Wednesday, February 8, 2012

lab 5

Use the internet to search for information about turtles and how they live.
When searching for information about turtles, I came across many websites that have a lot of in depth information about turtles and habitats, but this one had good quick information for children. It tells us that turtles have been around for over 230 million years, and have adapted to live in all sorts of environments from the sea to the desert. The main thing we think of when we talk about turtles is their shell, and after reading around, I found that while all turtles do have a protective shell, they look very different from each other. These turtles range in size from 4”-95” fully grown.

Identify fitness components being addressed in squad square fitness. Where are these components located on the New York State Conceptual Framework for K-12 Physical Education.
During this activity, the students were working on muscular endurance, and they did this through the series of exercises that taxed the muscles through continuous repetitions. These components of fitness are located in the first learning standard for Personal Health and Fitness.

Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?

First I would start by having the student trying to catch their own ball that is bounced to them self directly off the ground. The ball would be a soft foam ball that is still able to be bounced. Then I would have the student practice bouncing the ball off a wall and attempting to catch it as it bounced back. Once the student gained confidence I would have them try to catch it after only one bounce, and then with no bounces. As far as catching, I would have the student practice with something that is soft and light so that the oncoming force would be minimal.

What are some of the guidelines you would follow in pairing students for throwing and catching?
I would match skill level as closely as possible and at the same time place students that can't catch with those who can so they can see proper the skill done properly. I would also have give the students limits as far as the distance between them to alleviate any safety concerns with stray flying balls. At first I would make sure that everyone was using both hands to catch the ball and then wrapping it up into their chest, but as the students progress I would allow them to be creative with how they are catching the ball as long as it was still safe.

How would you help a special needs student learn to catch, that displays delayed motor control and lack of fine motor control dexterity?
I start by having the student learn to catch a balloon, because while it will still move, it won't go too fast or be too difficult to grab from the air. Once the student has mastered that I would move on to a beach ball, because it is still going to fly slowly, but will move at a slightly quicker pace causing the student to work harder on their hand eye coordination. Once this becomes more comfortable, I would switch to a smaller foam ball that is still going to maintain a relatively slow speed when traveling through the air, but now come with more force and a more realistic catching motion. If the student is able to complete this much, we will start to explore smaller balls, and balls that are more dense.

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