Posts Tagged ‘content knowledge’

Group Balances

Friday, October 16th, 2009

By Matthew Basset

Fifth Grade California Content Standard 1.1
“Perform simple small-group balance stunts by distributing weight and base of support.”

Developing this standard has been difficult since it can be very dangerous and a difficult concept for students to understand. The premise behind the standard is to have a group of students perform a pyramid by distributing weight and base of support.  At first glance, you can have your students set up a pyramid and check to see if they have good balance and move on from the standard quite quickly. This, however, is not going to help students understand the base of support or distributing weight.

This year I tried to get students more involved.  First, we had to discuss the importance of a base of support.  A wider base typically has better balance. We also talked about distributing weight so that one (or two) people didn’t have to take the brunt of the weight. I used a basic combative game to help make the connection. I had students face a partner and place their hands together out in front. Their feet are next to each other and they challenge each other to push their hands (only) to a point where one person had to take a step (lost the challenge). Then I directed them to place their feet shoulder width apart and take the same challenge. Which was easier to keep your balance? Then I directed them to take one foot and place it a little in front of the other. Which, of the three, was easiest to keep your balance? The goal was to get the students to see that the base of support could affect the balance of the activity.

After students understood the importance of a base of support we talk about the distribution of weight. We discussed how placing the weight on two locations makes it easier to support than just one location. Three locations are better than two locations, etc.

Finally, the class is ready to start their own small group balance stunts. I use groups of 7-8 people.  Each group is handed a worksheet where they place their names (for tracking purposes). The class is directed to come up with five different group balances that share the weight distribution differently each time and also shows different bases of support. My goal is to see different types of pyramids than a typical three level (or four) pyramid. The students are required to make a diagram of the base of support and where each student in the group is going to stand. This process moves into a second class period where students are given extra time to practice balancing skills. After a few scary falls, I’ve decided to tell my students that they cannot go above two levels in a pyramid. This makes them have to work a little harder to come up with different ideas. I also talk about how they can make a pyramid that isn’t in a straight line.

During their assessments, students in each group perform at the same time. This allows me to see how well the groups have prepared but it doesn’t allow a group to get some extra time practicing while another group is performing. The groups who work together are definitely better prepared for this approach at the assessment. I have even had one group who has practiced so much that they were able to get into every one of their group balances in less than four seconds.

Other Connections:
This is a great lesson/unit that will allow connections to over arching standard 5. I constantly have to reinforce the importance of working together (5.5.3) and why it is important to stay safe (5.5.4). I have a few students who are doing all of the planning and not listening to others. I also have to reinforce the importance of allowing everyone to contribute their ideas (5.5.5) and to work with each other to accomplish their goals (5.5.7). The groups who struggle start to work closer together when I discuss the importance of everyone sharing ideas in the group. With a little work next year, my goal is to get students to understand the social concepts while participating in this standard (5.1.1). This way they reinforce the social skills that I’m looking for in class while they are working on a motor skill.

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Tripod Balance

Thursday, October 15th, 2009

By Matthew Basset

Third Grade Standard 1.2
“Perform an inverted balance (tripod) by evenly distributing weight on body parts.”

I was very fortunate to learn some of the basic gymnastics balances and stunts while in college. For most people, we never learn how to perform some of these stunts and we are now expected to teach them because of standards. Here is a way to teach the students about performing a tripod.

  1. Set the stage. Explain the importance of helping other students (spotting) and that a good helper will help prevent an injury to another student. This is possibly the most important step since you want students to work in partners where one is performing the skill and another is spotting the performer.
  2. Technique. The performer’s hands must be placed on the gymnastics mat about shoulder width apart. I usually find that having them rotate their hands inward at about a 45-degree angle will help with the balance later. When the person is upside down their forearm should be perpendicular to the ground or it will require them to use a lot of upper body strength to keep them upright. If the forearm is perpendicular the radius and ulna bones will balance the weight for the tripod.
  3. Head Position. This  is possibly the most important part for the balance. The head must be placed in front of the hands to create a triangle. The triangle has to be an appropriate size, too small or too large will make the balance difficult to accomplish. The head must be placed on the mat at the hairline. If a student places their weight on top of the head they will feel like rolling over. If a student places their weight on their forehead it can cause them to feel neck pain. Both of these are not acceptable. You will need to constantly check to see if the students are placing their hairline on the mat to create the best balance.
  4. Knees. After the hands and the head are in place, the performer should move their knees up toward the hands. This will allow them to lift and not have to stretch too far. Lift one leg up so that the arm (elbow to shoulder) and the thigh cross each other to form an X. This will help the balance of the performer. If the arm and thigh are running parallel, the section that balances will be much smaller and harder to control. After the first leg is up than the second leg should be lifted into place using the same crossing pattern. Some students may find it successful to jump into place but I find that I want better control so I ask them to lift one leg at a time.
  5. Examples. I usually perform the skill for my class to show them what a tripod looks like. This is a great opportunity to explain that if an “old guy” like me can perform a tripod that everyone in class can perform a tripod. Now is the time that I explain the importance of helping (spotting) a performer. I ask a student to come up and demonstrate a tripod. Many of my students have taken gymnastics classes before. This allows me a chance to show the spotting technique to help a student with the balance and to help them avoid rolling over.

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Say Goodbye to Boring Student Created Games

Tuesday, May 12th, 2009

By Jennifer Mettler

Introduction
When I was a student teacher, I taught my first “Create-a-Game” unit.  After three weeks my students created games that were so basic and uninventive that I swore I would never teach that unit again.  After some years of experience, I have learned that it is hardly my students’ fault, but mine for not preparing them properly.  When I reflected on why they did not succeed, I realized that the students lacked the content knowledge and experiences in game concepts and strategies to be able to create a game of their own.
California Model Content Standards
6.2.12 Develop a cooperative movement game that uses locomotor skills, object manipulation, and an offensive strategy and teach the game to another person.
7.2.6 Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.
7.2.7 Develop an individual or dual game that uses a manipulative skill, two different offensive strategies, and a scoring system and teach it to another person.
8.2.5 Diagram, explain, and justify offensive and defensive strategies in modified and team sports, games, and activities.
8.2.6 Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.

Why link game strategies and game concepts with “Create-A-Game”?
It has been my experience that the more students understand and are able to apply strategies to a game setting, the more complex and better designed game they create.  Not to mention, the content standards already link these two things together.  Games that are “boring” tend to lack a design that involves complex strategies.  In addition, students need a wide variety of experiences to learn and apply many different types of strategies.  The more exposure to different types of games, the better their knowledge base to draw upon to create their own.
Types of Games
Net/Wall Games
Team: Takraw, Ringo, Volleyball
Individual/Dual: Table tennis, Tennis, Squash, Pickleball, Badminton
Invasion Games
Team: Capture the flag, Football, Basketball, Hockey, Team Handball, Speedball
Combative
Individual/Dual: Fencing, Wrestling, Martial Arts
Striking/Fielding Games
Team: Over the Line, Baseball, Softball, Cricket, Rounders
Target
Individual/Dual: Bowling, Horse Shoes, Bocce Ball, Croquet, Golf

Teaching Strategies
The best way I have found to teach strategies is develop games and activities that forces students to use very specific strategies.  Students start by playing a simple game that requires them to “apply” a few specific strategies.  As the games get more difficult, they will need to apply the strategies they already practiced in a simplified way to the more complex game.  A possible progression for the “know” is to start with defining offensive and defensive strategy.  Next, identify whether a strategy is offensive or defensive.  Then list offensive and defensive strategies.  Next, explain what the benefit is of a particular strategy.  Continue with identifying a diagram.  Then, have the students finally diagram a strategy themselves.

Parts of the Game
In order for students to understand the components necessary to play a game, students are taught the critical parts of the game throughout the different units that lead up to the Create-A-Game unit.  The depth of this content will depend on the grade level and prior knowledge of the students.
1. Object of the Game:  The object of the game is to (how you know you won) and you do this by (how to score or what you do to win.)
2. Rules & Scoring System
3. Penalty & Consequence System
4. Equipment, Field/Court & Players
5. Skills
6. Strategies & Set Plays

Create-A-Game
In prior units the students should be introduced to all three types of games depending on their grade level (8th grade: invasion, net/wall, and striking/field; 7th grade: net/wall, combative, and target;  6th grade:  mix of modified games).  During each unit activity the parts of the game should be introduced.  In-class worksheets and handouts should be given to the students for each component of the parts of the game.  Strategies need to be integrally taught by listing, identifying, diagramming, and applying throughout the units.  Once the students have the basic understandings of different types of games, parts of the game, and strategies used in each type of game then the students can be guided through the create-a-game process.

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Its Elementary—Push-up Variations

Friday, March 27th, 2009

By John Kruse

Its not unusual for the conversation to turn to the topic of push-ups when a group of physical educators get together.  This is probably because teaching students to do correct push-ups seems to be a really difficult task.  I know that in middle school, I see some very interesting takes on what my students think a push-up is.  Many of them seem to lack the kinesthetic awareness needed or core strength.  Consequently, its difficult to make them understand what a good push-up feels like.

Matthew Bassett, a contributor here at FitMet, stumbled upon this push-up variation video on TeacherTube.  It left me wondering if I might have more success teaching middle school students correct push-up form if more students were exposed to this teacher’s approach in elementary school.

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Cardiovascular Fitness References

Saturday, February 28th, 2009

Part 4 of a continuing series.

Parts 1 through 3

By John Kruse

Table I

NORMS
FOR MAXIMAL OXYGEN CONSUMPTION (ml/kg/min)
AGE Poor Fair Average Good Superior
4-6 boys 36-40 41-44 45-53 54-58 59+
girls 36-39 40-43 44-52 53-56 57+
7-9 boys 46-49 50-52 53-61 62-64 65+
girls 46-48 49-51 52-58 59-62 63+
10-11 boys 45-48 49-52 53-60 61-63 64+
girls 44-46 47-49 50-55 56-57 58+
12-13 boys 49-51 52-53 45-59 60-61 62+
girls 42-44 45-46 47-52 53-55 56+
14-15 men 51-53 54-56 57-62 63-65 66+
women 36-38 39-42 43-49 50-53 54+
16-17 men 45-48 49-52 53-62 63-66 67+
women 39-41 42-44 45-50 51-52 53+
18-19 men 46-49 50-53 54-63 64-67 68+
women 39-41 42-44 45-51 52-54 55+
20-29 men 46-49 50-44 55-63 64-67 68+
wome 39-41 42-44 45-52 53-55 56+

Source: Mastropaolo et al.
Please note: Norms are based off of data reported by Åstrand.

Table II

Boys
Age VO2max
10 42-52
11 42-52
12 42-52
13 42-52
14 42-52
15 42-52
16 42-52
17 42-52
17+ 42-52
Girls
Age VO2max
10 39-47
11 38-46
12 37-45
13 36-44
14 35-43
15 35-43
16 35-43
17 35-43
17+ 35-43

Source: Modified table from the FITNESSGRAM, ACTIVITYGRAM Test Administration Manual

Criterion reference used by the Fitnessgram and known as the “healthy fitness zone.”

References:

Åstrand, P.O. Experimental studies of physical working capacity in relation to sex and age. Copenhagen: Enjar Munksgaard, 1952. p. 171.

Brooks, G. A., T. D. Fahey, T.P. White & K.M. Baldwin (2000). Exercise Physiology, Human Bioenergetics and Its Applications (3rd ed.). Mountain View, CA: Mayfield Publishing Company.

Cureton, K.J., M.A. Sloniger, J.P. O’Bannon, D.M. Black, and W.P. McCormack. A generalized equation for prediction of VO2peak from 1-mile run/walk performance. Med. Sci. Sports Exerc. 27:445-51, 1995.

DeVries, H., Physiology of Exercise For Physical Education and Athletics. Dubuque, IA: Wm. C. Brown Publishers, 1986. p. 257.

Mastropaolo, J. A., T.W. Bigelow, M. J. Lyon, and Y. Takei. Training manual for the practice of exercise physiology. Paramont, CA: Academy Printing and Publishing Company, 1977. p. 25.

Rowland, T., G. Kline, D. Goff, L. Martel, and L. Ferrone. One-mile run performance and cardiovascular fitness in children. Arch. Pediatr. Adolesc. Med. 153:845-849.

Shaver, L.G. Maximal aerobic power and anaerobic work capacity prediction from various running performances of untrained college men. J. of Sports Med. Phys. Fitness 15:147-0, 1975.

Cureton, KJ, Warren BL. (1990). Criterion-referenced standard for youth health-related fitness tests: a tutorial. Res Q Exerc Sport 61:7-19.

Blair, SN, Kohl HW, Paffenburger RS, Clark DG, Cooper KH, Gibbons LW. 1989. Physical fitness and all-cause mortality: a prospective study of healthy men and women. JAMA 262:2395-2401.

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Posted in Cardiovascular, Cardiovascular Fitness Content (4 parts), Miscellaneous | No Comments »