We assess fitness to help students to become more fit. This should be formative assessment. Fitness tests must be modified when needed. This is a good start toward having fair treatment. I like that Kate said we need to model fitness for our students.
Canadian Assessment of Physical Literacy- It has assessments that can be used.
Sport-fit- It can be used to get students to input results from physical tests, and now it gives them an idea of what type of activities they may be suited to later in life. This opens their minds to new activities, so they aren't just thinking "hockey." I like when we can expand their minds, just like students often like one type of book, They also often like just one type of physical activity.
Are beep tests adaptable? They adapt the distance, and make changes to the course as needed."Free their minds and their bodies will follow."
General Philosophical Approach-
Humanism- Don Hellison believed in the Humanistic approach. Emphasizes the development of self-concept.
Behaviourism- How can you get them to behave the way you want them to behave.
Eclectic Approach- Combines both approaches.
Direct Style- The teacher makes most of the decisions. This is good for teaching students functioning at the severe/profound level
Indirect Style- This approach gets the learner to take an active role in the learning process through problem solving, experimentation, and self-discovery.
Command Style- Decisions are made prominently by the teacher concerning the lesson content, organization of the learning environment, and acceptable standards of performance.
I think that there is a time for each style, but it is best do avoid the Command style, because it takes away the child's opportunity to think for his/herself. I have seen this cartoon in other blogs before, but it is so fitting that I just had to include it. This is an example of command style, or at least it points out what is wrong with command style. It is funny, though, how there is such peer pressure about having control over a classroom, that it is easy to get caught up in the hype. I think this cartoon is a good reminder for us all.
Task Style - requires the instructor to develop a series of tasks that progressively lead to the achievement of an instructional objective. Students complete tasks that are made for them. This requires the teacher to break down each task and to clearly articulate what constitutes the completion of the task. I imagine this would work best if the cards took the student through a progression of skills, but I am having trouble to picture exactly what this may look like. Would it be those cards that show students a pose to copy, and then the poses would become more difficult? Would they have a few step by step instructions? How do you prevent students from competing with each other?
Adaptations to Instruction and Curriculum-
Ways of Modifying
Making a, "Design your helmet day", is Joy's idea. It is a way of including a student who must wear a helmet, without making them feel as if they have been picked out. I love this idea!
Varying the size of the equipment, the rules or the timing of the game, using peer models, using more physical space, using protective equipment, etc. are all great ways that we can adapt games. We talked about ambulation variation (changing the mode of motility), and how a simple change of how students get around can make a game accessible for one student when it wasn't before. There were a great many things that can be done to help a student who was slower, or had trouble with balance, or needed more guidance to help him or her follow directions, etc. Here are a few activities that have been adapted to be accessible to all students.
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