In this video I taught my class mates how to do the "heel-to-toe". For our warm up we did the Cotton Eye Joe remix. Then I did my intro and hook. I felt like my hook was good and everyone could relate to it. My cues were"Hop heel Hop toe". My safety statement was short, I can work on that because safety should be the number one thing in schools. Then i explained the heel-to-toe and then demonstrated it. I had the students do progressions before using the ropes. Then just had them hop over the rope to get the rhythm down. At first my music was too load so i need to work the kinks out on my technology. Well the students did there heel to toe jumps i walked around giving positive and helpful feedback. I pinpointed Jen and Dave because they both did the technique right but in two different ways. I ended the class by going over the cues again and giving a hook into next class. I felt like I used my time good and over all did a good job.

Chapter 9 questions 2 and 3

2: State at least five general principles that are implications for teaching from motivation theory

One way is by creating a positive teaching environment. This will keep the students more interested in the lesson.

Second using different teaching strategies is a good thing to remember. Students are known for having short attention spans so doing or saying the same thing every day won’t keep them instructed.

Third principle is using external forms of motivation with care. It is a key to have your students motivated.

Forth principal is to help students attribute their success and failure to a cause that they control. Giving students control will most likely lead more to success rather than failure.
Last principal is to have humor. Humor can create a good learning environment when done right and in moderation.

3: Describe nine ways that teachers can promote the personal growth of students through personal interaction. 
1. Learning the names of your students is a great way to promote growth. Knowing the students name will show that you care about them. 2. Enthusiastic and positive in what you do will rub off on the students and they will get hyped up too. Being enthusiastic will get your students more excited.3. Have a caring attitude towards students. Showing the studnets that you care will make them want to be there. Also some students feel like teachers don’t want to waste their time with them because they maybe be the “bad seed” this is why you should treat each student with respect and show them that you care.4. Reinforce basic school etiquette. Honesty, respect, charter, and responsibly to name a few are things that all students should show. 5. Stop destructive behaviors the right way. Don’t ignore them, but don’t call them out infront of the class. For example if a student is talking or playing with something while you are talking simply walk over and stand by them or direct your focus to them (say their name in what you are talking about)  so they get back on task.6. Do not be threatened by student misbehavior. It is good to take what students say or do with a grain of salt. Try to redirect their misbehavior into something productive so that you are effective with your job. 7. Treat all students equitably. Give feedback to everyone. Don’t only talk to some students when they do something bad. It is good to always be positive to all students.8. Learn to listen and observe students responses. This is key because if students are struggling they will most likely become off-task students. This could lead to more problems for the entire class. 9. Challenge and track yourself. Challenging yourself will keep the students interested. Tracking what you say and do will give you more respect from the students because you are not stumbling or repeating yourself.

Heel-To-Toe

A simple way to become more fit. This is a video how to do the heel-to-toe jump for 255.

There are four words you must remember "hop heel, hop toe".

"FEEDBACK" ON CHAPTER 7

Questions
4)List six behaviors teachers can engage in during activity that have the potential to directly contribute to lesson objectives?
                          1. Keeping a safe learning environment for the students.
                          2.Make sure students understand the task clearly and are engaged/ doing it as it was designed.
                          3. Observe to determine the response of the class to the task at hand.
                          4. Recheck often to usurer that students work is productive.
                          5. Observe individuals performance and assist as much as possible.
                          6. Maintain awareness of the whole group.
6) How can a teacher get off-task students on task?
                          This is the most important thing for a physical education teacher to be able to do. The main idea is to have or create structure. Have tasks that can and will challenge or help the student be successful. Give feedback will encourage any student, but you must use the right type at the right time. This leads us to our next question.
7) Write an example for each of the following types of feedback:
                        (1) General, Positive, Directed to the class, and Evaluative- "Tim good job kicking the ball today, we just need to work more on bring our knee up"
                        (2) Specific, Negative, direct to a group, in congruent, and corrective- "Red team when running to the black line you must touch the line no one is touching the line"
                         (3) Specific, positive, directed to the individual, corrective, and congruent- Joshua I like how are are stepping with your left foot when throwing the baseball, now lets work on your aim to your partners glove.

My domains for jump rope

Psychomotor- By the end of the lesson, students will have the ability to perform five heel-to-toe jump sequences when asked.
Affective- Throughout the entire class,each student will listen and follow directions at all times.
Cognitive- By the end of the lesson the students will be able to recite the cues for the heel-to-toe jump rope sequence when asked.

Cues for the Heel-to-toe jump rope sequence- Land heel, Land toe.

Transcript & Photos to "how to kick a soccer ball"

TRANSCRIPT

teaching how to kick a soccer ball

My name is Miss Swarm and today we are going to go over how to properly kick a soccer ball. First lets get warmed up by jugging in place, now running, then jumping jacks, then shake it out and stretch ankles. Then had everyone get a partner and went over how to pass a soccer ball. in soccer you want to have a stiff leg picture it like a golf club, (You want your hips open a knee high follow through) Also to stop the ball with the top of there foot. Had them pass a little with there right foot. In that time I gave a few pointers to help the students. Then had them switch feet. Next we did a passing drill. Had partners line up across from each other. Then had other line up behind the first group. I had the student go down the gym passing the ball to each other between. After a few times I had them  keep track of how many times they passed between each other. Then had everyone line up and ask the students what they learned today. Then told them what we will be doing next class. Then to put the equipment away.

Time Coding

Jump rope

Not many people think of fun when they hear jump rope, but it can be. Most people who have a jump rope probably use it more as a cat toy than an exercise tool. A jump rope can be used in so many ways to help you get fit and feel great. It is cheap, light weight, small, fun, and easy. it is good for all ages. It can improve your cardiovascular system, strengthen your legs and shoulders. You can do it in groups, alone, or with a partner. Jump roping is so easy it is a mystery of why more people don't take it up as a pass time.

Learning motor skills

What are the requirements for learning a motor skill?
                       There are six requirements to remember when teaching or learning a motor skill. First prerequisites. Prerequisites for motor skills often involve already having mastered some easier related skills. Also can involve having the physical abilities to do that skill. Next requirement is a clear idea of the task. Students perform to their cognitive understanding of how to perform a task. If the task is not clear to the students the outcome will not be what the teacher would like. The third requirement is implication for the teacher. Make sure the students have an accurate motor program from your communication. this means to make sure when you apply the motor skill to the students they correctly understand you. Next is the Motivational/ attentional disposition to the skill requirement. This involves the implication for the teacher, which eliminate repetitive drills, design tasks the capture students attention, and require the students to process what they are doing. Then comes the practice requirement. Practice is necessary for the students to use the information on how to do the skill and develop consistency of performance. The last requirement is feedback. Teachers can help students utilize feedback on knowledge of results and performance. Proper feedback can help the students realize what is wrong and fix it to better their performance.
What do each of these requirements mean for the teacher of motor skill?
                         They must be alert of the idea of what people need to learn to learn the skill. They must know these requirements. Even though they may same easy and not needed to review they must be hit in each lesson and are need for a motor skill.
What is the difference between the way close skills, open skills, discrete skills, and serial skills should be taught?
                         Closed skill is when the environment remains stable. The teacher will not want to practice a closed skill in variable environments. For example a foul shot in basketball is a closed skill. Because the distance of the basket is always the same.

Open skill is changing events in the environment. A teacher will not want to practice a open skill in a stable situation or environment. For example shooting a soccer ball would be a open skill, because the distance and variables are always changing.             

Discrete skill when having a clear beginning and ending. This should always be taught before serial skills. An example of a discrete skill is a 40 yard sprint.

Serial Skills are discrete skills put together in a series. A teacher should teach this after teaching the discrete skills that make up the serial skill they want to teach. An example of a serial skill is fielding a softball.

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

255 Spring 2011 - Lab A1

Teaching Physical Education

1. what is meant by the idea that teaching is a goal-oriented activity?
         I believe this means that when teaching you should have a goal or something to aim for or else all the work wont show in the end. If a teacher does not use goal-oriented activities it is as if the students and teacher are working for nothing. Every teacher should have short term and long term goals for their students. Also the goal should not be "set in stone" meaning they should be adjustable. This will be helpful to the students and teachers. This is why it is important to teach with a goal in mind.

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

         A physical education teachers job is to improve the motor performance skills in their students. What students learn in class is what they will use in the "real world". If a child learns to exercise and eat right in class they are more likely to do that as they get older and no one is asking them to do that.

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

        

          First presentation of task Organizational arrangements for task. Then the movement task. which brings the students response to the task. Then the teacher to observation of response to make redesigns to the task.
This is important because, teachers design a movement task then watches for the students responses towards the task. Then the teacher will make adjustments which the students will benefit from. This helps teachers realize the students responses to the take and lets them redesign it for them.

Think About it

In my Self Defence class Mr. Fuchs asked us to read the first chapter of The Gift of Fear by Gavin DeBecker. I just finished it and was amazed and want to read the rest. What hit me the most was when he wrote "your safety is yours". Also that "it is not the responsibility of the police,the government, industry, the apartment building manager, or the security company". This stocked me to realize there isn't someone always looking over me to keep me safe!