meeting the needs of all students. what do middle years students need from a physical education...

Meeting the Needs of all Students

• What do middle years students need from a Physical Education experience?

• What do middle years students want from a Physical Education experience?

• Picture 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?

Variables

• Gender• Age• Physical maturity• Body shape• Self esteem• Body image• Self efficacy• Values

• Background– Socio-economic – Culture / religion

• Development– Cognitive– Social– Emotional

• Previous experience• Academic level• Peer influence• Ability / disability

• Imagine 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?

Treat all students equitably

• NOT EQUALLY

• Indirect discrimination

• Program should be inclusive– Content– Pedagogical approach

• Safety for all students

Integration

“…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 bodied

• Enabled to have access opportunities • At their own level

Teaching “Integration Students”

• Terminology– Impairment – condition

– Disability – effect of the condition

– Handicap – disadvantaged situations caused by the disability

• Focus on the ability• Integration Aid

– Classification– Severity– Subject area

“Integration Students” – Aid?

• Intellectual disability– Significant sub average intellect– Limited in 2+ adaptive skill areas

• e.g. communication

– Stress safety

• Emotional disability– Learning difficulty– Communication difficulty– Inappropriate behaviour– E.g. Autism, Asperger’s, depression

“Integration Students” – Aid?

• Learning (Behavioural) disability– E.g. ADHD

• Attention Deficit Hyperactivity Disorder– Medication – stimulants

» Can effect balance & coordination

– Consistent behaviour management

– Channel energy

“Integration Students” - Aid

• Physically Impaired– Visually impaired– Hearing impaired

• Lip read, sign, demonstration, written messages

– Spina Bifida• Incomplete formation of spine• Wheel chair?, shunt

– Cerebral Palsy• Damage to area of brain• Coordination, muscle tone, posture, movement• Wheel chair?

“Integration Students” – No Aid

• Asthma– Triggers – exercise, cold, fumes, sudden

temperature changes– Medicate before exposure– 1st aid – stop, medicate, relax

• Exercise Induced Asthma - EIA– Increased breathing → cools & dries airways– During or up to 30 min after– Continuous activities

“Integration Students” – No Aid

• Epilepsy– Temporary breakdown of the CNS– Not an intellectual disability– 2% pop - 80% controlled med– Not exercise induced : 1:1 aquatics– 1ST aid - remove dangers, leave alone

• Diabetes– Type 1, insulin dependent– Insufficient insulin to control blood glucose – Medication – insulin injections– Control – diet, medication, exercise - type & timing– 1st aid - Hypo - sugar

No Integration Aid• Orthopaedic / growth plate problems

– Chondromalacia patella - girls– Osgood Slatters– Severs

• Braces tightened

• Acute menstruation symptoms

• SFDS– Slap Face Deficit Syndrome– Resist temptation

Routines, Rules and Consequences

For safety and efficiency

Need to reflect PE department, school, State and society

Routines

Procedures to ensure the safe and efficient running of the class

List all the areas where routines are needed to ensure the smooth running of PE class.

Routines cont.

Students lining up

Entering the gym

Changing / supervision?

Marking the roll

Carrying equipment

Routines cont.

Moving around the school

Going on excursions

Distribution of equipment

Drink breaks / supervision?

Student helpers - jobs

Discipline Plan

Rules / Guidelines

Consequences Progressions

Rewards

Rules cont.

Changing Participation Equipment use Access to store rooms Excursions Treating others with respect Selection in sports teams Games

Behaviour Management

Know what is, and isn’t acceptable To you To the school To the school community

Consistent yet Flexible Proactive not Reactive Relevant consequence & reward

References

• Goodman, S. (1995).Coaching Athletes with Disabilities: General Principles. Australia: Goanna Print

• Capel, 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.

Reading

Chapter 27 Considerations in management and class control in PE settings

Tinning, R., McGuaig, L., and Hunter, Ll. Teaching Health and Physical Education in Australian Schools. NSW, Australia: Pearson Education Australia, 2006.

RememberRemember

““Make the transition from Make the transition from student to teacher”student to teacher”

““They want you to be friendly, They want you to be friendly, but not their friend”but not their friend”

Have fun…

and make a difference…

Your time starts now!

ExamExam

• T201 A, B, CT201 A, B, C

• Arrive 8.20Arrive 8.20

• Writing starts 8.30, no reading timeWriting starts 8.30, no reading time

• Concludes 9.20Concludes 9.20

• All multiple choice questionsAll multiple choice questions

• Bring pencil & eraser onlyBring pencil & eraser only

• Bags must be left outside & won’t be Bags must be left outside & won’t be supervisedsupervised

TutorialsTutorials• This weekThis week

– Writing your Discipline PlanWriting your Discipline Plan– SET & SEUSET & SEU

• Next weekNext week– Bring your VIT Characteristics of an Effective Bring your VIT Characteristics of an Effective

Teacher folderTeacher folder– With completed explanation of strategiesWith completed explanation of strategies– With completed Discipline PlanWith completed Discipline Plan– Last Thursday Peer Teach – reflection can be Last Thursday Peer Teach – reflection can be

emailed emailed – Unit plans feedbackUnit plans feedback

Unit PlanUnit Plan

• Feedback next week tuteFeedback next week tute

• Placed on my Web Page next weekPlaced on my Web Page next week– Only those that meet the criteriaOnly those that meet the criteria

• Will be accessible by others ??????Will be accessible by others ??????

Schools ExperienceSchools Experience

• University mentors will be up early this University mentors will be up early this weekweek

• Contact your Uni mentor by the end of Contact your Uni mentor by the end of your first weekyour first week– TimetableTimetable– Name and contact phone # school mentorName and contact phone # school mentor

• Regularly check and respond to Uni Regularly check and respond to Uni emailsemails

• Thanks your school mentor appropriatelyThanks your school mentor appropriately

“Today is the first day of the rest of your life” (Kahal Gibran)So better make it a good one!