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IRB Coaching Level 1: Indonesian Rugby Union
This was a great little course I participated in over the weekend - Thank you Indonesian Rugby
Can I just say... It took a lot longer than 8 hours!!!
Gymnastics - Grades 1-5 - Travelling & Jumping Gymnastics Skills Cards
Lacking resources I made my own gymnastics skill cards to help develop peer coaching
The cards are designed to accompany my G1 gymnastics class "Parts High & Parts Low"
The cards cover: Caterpillar Walk, Bunny-Hop, Cat Spring, Kicking Horses, Front Support and Back Support, Monkey Walk, Crab Walking, and a variety of jumping shapes that students can try and make in the air.
The cards are adapted from the work of Val Sabin
Gymnastic Skills Cards - Travelling & Jumping
Gymnastics - Grade 1-5: The Five Basic Jumps
The Five Basic Jumps - The card is designed to be printed back to back
Printable copies are available through this link: The Five Basic Jumps
Printable copies are available through this link: The Five Basic Jumps
G1 Gymnastics: Parts High & Parts Low
I have designed the six lesson plans to be printed back to back with the warm-up on one side and the floorwork on the other.
Adapted from the work of Val Sabin, I have rejigged them and adapted them for working in a G1 PE class.
Please click on this link for my six gymnastic lesson plans: G1 Gymnastic Lesson Plans
Essential Agreements G2 - G5
Three stages in creating our Essential Agreements in PE.
1. Have the students answer the question "in PE we think it is essential to..."
2. Place their answers into a programme that will highlight the most common words used by the students when answering the question (e.g. worditout or wordle)
3. Using the most common words, work with the students to create a list of essential agreements we can all work towards this school year.
1. Have the students answer the question "in PE we think it is essential to..."
2. Place their answers into a programme that will highlight the most common words used by the students when answering the question (e.g. worditout or wordle)
3. Using the most common words, work with the students to create a list of essential agreements we can all work towards this school year.
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| The most frequently used words for all four classes combined (G2-G5) |
Day 1 @ PIE: Essential Agreements in Physical Education
The students get to record what they think is essential and important to their own and others learning in physical education. Once the responses have been agreed upon, we will make a list of the ideals that as a class/grade we will work with/towards this school year.
A Proposed Draft Conceptual Map for Physical Education
In designing and creating this map I took the main ideas that underpin our physical education lessons and separated them into the three different types of learning in order to help organize them around how we would teach. The concepts are broken down into Conceptual, Competency and Character.
Conceptual ideas are based on understanding and are therefore able to be taught through inquiry
Competencies are taught through a model that supports skills (context, deconstruction of expert performance, modeling, guided practice and independent practice).
Character learning is taught through a process of considering, acting and reflecting
Conceptual ideas are based on understanding and are therefore able to be taught through inquiry
Competencies are taught through a model that supports skills (context, deconstruction of expert performance, modeling, guided practice and independent practice).
Character learning is taught through a process of considering, acting and reflecting
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