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Integration just to integrate?
Most Physical Educators today recognize the impressive potential
that movement has as a medium for teaching academic concepts, but
as we make decisions about adding that content to our work we must
ask a few questions. First of all, is the content we are adding
substantive in its own right? Academic objectives such as "students
will correctly identify the eating habits of three categories of
dinosaurs" is a strong statement of content that can be connected
to movement. "Dinosaurs" is not. Secondly, we need to
remember our role in the educational process of the children we
teach. We are in schools to strengthen the movement, (as well as
the cognitive and social) skills of our students, and that understanding
should shape our teaching. Nearly every activity we present should
have a strong psychomotor component which can be clearly stated
and appropriately assessed. At times we can get mired in the mix
of integration and completely forget to include movement! Finally,
we need to recognize the value of integration as a means through
which we can incorporate the cognitive and affective content within
our own discipline. Movement can be used effectively to strengthen
understanding of movement skills and concepts just as easily as
any other academic area. A wall target that includes label within
its concentric rings that describe the cues for the throw is a fine
example of the way in which movement can teach movement concepts.
So keep on integrating, but keep it purposeful, and keep on being
the most underappreciated, but potentially most valuable member
of your school's staff!
Cindy Kuhrasch
Interdisciplinary Section Editor
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| "Thinking on Your Feet" w/
Jean Blaydes |
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Be sure to take a look at this months selection
from Jean Blaydes book "Thinking on Your Feet." In this
section we will be looking at different lesson plan ideas each
month, and this month we have chosen one that includes an icebreaker
for students to become acquainted with member of different groups.
MINGLE is the name of the activity this month.
Click
Here to learn more!
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Content
Standard 13 :
All students will demonstrate appropriate behavior
related to selected personal/social character traits that commonly
emerge in a physical activity context. |
| Early Elementary |
Late Elementary
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| Identify key behaviors which exemplify
each of the following personal/social character traits; compassion,
confidence, cooperation, fairness, honesty, loyalty, perseverance,
respect, responsibility, self-discipline, and work. |
Demonstrate appropriate behaviors
which exemplify each of the following personal/social character
traits at least 75% of the time: compassion, confidence, cooperation,
fairness, honesty, loyalty, perseverance, respect, responsibility,
self-discipline, and work. |
| Recognize the benefits of possessing
and the costs of not possessing each of the following personal/social
character traits; compassion, confidence, cooperation, fairness,
honesty, loyalty, perseverance, respect, responsibility, self-discipline,
and work. |
Analyze the consequences of possessing
and not possessing each of the following personal/social character
traits; compassion, confidence, cooperation, fairness, honesty,
loyalty, perseverance, respect, responsibility, self-discipline,
and work. |
| Middle School |
High School |
| Demonstrate appropriate behaviors
which exemplify each of the following personal/social character
traits at least 85% of the time: compassion, confidence, cooperation,
fairness, honesty, loyalty, perseverance, respect, responsibility,
self-discipline, and work |
Demonstrate appropriate behaviors
which exemplify each of the following personal/social character
traits at least 95% of the time: compassion, confidence, cooperation,
fairness, honesty, loyalty, perseverance, respect, responsibility,
self-discipline, and work. |
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Predict, in terms of participation, in physical activities
devoted to health-related fitness, sports, and work, the benefits
of possessing and the costs of not possessing each of the
following personal/social character traits; compassion, confidence,
cooperation, fairness, honesty, loyalty, perseverance, respect,
responsibility, self-discipline, and work.
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Evaluate self on each of the following
personal/social character traits and devise a plan for acquisition
of those traits not mastered: compassion, confidence, cooperation,
fairness, honesty, loyalty, perseverance, respect, responsibility,
self-discipline, and work |
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| If you have ideas, comments, letters to share,
or questions about particular topics, please email one of the
following Health & Fitness Section Editors: |
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Here are great games to get your students cooperating. Gathered
from the "Funattic"
website-
Escargot - French version Hopscotch
Required: Play area and chalk
Players: 2 or more, ages 6 and up
Draw on the sidewalk a snail shaped play area with lines about
12 inches apart for about 15 to 20 squares. Number the squares starting
with the outside as the starting point, the first square as number
one. The very center of the circle should be a resting stop and
just before that is the last number. The first player must hop on
one foot without stepping on any lines or putting down the other
foot. In the center they can rest and then they must hop back out
following the same rules. If they complete this task, they are rewarded
one square of their choice to place their initials on, this will
give them an additional resting stop. Other players must hop over
this stop. The next player will do the same. Anyone who steps on
a line or steps on someone’s resting stop loose that turn.
You play this until it is impossible to hop to the center or all
spaces are initialed. The player with the most spaces initialed
is the winner.
Magic Carpet
Required:Shower curtains from the dollar store
Players: Small to large groups
Game of the Month 12/02
Set up teams of 8 to 12 players. Each team will be given one shower
curtain as a magic carpet and all team members will be standing
on it. You start out the game by telling teams the following:
You are on a magic carpet, up in the sky. You’ve discovered
that you’re not going anywhere because your carpet is upside
down. The object is to flip the carpet back upright without anyone
stepping off into the abyss. You may use your hands. The team that
reverses its carpet first without anyone stepping off is the winner.
Submitted by Merrily, Mary Nolte
Do You Love Your Neighbor?
Players: Small to medium groups
Game of the Month 4/00
All players sit in a circle except one person who sits on someone’s
lap and asks, “Do you love your neighbor?” If he/she says
YES, you all move one seat in any direction and the person that’s
IT try’s to get a seat. If he/she does, then the person left
standing is IT. However if he says NO then the IT asks, “Who
do you love?” The person that was chosen then answers with
a physical trait of other people in the circle (ex. glasses, shoes,
hair color, and style of cloths) and those people move to any seat
they can get except for there own.
Submitted by Bryan Laird
Ha Ha Players:
Small to large groups
Teams competing lay down side by side on floor or ground. The first
person lays back of hand on next persons stomach and that person
lays back of hand on the stomach of the next to him and so on. The
first person in line is to laugh one HA. The next person in line
is to laugh HA HA (two times). The third person is HA HA HA. And
so on. Any person that breaks out into a giggle is out of the game
and must get up and the hole is filled in. The last one to giggle,
wins.
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