Skill and Fitness Based Competence
A physically educated individual with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K–12 Standards.
Describing and demonstrating basic basketball skills
Being a positive role model is important when working with students of any age, and I believe even more so in a physical education setting. This is because in a physical education setting, there is a great deal of focus on physical, as well as social, skills and behaviors. I find it to be effective to lead by example. I take pride that there is no question to my students that I practice what I teach.
When teaching skills in class, it is important to be able to demonstrate accurately to students. Compiled in a document below are a series of skill checklists that show my competence levels in various activities. I have found from my teaching experience that when demonstrating skills, it helps to break it down and find something that connects to student’s previous knowledge. For example, when teaching catching in lacrosse, I had students pretend the ball was an egg. They had to be gentle and use soft hands so the “egg” would not crack on impact. This worked well because all the students could relate to how fragile an egg was and that it had to be handled with care. I have also been able to make connections to students understanding of their fitness based knowledge.
When teaching skills in class, it is important to be able to demonstrate accurately to students. Compiled in a document below are a series of skill checklists that show my competence levels in various activities. I have found from my teaching experience that when demonstrating skills, it helps to break it down and find something that connects to student’s previous knowledge. For example, when teaching catching in lacrosse, I had students pretend the ball was an egg. They had to be gentle and use soft hands so the “egg” would not crack on impact. This worked well because all the students could relate to how fragile an egg was and that it had to be handled with care. I have also been able to make connections to students understanding of their fitness based knowledge.
In this brief teaching clip, I demonstrate and explain the overhand throw to a group of fourth grade students. I show in this clip my ability to engage students while breaking down the skill to promote understanding. This will set the group up to be successful in the practice and closing activities to follow. In this breakdown of the skill I provide a task for student to focus in on how I am moving my body by dividing the group up and calling on a student to describe to me and the class what I am doing.
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Supporting Documents
Below is an example of a fitness testing program I have become familiar with for students at the secondary level. FitnessGram assesses students and provides insights to help students work towards or maintaining the healthy fitness zone, through cardiovascular endurance, muscular endurance and strength, flexibility, and body composition.
Below is an example of a daily activity log that I kept for a period of time in college. This activity log shows my daily commitment to my physical fitness.
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Below are skills checklists that I have completed in my activity classes at Keene State College. The activities include: soccer/speedball, badminton, tennis, volleyball, and gymnastics. These checklists show my skill competence in the activities mentioned.
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