Positive Attitude in PE

Love this poster I found on Pinterest! Great visual to reinforce that Physical Education works, the body, brain, and being!  Just changed the words to fit PE.

We just finished our cooperative games unit and had the students "T.A.G." another during our team games to get them thinking about interpersonal skills (cooperation, team work, fair play) and personal skills (monitoring self (i.e., stop, start on a signal, safe participation following simple game rules, safely staying in set boundaries))...etc.

Cooperative Games: Getting to know my students at my new school, Dr. Davey in Hamilton, Ontario. 

Exit Card: T.A.G. and Evaluate enjoyment level

Students selected the team games they enjoyed them most...love bingo dabblers for quick assessments!

Health: Body Image and Stress

Grade 7 Resource for Body Image

• Website: BodiMojo
• Media Smarts: Body Image

Grade 8 Resources: 

• Booklet: Coping With Stress (Heart and Stroke Foundation)

Winter Olympics 2014 in Phys-Ed

We are learning to participate safely in a variety of Olympic Activities.
We are learning to work cooperatively in small groups while enjoying unique activities in Phys-Ed.

Olympic Oath, Motto, Teams

Olympic Events for PE

Olympic Hockey Using Two Large Pool Noodles and 1 Noodle Disc

Olympic Biathlon Target Station

Olympic Curling using Bean Bags

Olympic Luge using Scooters Boards and Pylons

Olympic Figure Skating using Paper Plates and Pylons with Locomotor Prompts.

Target Activities 2014

Primary: We are learning to underhand send and slide a variety of objects using simple tactics toward targets.
Junior: We are learning to monitor our strengths and weaknesses when applying tactics in target activities.
Intermediates: We are learning to safely apply a variety of strategies when sending a variety of equipment in target activities.

Pl3ying in Dance!

We are learning to move creatively and in unique ways using DR. BEST.  

D= Dance Elements...

R=Relationship

B=Body

E=Energy

S=Space

T=Time

November 2013
Playing in Phys-ed class includes creative movement play!  Another great resource for dance at  www.dancepl3y.com.  This is my "take home" message from this Dance Co:

We are in our bubble of awesome when beginning to move and become creative with how we express our own movements through the elements of dance!!!

 We are moving to "We Found Love  (Choreo. byMelanie Guertin from Dance Pl3y) " as a warm-up....I am learning to move in 360 degree space and teaching the students how easy it can be to move creatively with just a few simple steps...then we include different ways to move 

All Classes will work through the elements of Dance (DR. BEST) but below is our specific focus:

Primary: 

1 : Emphasis on body and space: Connect familiar movements.

2: Emphasis on body and space:  explore pathways, directions, and shapes to alter familiar activities.

3: Explore pattern and movements forms with emphasis on time and energy

Junior:  

4:  Explore movement sequences and narrative forms with emphasis on time and energy

5: Communicate ideas and images through movt with emphasis on relationship.

6: Communicate variety of ideas through combined elements emphasis on body, space, time, energy, relationship (all elements).

Intermediate: 

7: Use elements in choreographic forms to communicate different moods.

8: Use elements in choreographic to communicate ideas and issues.

Fitness Q-Chart: Critical Thinking

Fun ways to use the Ophea's 50 Fitness Activities and integrate literacy tools into PE!

Intermediate Warm-up activity or cardio-respiratory endurance to get them moving and critically thinking about their personal fitness.

WHAT - WHERE - WHEN - WHO - HOW - WHY...IS - DID - CAN - WOULD - WILL - MIGHT

Equipment: 

• Die (6-8 pairs of die)
• 6-8 Fitness Q-Chart Posters (click for download)
• Pylons to designate a safe zone around die/posters if needed

Instruct students to find a partner.

Have a couple sets of Die in the middle of the gym (use clear mini lunch box containers and place 2 die inside then students shake) or in each corner.  Post the Fitness Q-Chart on the wall or place beside the die in the centre of the activity space.  

Partners role 2 die once.  One number corresponds to vertical column and other to the horizontal column (their choice after reading each corresponding question.  The numbers cross-reference to a critical question in the matrix along with a fitness activity.  Students perform the number of repetitions MULTIPLIED BY THE NUMBERS (1X3=3 REPS).

Example:  Roll a 1 and 3: 1(WHAT) by 3(CAN) = What can you do to make your lifestyle more healthy and/or active? (1X3=3) 3 REPS of LOW ROW.

Partners then jog one lap returning to the corner they started from or return back to the middle and roll the dice again for the allotted time.

Monitoring Fitness Levels: RPE

Shout out to a great blog post titled "Heart Rate Monitors Bulletin Board" and  "Using Rate of Perceived Exertion in Elementary PE", that inspired me to make my own anchor chart of the Rate of Perceived Exertion (RPE). 

My students seem to need a better understanding of what warm-up means vs. continuous moderate to vigorous physical activity vs. high-intensity all-out sprints!  I am definitely going to try red and green post-its, having students calculate their heart rates at various times to show resting-heart rate and active heart rate.  Click here for RPE BLM.

Primary/Junior RPE: 

Primary PE: Rate of Perceived Exertion Anchor

 Junior/Intermediate RPE:

Intermediate PE:  RPE 

Going old fashioned!  I made a heart-rate calculator chart (using Grade 7 Maximum heart rate then shaded off 60-80% training zone) to allow students to monitor how hard they are working.