Research Topics: Physical Education And Training

Curriculum Gymnastics

Assignment: a)    What differentiates ‘curriculum’ gymnastics in the primary school PE curriculum from its more formal cousin ‘Olympic’ gymnastics? With the aim of the educational system in making students healthier through proper nutrition and activities, most schools nowadays are trying to consider curriculum gymnastics as early as the primary school. This is done as part of the Physical Education curriculum of the educational institutions. Gymnastics is being defined as exercises for the developing balanced of the body. The difference between curriculum gymnastics and Olympics gymnastics are very common. Olympic gymnastics is divided into various disciplines for women and men. Male athletes compete on pommel horse, parallel bars, rings, horizontal bar, vault, floor exercises as well as on trampoline. On one hand, women attempts to become competent on the floor exercises, balance beam, vault, uneven parallel bars, and trampoline and on the rhythmic gymnastics. Usually, the Olympic gymnastics typically emphasized strength and power for men and grace and movement for women (Girls Talk Sports, 2005). On the other hand, curriculum gymnastics does not usually specify the role of gender with gymnastics. The main goal of this is to be able to promote the context of gymnastics as recreational, educational, competitive and health-related activities, unlike what is being considered in the Olympics gymnastics. Curriculum gymnastics aims informing the students about gymnastics as a whole and introducing to them the health and physical benefits of gymnastics, not as a sport but as a form of exercise. b)    How can gymnastics in the primary school curriculum be made more interesting and relevant for the current generation of ‘cyber savvy’ pupils? In the educational arena, the concept of student interest on a specific subject is used to explain the degree to which students’ pursuit in focusing their attention to the teacher during the teaching-learning process, classroom tasks or school-related activities. Student motivation depends on the learners’ personal experiences (Brophy, 2004, p. 4).  Their willingness to engage in classroom activities and their reasons for doing so vary from one another motivation is subjective. It relies on a person’s interest about the things he does in the classroom. For instance, if the subject matter is mathematics, the teacher cannot expect everyone to actively participate in the lesson because not all students’ favorite subject has something to do with numbers. To motivate others, the teacher needs to integrate the other subjects in order to attract students’ attention no matter how difficult the subject is. A subject matter can be presented in an interesting way if teachers only know how to apply different teaching strategies according to the students’ needs and age level. To be able to make gymnastics become interesting for the primary school, specifically for those cyber savvy pupils, the instructor must be able to mention the importance of this kind of physical activities to the health of the people. In addition, to be able to make the curriculum more interesting, the instructor should also consider different techniques on teaching gymnastics among students. The first is the explanation of the importance of gymnastics and how it becomes a popular sport in the Olympics. The next is the consideration of different apparatus which can stimulate the interest of the students, since they will become curious on apparatus like trampoline, balance beam and others. The teacher can also let the students research on the internet the value of gymnastics and its benefits to make them gain interest on this subject. c)    What content and teaching strategies would you employ to ensure maximum participation? One of the challenges educators face in teaching students are the ability to maintain learners’ interest in studying, in this case, in teaching gymnastics  and to realize the importance of finishing this curriculum. Most children have different learning styles and personalities but they all need to get involved in classroom or physical education activities and do their tasks before they can proceed to higher levels of educational attainment.  In the school setting there should be some techniques to motivate children in learning or be active in participating in gymnastics classes (Moshton and Ashton, 2003). According to the new perspectives of education “motivation to learn” takes a huge role in teaching learning situation. There are a variety of specific actions that teachers can take to increase motivation during their physical education activities, relevant to gymnastics. They can be guided by the different perceptions in motivation like: means of enhancing the teaching-learning process; a basic necessity in learning; and something to be addressed in pedagogical theories and practice.   The major problem of the curriculum maker and the teacher is in knowing and applying the science and art of motivation. We can observe that, the school teachers in primary grades are using many techniques to motivate their children in the classroom settings. Some are formal and some are informal. As informal techniques most of them frequently use non verbal techniques as facial and body expressions of admiring, agreeing, and appreciating. Verbal techniques are the most common in the Sri Lankan class room setting, as example “very good”, “correct”, “good effort”, and “well done”, etc. The formal techniques frequently used by teachers in the class room are giving marks, grades or stars, displaying progress charts, and presenting awards for their performances. But there is no definite and well organized plan to motivate children according to their personnel goals, age, skills, performances, attitudes, personality and their achievements. And also there is no formal method of motivating children in the class room during teaching. The teacher can consider intrinsic motivation to teach gymnastics among students (Werner, 2004). Intrinsically motivated people act on something they are interested in and enjoy to achieve satisfaction. In school, students who are intrinsically motivated usually aim to explore, learn, and achieve things that are challenging beyond their capabilities. They show commitment and persistence regardless of the difficulty of their tasks, reflect satisfaction with their efforts, and show autonomy, competence, self-esteem, and cooperation. Those intrinsically motivated pupils tend to actively involve themselves in academic activities in relation to their natural or innate drives. They develop skills and engage in learning-related activities out of curiosity, enjoyment or their eagerness to attain their personal aims. Hence, if the teacher is using intrinsic motivation, the students may be able to gain interest in gymnastics and participate on the physical activities. References: Mosston, M. & Ashton S. (2003) The Spectrum of Teaching Styles, Champaign, IL: Human Kinetics. Werner, P. (2004) Teaching Curriculum Gymnastics, Champaign, IL: Human Kinetics. Williams, A. (1987) Curriculum Gymnastics, Hodder & Stoughton: London. Williams, J. (1987) Themes for Educational Gymnastics, A & C Black: London.   Girls Talk Sports (2005). Gymnastics, Greco/Roman origin of an Olympic sport. Online available at http://www.girlstalksports.com/Olympic_Report/Olympic_Gymnastics/olympic_gymnastics.html . Retrieve     Credit:ivythesis.typepad.com

Curriculum Gymnastics

Assignment: a) What differentiates ‘curriculum’ gymnastics in the primary school PE curriculum from its more formal cousin ‘Olymp...

HOW TO DO REAL PHYSICAL FITNESS TESTING PROGRAM

HOW TO DO REAL PHYSICAL FITNESS TESTING PROGRAM             A physical fitness testing program serves as a point of reference to which an appropriate program can be developed and applied to a particular athlete. It identifies the weaknesses and strengths of an athlete’s body.  If an athlete and the coach will disregard the fitness testing program, training will most likely be inadequate and incorrect.  The weaknesses, flaws, and limitations of an athlete will not be corrected nor adjusted while giving an over-emphasis to strong points that only needs to be maintained. Physical fitness tests are tests that epitomize the different physical demands of a sport by breaking it down into its various module or element.  For example, in the game of football, the different module of the sport must be considered in doing a physical fitness test.  These are aerobic endurance, force, agility and speed, and energy.  Aside from physical testing, each criterion must be simulated to duplicate the requirements and pressure as well as the development of movement in playing the game.             A sequence of adequately suited fitness tests can develop the athlete’s physical profile wherein each sequence is  marked by a standard reference. By using the reference or the benchmark of the athlete as a point of comparison to the industry’s norms and criterion, weaknesses can be spotted and corrected.             This is especially true if athletes do not have lots of time nor possess enough resources to daily spend hours in training.  To these athletes, it is most vital that their training be efficiently administered, that is, concentrating on [i]twenty percent that will make eighty percent of the difference. Training program is then focused on the twenty percent with each criterion having its suitable and fitted training time.             Specific, measurable, attainable and realistic goals should be set. These goals can be set only if fitness testing program has been performed. Otherwise, there will be no basis in setting up a goal during the training program.             Regular evaluation and testing is another effective method to gauge whether the fitness program is working on the athlete and if the desired and expected results are being achieved. Fitness programs cannot be deemed successful without regular actual testing. Seeing objective and documented results before the program and after each actual evaluation and testing is found to motivate athletes more to do and perform better towards achieving the set goal.             Fitness tests should adhere to the following standards of quality: validity and reliability,                Validity applies to the extent to which a test measure assesses what it is believed to measure and assess. For example, running long distance is not valid for aerobic endurance.  The test should only assess the particular fitness measure it is intended to assess.             Reliability applies to the regularity and constancy of a fitness testing program.  Again, test measures should only be applied to criteria it is supposed to measure. Test reliability shows whether the athlete has improved or has not improved on the measured athletic ability as tests conducted more than once will consistently reveal the difference or no difference in the result.                Reliability is not as clear-cut and uncomplicated as validity. There are liabilities and problems that need to be addressed. Among these are the following: 1) a slightly different method or approach will be used by a different examiner who will do the retesting; 2) failure of the examiner to standardize tests; 3) uncontrolled external factors as sequence of administered tests, environmental factors, use of a different equipment to retest; and, 4) uncontrolled internal factors as levels of fatigue, the time frame the tests were conducted wherein women are most affected, and the time the athlete last took food and/or water sustenance.             To substantiate the reliability and accuracy factors of fitness tests, guidelines are set to regulate the procedures. Warming up by light aerobic exercises not shorter than five minutes but not longer than ten minutes should begin the program. Stretching exercises that involve all major muscles should follow. Short and stable tests should be completed first before moving on to more complicated and volatile tests. In retesting, the original sequence of tests administered should be followed. If possible, retesting should be done in an environmental surrounding and condition that is the same as  when  the previous test was conducted as well as the time of day.  Same equipment should be used. Likewise, the same experienced examiner should also do the retesting procedure.   	   		 		 		 		[i] www.sport-fitness-advisor.com Credit:ivythesis.typepad.com

HOW TO DO REAL PHYSICAL FITNESS TESTING PROGRAM

HOW TO DO REAL PHYSICAL FITNESS TESTING PROGRAM A physical fitness testing program serves as a point of reference to which ...