Dream Paper

Assignment 6.1
Stephanie Wagerer
Fresno Pacific University
ECD 430 Early Childhood Physical Education Methods

Our Lady of Victory Preschool

This is a small parochial school in the Fresno Diocese and is a Preschool-8th
grade school. It is located in the heart of West Central Fresno in an area that is
a mixture of low income and middle class families. It is close to the cultural
areas of downtown and the Tower District and many of the 8th graders
transfer to San Joaquin Memorial, the parochial high school. Fresno has a rich
agricultural base as well as a diverse representation throughout its residents.
Businesses such as Producers Dairy and La Tapatia tortilleria operate here.
The city is also host to a large zoo that recently opened their new Africa
exhibit.
Grade level: Pre-K

Reflective Teaching
Have an understanding of my children and their specific needs, abilities, and learning styles.
Perform reflection and self assessment, asking questions such as Was I alert for children who were having trouble performing the
activities and needed some personal help? and Did I teach for quality of movement, or just offer many activities in attempt to keep
students on task?
Daily reflection at the end of the day to write down what worked and what didnt. Using a journal to record inspiration and insight gained
during the reflection process.
Reflection question examples:
Planning:
-Did I understand the whys of my lesson?
Equipment
-Did I select equipment appropriate for the students developmental level? (i.e. proper size balls, hoop heights, and hand implements)
Methodology
- Did I keep students moving during lesson transitions? Did I plan my transitions carefully so it took little time to get to the next part of the
lesson?
Instruction
-Did I praise students who made an effort or improved?
Discipline/Management
-Did I teach students to be responsible for their learning and personal behavior?
Assessment
-Did I bring closure to my lesson?

Movement concepts and Skill

themes address Body
Awareness, Space Awareness,
Qualities of Movement, and
the CLASS dimensions and
NASPE Standards. The teach
children the fundamentals of
movement to better prepare
them for future tasks in
locomotor, non-manipulative,
and manipulative skills.

Darst & Pangrazi, 2013, p. 311

Teaching these skills ensures

that childrens needs are met
in these areas and as such, I
will be using skill themes in my
teaching.

Skill Theme 18 Day Teaching Sequence, Throwing

Day 1-3

Introduce arm movements required

for throwing: Two handed
underhand and overhand,
directions up, down, and out front,
and one handed tossing

Day 4-6

Introduce leg stance with wide base

required for throwing, introduce
secondary stance of one foot
forward for one handed throwing.
Introduce trunk movement and hip
rotation for distance throwing,
rotating trunk and arm back before
completing a throw

Day 7-8

Introduce various materials such as

balloons, beach balls, soft rubber
balls, basketballs, and whiffle balls.
Practice throwing objects without
accuracy.

Day 911

Explore stage I for throwing, explore

throwing using stationary foot
position and practice throwing
down, up, and straight out in over

Skill Theme: Throwing

The skill of
throwing a ball,
using the
movement wheel
and 18 day lesson,
falls under the
application of
Space Awareness.
Children learn how
to throw an object
or ball in a desired
direction, level,
and plane through
both general space
and personal
space.

Learning
Environment

Provide adequate space

Ensure appropriate equipment that is maintained

Provide children with necessary materials
Provide an inclusive curriculum for all students
Assess students to address all childrens needs
within the classroom environment
Provide quality feedback
Encourage respectful interactions and responsibility
from each student

Discipline

Model appropriate behavior

Demonstrate assertive communication by
using I need you to___ phrasing instead of
can you? phrasing
Communicate high standards
Create a personal behavior plan
Understand why students act out and
misbehave
Offer corrective feedback privately
Consistency is key in discipline
Communicate with parents and
administrators
Define rules, procedures, and
consequences in addition to teaching
acceptable behavior

Observation Techniques
For Pre-K students who are constantly on the run and go, one of the most
effective observation techniques that can be used are anecdotal records. They
are short in length and can be attached to a clipboard for easy transport.
Anecdotal records also help reinforce the affective domain by allowing the
teacher to quickly write down difficulties a student might be having
behaviorally. Over a period of time, these notes can be useful to establish a
pattern of inappropriate behavior before it escalates.

Evaluation Techniques
For small children, evaluation should focus on whether the children are
learning specific skills. Assessment beforehand helps establish a baseline for
each student and can be used to create an evaluation rubric to assess skills. In
teaching catching, an assessment can be done to determine each childs skill
level before hand, during the middle of the lesson, and at the end. This type of
assessment focus on the psychomotor domain. Children can also be
evaluated in the affective domain by evaluating how they feel about the skills
they are learning and what skills they would like to continue or learn next.

Evaluating My Teaching
Performance
Teacher accountability is just as important as making sure the children are
learning and growing. Self evaluation needs to be ongoing and can be written
in a journal or a log. I would invite other teachers to evaluate my performance
and offer feedback for areas of improvement as well, using a checklist that
focuses on the standards that need to be taught in the curriculum. Parents
and administrators are also encouraged to offer feedback on performance as
well as the curriculum as a whole.

Generic Skill Levels

Present lessons and activities that are
broad spectrum in ability level and laid
out for several skill level results based
on individual abilities
Teach to all children regardless of ability
Teach lessons that encapsulate precontrol, control utilization, and
proficiency levels in skill theme
activities
Use the physical activity pyramid as a
teaching tool to promote healthy
physical activity.
Darst & Pangrazi, 2013, p. 233

Special Need Students

All children, regardless of their physical
ability, should be included in physical
education. Using the Least Restrictive
Environment (LRE) model, all students
should be given the opportunity to
participate in physical activities. The
environment should be inclusive,
adaptable, and easily changed should
the need arise. Assessments should be
done often to ensure that the program
is meeting the needs of all children.

Darst & Pangrazi, 2013, p. 129

Games, Dance, Gymnastics

Games, Dance, and Gymnastics are all important activities that utilize skills learned. Many skill
themes can be used as foundations for dance and gymnastics and provide opportunities to practice
skills. Many of these activities are also social and performed in groups. Such a setting can provide
children with an opportunity to practice social skills as well as body and space awareness as they
relate, not only to themselves, but to others in the same area.
These activities also provide more structured approaches to physical activity that are not as rough
as sports, by utilizing dance, gymnastics, and games, a teacher can provide a calm environment for
children who are not comfortable with rough physical activity.
Once basic skills are grasped, using these activities on a regular basis will be important.

Movement Concepts and Skill

Themes in Curriculum
Change activities often, give short explanations
Plan situations that require group cooperation
Break students into smaller groups as often as possible
Engage in developmentally appropriate learning practices
Use class time and transitions wisely so children are not waiting around for
the next event
Be proactive when planning curriculum, plan according to the needs of the
children
Provide adequate materials to practice body and space awareness and

First Year of Teaching

My first year of teaching will allow me to use self-actualization by
understanding that, while I havent been as active as I want to be, I appreciate
and enjoy physical activity. My VES results showed that I was wary of physical
activity based on past trauma, insecurities, and a physical disability with
asthma. Despite that, my Thurstone results were positive towards physical
fitness and I want to incorporate more activities into the curriculum that will
allow not only the children to participate, but will see me doing it with them. I
know how important physical activity is and how enjoyable it can be and I
want to encourage my students in that, no one is ever too old to get on track
and become physically active and healthy. I want to promote a positive feeling
towards physical activity and contribute to my students overall value in
lifelong physical fitness.

Conclusion
During my first year of teaching, I hope to lay a foundation for a life long love
of physical activity and health as well as promote pro-social skills. I want to
help them learn to love physical activity as well as develop the motor skills
necessary for all physical activity. I want to build positive relationships with
the children and their parents as well as my coworkers and administrators. I
want to establish accountability and assessment techniques that will allow me
to continue to provide the best care for my students. I want to provide a Least
Restrictive Environment that is inclusive of all children and one that does not
differentiate between abilities or gender. I want to use a variety of movement
concepts and skill sets, positive feedback, and effective classroom and time
management to provide the best opportunity for my students to learn the
building blocks for a life of health and activity.

Name
of
Equip
ment

Manu
factur
er

Price

Qty.

Total
$

Low
Densit
y
Foam
Balls

Disco
unt
Scho
ol
Suppl
y

$69.9
9/set
of 6

$69.9
9

Spect
rum
Lite
Flite
Base
ball
Set

S&S

$6.49
/6

$12.9
8

Spect
rum
4
Half
Cone
s

S&S

$6.99
/6

$13.9
8

Little
Tykes
Explo
rer
Wago
n

S&S

$134.
99

$269.
98

Mini
Steel
Bask
etball
Hoop

S&S

$124.
99

$249.
98

Classi
c
Rider
Carry
-All

Disco
unt
Scho
ol
Suppl
y

$259.
99

$259.
99

12
Angel
es
Silver
Rider
Trike

Disco
unt
Scho
ol
Suppl
y

$149.
99

$299.
98

Angel

Disco

$154.

$154.

Spect
rum
Scoot
ers
16

S&S

$109.
99/6

$109.
99

Jump
Start
Cleve
r
Climb
er

Disco
unt
Scho
ol
Suppl
y

$3,39
9.99

$3,39
9.99

Stand
Alone
Shad
e
Struct
ure

Disco
unt
Scho
ol
Suppl
y

$2,99
9.99

$2,99
9.99

Hoop
Scarv
es set

S&S

$31.9
9/6

$63.9
8

Spect
rum
Ribbo
n

S&S

$15.9
9/6

$31.9
8

Spec
trum
Spira
l
Foa
m
Foot
ball

S&S

$41.
99/6

$41.
99

Meta
l
Whis
tle
and
Lany
ard
20x
28
Jum
Cylin
p
der
Rop
Tum
e
bler
and
Hoo
Rain
p
bow
Rack
Stars

S&S

$2.3
9/ea
ch

$14.
34

US
Gym
S&S
Prod
ucts

$165
.00
$169
.99

$165
.00
$169
.99

US
Gym
Prod

$26.
00/6

$26.
00

References
Active. (n.d.). Retrieved May 15, 2016, from
http://www6.discountschoolsupply.com/Product/ProductList.aspx?category=1
Darst, P. W., & Pangrazi, R. P. (n.d.). Dynamic physical education: For secondary school students.
Gymnastics Equipment, Mats, Liquid Chalk, Cheer Floors, Weight/Crossfit Training | US Gym
Products, Inc. (n.d.). Retrieved May 15, 2016, from
http://www.usgymproducts.com/index.php?main_page=index
Sports, PE & Recreation. (n.d.). Retrieved May 15, 2016, from http://www.ssww.com/sports-perecreation/