Health & PE A2 - ASSESSMENT 2 FOLIO PART B EDU30014 Health and Physical Education Assessment 2 Folio Part B Due Monday 3rd September 2018 TP2

Health & PE A2 - ASSESSMENT 2 FOLIO PART B EDU30014...

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ASSESSMENT 2: FOLIO PART B EDU30014 Health and Physical Education Assessment 2: Folio Part B Due: Monday 3 rd September 2018 TP2 2018 Words: 2000 Weighting 30% Jessica Devenport 100619134 Swinburne Online University J.DEVENPORT | 100619134 1
ASSESSMENT 2: FOLIO PART B J.DEVENPORT | 100619134 2 Title: Everybody’s it tag/Observation tips Theme: Active Play and Games Resource: Everybody's it (PhysEdGames, 2014) Description: This resource is a video detailing the process and rules involved in the game ‘Everybody’s it’. Thi traditional tips/tag where all players are ‘it/in’. Player’s tag each other, when tagged the player squats down at the same time they play ‘paper, scissors, rock’ and the loser squats down. Player’s that are squatting wa them, when that player is tagged the squatting player is back ‘in’. Loco-motor movement used decided on b Curriculum links: Health and Physical Education (Australian Curriculum, Assessment and Reporting Authority [ACARA], Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025) Create and participate in games with and without equipment (ACPMP027) Identify rules and fair play when participating in physical activities (ACPMP032) Reflection: I was introduced to this game during placement; I was amazed at the energy and enthusiasm being di abilities as they played. In discussing the rules with a number of the students before they commenced a lot o this version being more fun than traditional versions as it isn’t ‘boring’, when asking further the students tips if you are far away you can just stay there and the person ‘in’ won’t tip you or if the person ‘in’ isn’t v for the whole game. In this game however all students are ‘in’ and can participate to their ability with limit ‘in’ if they get ‘out’. Rationale: This game can be played as a warm up, practice of a targeted skill at the end of a lesson or as an individu marked and the teacher will decide on the loco-motor movement to use, students will be given time to fin prior to the teacher commencing the game. The resource can be effectively used to introduce student procedure prior to commencing the game. This approach adopts an individual program teaching style in wh decisions (in this situation the loco-motor movement) and the student independently investigates how to successfully participate in the game (Meldrum & Peters, 2014). Through this teaching style the student m regarding which process and procedure will be used as well as design their performance criteria based (Meldrum & Peters, 2014). As the loco-motor movements are selected by the teacher these can be informed based on individual and and can be adjusted to ensure each student experiences success and challenge throughout the learning ex from floor movements inside the classroom for physical disabilities to adding hula hoops to be tagged for (Kearns, 2010). In addition, allowing students to set their own goals for the game promotes another level o students can draw on their strengths and abilities, these could include tipping a certain number of people

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