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This article was downloaded by: [California Poly Pomona University] On: 21 November 2014, At: 05:27 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Strategies: A Journal for Physical and Sport Educators Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ustr20 Helping New Teachers Liven Up Physical Education Amanda Stewart a & Steve Elliott b a University of Virginia , Charlottesville , VA b Department of Public Health , Georgia Southern University , Statesboro , GA Published online: 18 Jan 2013. To cite this article: Amanda Stewart & Steve Elliott (2005) Helping New Teachers Liven Up Physical Education, Strategies: A Journal for Physical and Sport Educators, 18:4, 37-38, DOI: 10.1080/08924562.2005.10591151 To link to this article: http://dx.doi.org/10.1080/08924562.2005.10591151 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

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Page 1: Helping New Teachers Liven Up Physical Education

This article was downloaded by: [California Poly Pomona University]On: 21 November 2014, At: 05:27Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

Strategies: A Journal for Physical and Sport EducatorsPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/ustr20

Helping New Teachers Liven Up Physical EducationAmanda Stewart a & Steve Elliott ba University of Virginia , Charlottesville , VAb Department of Public Health , Georgia Southern University , Statesboro , GAPublished online: 18 Jan 2013.

To cite this article: Amanda Stewart & Steve Elliott (2005) Helping New Teachers Liven Up Physical Education, Strategies: AJournal for Physical and Sport Educators, 18:4, 37-38, DOI: 10.1080/08924562.2005.10591151

To link to this article: http://dx.doi.org/10.1080/08924562.2005.10591151

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in thepublications on our platform. However, Taylor & Francis, our agents, and our licensors make no representationsor warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Anyopinions and views expressed in this publication are the opinions and views of the authors, and are not theviews of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should beindependently verified with primary sources of information. Taylor and Francis shall not be liable for any losses,actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoevercaused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Helping New Teachers Liven Up Physical Education

Helping New Teachers Liven Up Physical Education

Do your students sometimes move too slowly in your physical education class? Have you ever felt frustrated when you sense they haven't given their best? If the answers are yes, ask yourself if your students are having fun. This article offers strategies to help beginner physical education teachers increase the tempo of their classes. Most of these ideas are appli­cable to any physical education setting and grade level. Mter incorporating some of these strategies into daily les­son plans beginner teachers should see an increase in student energy lev­els and skill improvement.

Music

Crank up the music and be with

it! Music is often under-used in physi­cal education. Music that students enjoy raises the fun level of a class, and increases their desire to move. It may require that the teacher keep up with the latest hits and screen for appropriate lyrics, but playing the latest music lets students know that you are not out of touch with their world. Having a teacher who is with

it has been linked to increased rates of student on-task behavior and student achievement in physical edu­cation (Johnston, 1995).

March/ April 2005

by Amanda Stewart and Steve Elliott

Themes

Holidays, patriotic, and com­memorative days offer an opportunity to combine lessons with current themes. Rather than thinking of spe­cial days as a distraction, use them to your advantage. A 12-minute run can become the Turkey Trot during the Thanksgiving season; a cardio circuit can become Heart Bingo in the month of February. Warming up to Take me

out to the ball game during the World Series is sure to enliven students. Ini­tiate special dress up classes. For ex­ample, the day before spring break set up volleyball, 3 on 3 scoop ball, limbo and hopscotch stations. Play beach music and invite students to wear Ha­waiian shirts. Integrating themes into physical education classes is not only fun for students, but educates those in the school community about different cultural celebrations. When using holi­day or ethnic themes, make an effort to represent the entire school popula­tion, and be sure to clear those activi­ties with your administrator.

Renaming Games, Equipment and Drills

Another way to increase the en­ergy and fun level in physical educa­tion classes is to rename equipment,

games and drills. A magic sponge ball sounds like more fun than a play­ground ball, and a Hershey kiss sounds like more fun than a triceps push-up. By being creative you can add mystery and newness to the ordinary. Have stu­dents make up new games and label the rules and equipment with words they have made up, or invite them to make up names for established physi­cal education units and equipment.

Alter Traditional Effective Exercises

No matter how much students e~oy and appreciate the benefits of ex­ercise, they will appreciate variety. There are many options that make traditional push-ups more fun. Partnering students during fitness regimes encourages coop­eration and promotes a positive learning environment. For example, when doing push-ups with a partner, Partner A does a push-up with a tennis ball tucked neatly under his/ her chin. Meanwhile, Partner B counts the push-ups, provides encouragement, and recovers the tennis ball when it slips away from beneath Partner A's chin.

Groupings

It is never fun to be chosen last, and you should not allow students to pick

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their own partner or team in culminating activities. However, this does not mean that students cannot occasionally be paired or grouped with friends. Advance grouping takes careful thought and plan­ning. Challenge students at the begin­ning of the term to behave in ways that will make you, the teacher, want to pair or group them up with friends from time to time. Post team group lists prior to classes. To add interest to grouping, make up fun names for them that will amuse students.

Tactics

Students will run from the locker room to the gym faster if you begin with an instant activity. The activity should not always be running laps or jumping rope for a count. You need to put some variety into it. When beginning classes with a game, have a wipe board with in­structions so you do not have to repeat objectives and rules over and over. En­courage students to look for instruc­tions on the board as soon as they leave the locker room. Stand by the board so that you can direct students to their specific groups (A, B, C, etc.). If an ac­tivity is well received, you may want to use it for more than one day but not more than a week. An activity that is not a big hit should be put aside. Another tactic is to allow students (if time per­mits) a few more minutes to finish a

game or play out a tiebreaker during the next class day. Students will always appreciate an opportunity to finish out a game that has been started.

Permit Choices

Let students choose activities or drills for skill development. Although collecting opinions and ideas from stu­dents may take extra effort, changes made to lessons as a result of student input can create a fun environment. Students are more open to activities they enjoy, and you will be amazed at how much students will want to keep moving when their suggestions for physical activities are acted upon.

38 STRATEGIES

Humor and Smiles

A smile and humor goes a long way. The ability to laugh at oneself in various situations creates a warm atmo­sphere in which to learn. Students feed off of an energetic teacher, and as a result put forth more effort. We need to remind ourselves to be upbeat and enthusiastic prior to entering the gym.

It is not always easy, but the effort pays off. Students can sense the teacher's

mood and react accordingly.

Integrate Technology

These days, students are motivated by technology. They are comfortable with technology and find it fun! Using pedometers, heart rate monitors and assigning tasks that require the use of computers helps students think about and monitor their own performance. Technology also allows you, the teacher, to make more authentic assessments.

Grouping, combined with technology, allows students to have fun while work­ing in pairs or small groups. For ex­ample, during a heart monitor lesson, assign students to run with a partner for IS-minutes. Instruct them to stay within their target heart zone while carrying on a conversation at the same time. The result is that students will view running as beneficial and fun, while you will have immediate data on students'

progress. Pedometers also liven up classes. It is not uncommon to see stu­

dents so focused on improving their step count that they are observed run­ning in place while the teacher is giving instruction, or hopping up and down as they wait to turn in equipment.

Give Positive Reinforcement

Taking time to tell students you appreciate their abilities, positive atti­

tude, and efforts toward improvement goes a long way. Consider writing a note of appreciation when a student has shown extra effort, or inform the parents when a student has achieved a specific skill. Take time to pass on posi­tive feedback to a student's other teach-

ers, and ask them to compliment the student on what s/he has achieved. Such positive reinforcements let stu­dents know that you care and appreci­

ate their efforts.

References

Boyce, B. A. & Nelson, T, D. (1994). The

underground railroad: A multicultural inter­

disciplinary project. Strategies, 8(2), 20-23.

Graham, G., Holt/Hale, S. A., &

Parker, M. (2001). Children moving: A reflec­

tive approach to teaching physical education

(5th ed.). Mountain View, CA: Mayfield.

Johnston, D. B. (1995). "Withitness:" Real

or fictional? Physical Educator, 51-52, 22-28.

Amanda Stewart (ads5m@virginia .edu) is a doctoral student in the Kinesiology Program at the University of Virginia, Charlottesville, VA. Steve Elliott (smelliot @georgiasouthern.edu) is on staff at the Department of Public Health Georgia Southern University, Statesboro, CA.

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