow for observing/assisting in P.E. activities/sessions in an elementary school setting. There are a number of different days, times and a variety of activities to chose from to complete the required practicums. Practicums are complete when the test/essay is entered on Blackboard.

 

  • Option 1. Lunch Recess Practicum: On Wednesdays, the instructor of this course will be running activities in the gym for 1st – 5th grade students from 11:40 – 12:30. This will allow UO students the opportunity to observe, assist and participate in the same activities that they learned about during the Friday classes. Complete a written test/essay on Blackboard for each 1 hour practicum.

  • Option 2. P.E. Class practicum: Frank will teach classes at Edison on Wednesdays. Check Blackboard weekly for specific times. Complete a written test/essay on Blackboard for each 1 hour practicum.

  • Option 3. Yoga Practicum: Debra Gelzer leads all of Edison’s classes with yoga on Tuesdays. She teaches 30 minute classes starting at 8:40 and the last one ends at 2:40. This is a unique opportunity to see how yoga can be introduced to elementary students as young as 1st grade. She teaches from 8:35 – 2:40.  Check Blackboard for specific times. Complete a written test/essay on Blackboard for each 1 hour practicum.

  • Option 4. Alternative Site Option (Visit another School) : Some students have connections with local schools that they can visit to complete practicums. Complete a written test/essay on Blackboard for each 1 hour practicum.

Expected classroom behavior:

  • Participating in class activities

  • Respecting the diversity of cultures, opinions, viewpoints in the classroom

  • Listening to fellow students, professors, and lecturers with respect

  • Arriving on time, prepared for class

  • Attending for the duration of class; not reading other materials

  • Several options, both informal and formal are available to resolve conflicts for students who believe they have been subjected to or have witnessed bias, unfairness or other improper treatment. Within the College of Education, contact the COE Ombudsperson at /ombudsman Racist, homophobic, sexist, and other disrespectful comments will not be tolerated.

Polyspot Basketball for Field Day

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Setup and Equipment:

  • Polyspots are lined up in half/circle fashion around all of basketball hoops. Break the class into 4 teams. Put out as many spots as you can. Keep some on hand to throw out later if needed.
  • Set up the spots so that the green and yellow spots are at the taller hoops and harder shots. These spots are worth 20 points each. All other colors are closer and worth 10 points.
  • 20 points for yellow and 20 points for green, 10 points for all other colors.
  • For Grades K/1/2 put the spots up closer to the hoops. Put many spots around the “hopper” hoop in the center.
  • If time is short on this activity, it may work better just to have them count how many spots they can get.

Guidelines:

  • On the start signal, one player from each team will dribble to a spot and try to score a basket.
  • The players may have both feet on the spot, or one foot in back and one foot on the spot. No feet in front of the spot.
  • If the shot is missed, they must dribble back to their relay team and pass to the next player in line.
  • If the shot is made, the player should pick up that spot and dribble the ball in one hand and carry the spot in the other hand back to their relay team. Pass the ball to the next player in line and go to the end of the line.
  • A maximum of one polyspot per turn.
  • Each team will start a pile of spots and try to accumulate the most points.
  • Remind players that they must dribble to and from the polyspots.
  • At the end of the game, teams may count up their points.

The Most Fun Wins!