Exercise Science and Biomechanics presentation

Editor's Notes

• #2: Welcome and good afternoon to Mrs. Jill Windes, and our District. I want to thank you, for approving of our Physical Education Classes. In this presentation I will address some points of which should be taken into consideration. Let me explain to you about science and bio-mechanics. Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
• #3: Children and youth will only learn skills through continued participation in physical activity. As future teachers we will be prepared for careers in exercise/wellness settings. It is essential the student body and teachers are able to accommodate and interact with students, who have unique physical challenges. As mentioned in the first paragraph, the classes are designed, to provide an effective blend of classroom instruction and practical experience. Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
• #4: Fundamental Movement Skills are movement patterns that involve different body parts such as the legs, arms, trunk and head, and include such skills as running, hopping, catching, throwing, striking and balancing. In this presentation we will go over the 3 main types of fundamental movement skills and they are locomotors skills, non-locomotor skills, and manipulative skills. Motor-skills are being developed from pre-school, kindergarten, elementary, and High School. Locomotor skills are used to move the body from one place to another or to project the body upward. All this is shown by grouping classes appropriately together Non-locomotors are performed in place, without appreciable spatial movement. Manipulatives are developed through handling some type of object with a variety of body parts. The emphasis is on how students move in their environment.  Students will learn fundamental locomotor (running, hopping, skipping, jumping, leading, sliding, galloping), non-locomotor (bending, twisting, turning, rocking, swaying, balancing, stretching, pushing, and pulling), and manipulative (rolling, throwing, catching, bouncing, kicking) skills.  Students will participate in a wide variety of activities that involve locomotor, non-locomotor and manipulative skills, fitness concepts and fitness development exercises. Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
• #5: Here, I tried to give you an example of the differences between completion of the 2nd grade, and then the 5th grade. Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf California Standards for Second Grade(2014). Retrieved from http://www.cde.ca.gov/ci/cr/cf/documents/glc2ndgradecurriculum.pdf
• #6: Standard1 Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard 2 Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard 3 Students assess and maintain a level of physical fitness to improve health and performance. Standard 4 Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance Standard 5 Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. The movement framework, (i.e., body, space, effort, and relationship) is also a part of the core content and is the basis for developing, expanding, and refining children’s range of motor skills and awareness. We know that in order to develop physical skills children must spend time practicing those skills. Locomotion Movement-Moving from one location to another- Everything around us in the city, humans, cars, airplanes, bicycles, motorbikes, baby-carriage being pushed, animals etc…. running, hopping, skipping, jumping, leading, sliding, galloping), Running, rhythmic dancing. Non-Locomotion Sills-bending, twisting, turning, rocking, swaying, balancing, stretching, pushing, and pulling-Sometimes they are described as stability skills. Stretching exercises Object Manipulation-Dexterity with the fingers and hands-throwing, catching, striking, kicking, bouncing, and rolling, twirling, Knitting a sweater.     Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
• #7: Emphasis in middle-school is placed on students learning personal fitness, including health-related fitness and wellness concepts, self assessments, and activities. The Instructions include lessons on: Fitness and Wellness for All; Learning Self-Management Skills; Lifestyle Physical Activity and Positive Attitudes; Components of Health Related Fitness; Choosing Nutritious Foods; Making Consumer Choices; Stress Management; and Personal Program Planning. Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
• #8: This slide, is based on the Escondido High School sports schedule. Truly, I was amazed how much they offer. Students are empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on students developing a personalized fitness program for a healthy life-style. The Instruction of lessons include: Introduction to kinesiology and physical education with personal fitness emphasis, personal fitness concepts and techniques, cardio-respiratory endurance training, nutrition, team activities, combative, tumbling/gymnastics, and aquatics. High-School student also have many electives they may choose from to train in the specific fields that they are excelling in. They are able to continue with these skills in College.
• #9: A state of optimal well-being that is oriented toward maximizing an individual’s potential. This is a life-long process of moving towards enhancing your physical, intellectual, emotional, social, spiritual, and environmental well-being. Merriam-Webster. (2014). Retrieved from http://www.merriam-webster.com/dictionary/ Powers, S. K. (2014). Todays Health (10th ed.). Total Fitness and Wellness (6th ed.).
• #10: Health Education will provide students with an essential knowledge base that includes physical, social and mental awareness.  Our health program hopes to develop lifelong benefits by demonstrating how daily choices effect students' present and future health. As you can see our health and wellness classes will provide our children with the opportunity, to make wise choices in the future. You know understand the importance, of having a professionally prepared educator to provide this content. I will have a Lesson Analysis, and Evaluation ready for you to look at, in a couple of weeks. I am sorry for the delay, it takes time to prepare for this and to do it properly. Anspaugh, D. (2013). Teaching Todays Health, 10e Chapter 3: Teaching Todays Health (10th ed.). Powers, S. K. (2014). Todays Health (10th ed.). Total Fitness and Wellness (6th ed.). http://www.who.int/whr/2002/overview/en/
• #11: This diagram only refers to the main components of fitness which require physical activity, and which bring about physiological changes in the body. Fitness may be described as a set of attributes that an individual has acquired which increases their ability to perform physical activities. Health education provides students with knowledge, attitudes, and skills to help them avoid or modify behaviors related to the leading causes of death, illness, and injury during youth and adulthood. Physical education provides students with knowledge, motor and behavioral skills, and confidence to adopt, and maintain physically active lifestyles. Anspaugh, D. (2013). Teaching Today’s Health, 10e Chapter 3: Teaching Today’s Health (10th ed.). http://www.who.int/whr/2002/overview/en/
• #12: I always want to include special needs children, because this subject, is close to my heart. I truly enjoy how our student body embraces our special needs children. They actively help each other out, and this a very refreshing scene to witness. Having them in our physical education class has been a positive outcome for all. Successful participation in physical activities by students with special needs depends on the teacher’s skill and training in providing instruction and support to all students. When systematically planned differentiation strategies are used, students with special needs can benefit from appropriately challenging curriculum and instruction. The strategies for differentiating instruction include pacing, complexity, depth, and novelty. The focus is to always help students meet the physical education model content standards to the best of their ability . Again, you can se the need for a professional person for this job. “Parents must be given opportunities to participate in any decision-making meeting regarding their child’s special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child’s free appropriate public education (FAPE). When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.” http://www.cde.ca.gov/sp/se/qa/pssummary.asp http://www.cde.ca.gov/sp/se/qa/pssummary.asp
• #13: Among children with severe disabilities, simple functional motor abilities that most of us take for granted are often lacking. In typically developing children these motor skills emerge without specific training, although many of these skills may indeed be learned through practice. Motor learning is a powerful tool with which we can help children with severe disabilities gain functional motor skills. “Parents must be given opportunities to participate in any decision-making meeting regarding their child’s special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child’s free appropriate public education (FAPE). When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.” http://www.cde.ca.gov/sp/se/qa/pssummary.asp California Department of Education1430 N StreetSacramento, CA 95814
• #14: http://weighttraining.about.com/od/fatlossweighttraining/qt/fatlossfacts.htm
• #15: http://weighttraining.about.com/od/fatlossweighttraining/qt/fatlossfacts.htm
• #16: Unfortunately bullying happens when participating in sports and has to be dealt with at once. We need to educate our student body in how to protect themselves from bullies. Until we as a society have done this, our main duty to our students, our children, will remain unfulfilled. Safety and academic success of our students, including in sports education, is one of the first necessary steps in that uphill battle. http://www.cde.ca.gov/sp/se/qa/pssummary.asp Impact of Bullying on youth Sports participants; Short term issues; Reduced enjoyment of sport or quit sport; Low team morale for all athletes; Low self-esteem; Health issues; Substance abuse; Depression; Suicidal thoughts/acts; Long term implications; Victims become bullies; Higher chance of criminal activity (bully); Often experience loneliness as adults…. Do I need to say more? https://greatactivitiesonline.com/journey-to-the-center-of-the-earth/
• #17: Advise the teachers that they need to be very aware of the potential bullying occurring in their class. We need to ensure, that the PE classes will have a lesson on a no tolerance approach by the school. Post Positive communication about the non bullying rules and enforce them this will help in having a positive, and competitive good time in sports. http://www.stopbullying.gov/
• #18: Bullying in sports happens often. Stronger youths will think they are superior due to their athletic capabilities. Deal with bulling at an early age and it can hopefully prevent and outbreak of this behavior, at a later stage. http://www.stopbullying.gov/
• #20: Thank you for your time, I hope you enjoyed this presentation. If you should have any other questions, please feel free to contact me personally. Have a good night.