2020-2021 Inquiry Question
WHAT IMPACT DOES THE TEACHING ABOUT (AND PRACTICING OF) THE SPECIFIC COMPONENTS OF PHYSICAL LITERACY HAVE ON STUDENT LEARNING - IN PHYSICAL EDUCATION
This year at Alexander Forbes, I have focused on the development of several key components of Physical Literacy - Running, Balance, Jumping, Skipping, Throwing, Kicking, Striking, Catching, and Trapping.
One of the identified reasons for developing this Inquiry question, was a visibly lower development of many of these skills - based on age level (identified at the beginning of the last school year and continued from 2019-2020 Inquiry Question). I choose specific Physical Literacy skills based from the LTAD - Physical Literacy chart found below - and modified my lessons based on age and grade.
Physical Literacy - Areas of interest
Ready position
Throwing properly - proper position and opposite foot
Catching properly - using 2 hands and following the ball into their hand
Balance - watching their bodies!
Kicking - using the side of their foot with accuracy
Trapping - stopping the ball with control
Striking - making contact with various implements (using a proper grip)
One of the identified reasons for developing this Inquiry question, was a visibly lower development of many of these skills - based on age level (identified at the beginning of the last school year and continued from 2019-2020 Inquiry Question). I choose specific Physical Literacy skills based from the LTAD - Physical Literacy chart found below - and modified my lessons based on age and grade.
Physical Literacy - Areas of interest
Ready position
Throwing properly - proper position and opposite foot
Catching properly - using 2 hands and following the ball into their hand
Balance - watching their bodies!
Kicking - using the side of their foot with accuracy
Trapping - stopping the ball with control
Striking - making contact with various implements (using a proper grip)
In addition, I focused on teaching about the importance of Physical Literacy - within the classroom and during online learning.
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I created various stations that were focused on the Physical Literacy skills that I wanted to measure. The students marked scores on a mini-golf style scoresheet. Data Set 1: Grade 2, 3 and 7 students had 2 minutes to get as minute successful attempts as possible - in both February and April. Data Set 2: Grade 7 students had 10 attempts and recorded how many successful attempts they had - In April. |
Video Coming...
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Data/Evidence
Data Set 1 (2 minute time intervals) Grade 2
Data Set 2 - 10 Attempts
Reflective Piece - Evidence of Learning What needs to be different?
What did I like?
What did I learn from the data?
How has it changed my practice for next year?
Data Set 2 - Out of 10 Attempts |
Data Set 1 - 2 Minute Timer (Total Score)
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KSA’s - connection
1.Fostering Effective Relationships
2. Engaging in Career-Long Learning
3. Demonstrating a Professional Body of Knowledge
4. Establishing Inclusive Learning Environments
5. Applying Foundational Knowledge about First Nations, Metis and Inuit
1.Fostering Effective Relationships
- I provide culturally appropriate opportunities for students and for parents/guardians to support learning.
2. Engaging in Career-Long Learning
- I collaborate with colleagues to build professional capacities and expertise
- I actively seek feedback to enhance my teaching practice
3. Demonstrating a Professional Body of Knowledge
- I plan an design learning activities that:
- Address the learning outcomes outlined in programs of study though short, medium and long range plans.
- Foster student understanding of the link between activities and learning outcomes
- Incorporate digital technologies to build student capacity for creating new knowledge, thinking critically, communicating and collaborating.
- I use instructional strategies to engage students in learning activities, based on:
- The specialized knowledge of the subject area I teach
- My understanding of students’ backgrounds, prior knowledge and experiences
- My knowledge of how students develop as learners
- I apply student assessment and evaluation practices that
- Accurately reflect learner outcomes in programs of study
- Provide students with a variety of methods to demonstrate achievement of learning outcomes.
4. Establishing Inclusive Learning Environments
- I foster equality and respect in the school community
- I use universal and targeted strategies and supports to address all students’ strengths learning challenges and areas for growth
- I communicate and enact a teaching philosophy affirming learning success for all
- I respond to the emotional and mental health needs of students
- I employ classroom management strategies that promote engaging learning
- I incorporate students’ personal and cultural strengths into teaching and learning
5. Applying Foundational Knowledge about First Nations, Metis and Inuit
- I collaborate with others in my school to build capacity in First Nations, Metis and Inuit education
- I provide the opportunity to develop understanding of and respect for First Nations, Metis and Inuit histories, cultures, contributions, experiences and contexts.
- I employ practices consistent with school authority policies and procedures