2What do middle years students need from a Physical Education experience? What do middle years students want from a Physical Education experience?
3Picture students from your school PE classes who did not fit the mould How were they different?How did your PE teacher help them to fit in?Were their needs and wants met?
4Variables Gender Age Physical maturity Body shape Self esteem Body imageSelf efficacyValuesBackgroundSocio-economicCulture / religionDevelopmentCognitiveSocialEmotionalPrevious experienceAcademic levelPeer influenceAbility / disability
5Imagine the students you will work with on you Schools Experience What will they look like?What will be their special needs?How will you cater for their individual needs?
6Treat all students equitably NOT EQUALLYIndirect discriminationProgram should be inclusiveContentPedagogical approachSafety for all students
7Integration“…the inclusion of people with disadvantages as the result of a disability into all aspects of community life…” (Little 1994)Not always working with / competing against able bodiedEnabled to have access opportunitiesAt their own level
8Teaching “Integration Students” TerminologyImpairment – conditionDisability – effect of the conditionHandicap – disadvantaged situations caused by the disabilityFocus on the abilityIntegration AidClassificationSeveritySubject area
9“Integration Students” – Aid? Intellectual disabilitySignificant sub average intellectLimited in 2+ adaptive skill arease.g. communicationStress safetyEmotional disabilityLearning difficultyCommunication difficultyInappropriate behaviourE.g. Autism, Asperger’s, depression
11“Integration Students” - Aid Physically ImpairedVisually impairedHearing impairedLip read, sign, demonstration, written messagesSpina BifidaIncomplete formation of spineWheel chair?, shuntCerebral PalsyDamage to area of brainCoordination, muscle tone, posture, movementWheel chair?
12“Integration Students” – No Aid AsthmaTriggers – exercise, cold, fumes, sudden temperature changesMedicate before exposure1st aid – stop, medicate, relaxExercise Induced Asthma - EIAIncreased breathing → cools & dries airwaysDuring or up to 30 min afterContinuous activities
13“Integration Students” – No Aid EpilepsyTemporary breakdown of the CNSNot an intellectual disability2% pop - 80% controlled medNot exercise induced : 1:1 aquatics1ST aid - remove dangers, leave aloneDiabetesType 1, insulin dependentInsufficient insulin to control blood glucoseMedication – insulin injectionsControl – diet, medication, exercise - type & timing1st aid - Hypo - sugar
14No Integration Aid Orthopaedic / growth plate problems Chondromalacia patella - girlsOsgood SlattersSeversBraces tightenedAcute menstruation symptomsSFDSSlap Face Deficit SyndromeResist temptation
21Rules cont. Changing Participation Equipment use Access to store rooms ExcursionsTreating others with respectSelection in sports teamsGames
22Behaviour Management Know what is, and isn’t acceptable To youTo the schoolTo the school communityConsistent yet FlexibleProactive not ReactiveRelevant consequence & reward
23ReferencesGoodman, S. (1995).Coaching Athletes with Disabilities: General Principles. Australia: Goanna PrintCapel, S. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. (2nd ed.). London: Routledge.Harrison,J., Blakemore, C. and Buck, M. (2001). Instructional Strategies for Secondary School Physical Education. (5th ed.) NY: McGraw-Hill Higher Education.
24ReadingChapter 27 Considerations in management and class control in PE settingsTinning, R., McGuaig, L., and Hunter, Ll. Teaching Health and Physical Education in Australian Schools. NSW, Australia: Pearson Education Australia, 2006.
25Remember “Make the transition from student to teacher” “They want you to be friendly, but not their friend”
26Have fun…and make a difference…Your time starts now!
27Exam T201 A, B, C Arrive 8.20 Writing starts 8.30, no reading time Concludes 9.20All multiple choice questionsBring pencil & eraser onlyBags must be left outside & won’t be supervised
28Tutorials This week Next week Writing your Discipline Plan SET & SEU Bring your VIT Characteristics of an Effective Teacher folderWith completed explanation of strategiesWith completed Discipline PlanLast Thursday Peer Teach – reflection can be edUnit plans feedback
29Unit Plan Feedback next week tute Placed on my Web Page next week Only those that meet the criteriaWill be accessible by others ??????
30Schools Experience University mentors will be up early this week Contact your Uni mentor by the end of your first weekTimetableName and contact phone # school mentorRegularly check and respond to Uni sThanks your school mentor appropriately
31“Today is the first day of the rest of your life” (Kahal Gibran) So better make it a good one!