VLOG 5: Going online for professional learning

This weeks VLOG poses questions about the challenges associated with online professional learning and asks how the use of blogs, podcasts, websites and social media can be developed.

The various sites and accounts mentioned in this VLOG include:

http://www.thephysicaleducator.com
https://twitter.com/hashtag/pechat?f=realtime&src=hash
http://www.pyppewithandy.com/pyp-pe-blog
http://www.peprn.com
https://drowningintheshallow.wordpress.com
https://itunes.apple.com/gb/podcast/the-physed-podcast/id780556804?mt=2
https://www.youtube.com/channel/UCfnj5qKhmg2na-KMspCjpXA
https://www.youtube.com/user/WHPE2011
http://physedagogy.com/2014/10/31/physedsummit-sessions-2/
https://twitter.com/pegeeks
https://twitter.com/TeamTait

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VLOG 4: Cooperative Learning in PE

This VLOG provides an introduction as to how to plan for and use Cooperative Learning in PE. This is a model than can be used across a unit and in various activities to promote physical, cognitive, social and affective learning.

Some resources, lesson ideas and papers that were mentioned in the VLOG can be accessed here:

https://peandsportvlog.wordpress.com/cooperative-learning-resources/

http://www.peprn.com/documents/Jigsaw%20article%20AC.pdf

Casey & Goodyear (2015) Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature. Quest 67(1), 56-72. http://www.tandfonline.com/doi/full/10.1080/00336297.2014.984733#abstract

VLOG 3: What would your students VLOG about?

This VLOG explores student voice. The VLOG provides ideas for moving beyond simply asking students what they think toward using prompts such as magazines or photos and provides an example of students creating movies of their physical education experiences.

These four articles provide further information on how to engage with student voice in physical education and sport pedagogy.

Enright, E., & O’Sullivan, M. (2010). “Can I do it in my pyjamas?” Negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203-222.

Goodyear, V.A., Casey, A., & Kirk, D. (2013). Slights, cameras, inaction: using flip cameras in Cooperative Learning to explore girls’ (dis)engagement in physical education. In L. Azzarito & D. Kirk (Eds.), Pedagogies, Physical Culture and Visual Methods (Routledge Studies in Physical Education and Youth Sport) (pp. 47-61). London: Routledge.

Goodyear, V.A., Casey, A., & Kirk, D. (2013). Using flip cameras as a pedagogic device to explore girls’ (dis)engagement in physical education. Active and Healthy Magazine: Australian Council Health, Physical Education and Recreation, 20(3/4), 5-9.

Oliver, K. (2001). Images of the body from popular culture: engaging adolescent girls in critical enquiry. Sport, Education, & Society, 6(2), 143-164.

The You Tube clips on student voice can be found here:

https://www.youtube.com/watch?v=R0hWF…

https://www.youtube.com/watch?v=EaHdi…

VLOG 2: Challenging tradition: making running fun and educational

Examples of activities and tasks are given as to how to make running (or cross country running) engaging and relevant to young peoples lives. It challenges the traditional focus of running that is based on ‘just the physical’ and shows how learning can be developed in the physical, social, cognitive and affective domains through adapted tasks e.g. the selfie running task & the F1 Tag Relay

I would like to thank Mark Bowler (https://twitter.com/Health_Based_PE) and Ian Roberts (https://twitter.com/coach2thestars) who taught me these tasks and challenged my thinking about how to teach running in physical education.

I would also like to thank the students involved in this video

Finally, the research paper about ‘what students are tweeting about in PE’ can be found here http://goo.gl/FAmBYn.

Casey, A., Hill, J., & Goodyear, V.A. (2014). “PE doesn’t stand for physical education. It stands for public embarrassment”: voicing experiences and proffering solutions to girls’ disengagement in physical education. In S.Barnard, A Tischler, & S Sanders (Eds.), Sociocultural issues in physical education: case studies for teachers (pp. 37-53).

Cooperative Learning Triangle Ball

This task is used to demonstrate how to scaffold learning and provide progressive tasks.  It highlights how to set up physical, social and cognitive goals for tasks and lessons but also how tasks within the Cooperative Learning Model should ensure individual accountability and positive interdependence (key elements of the Cooperative Learning model)

Cooperative Learning: Group Muscle Juggle

Group Juggle is a an activity that can be used within Cooperative Learning to promote learning in the physical, cognitive, social, and affective domains. This clip shows how it can combine fundamental movement skills (physical), develop an understanding of muscles and strategies to keep the objects moving in the circle (cognitive), promote communication skills (social) and enjoyment and enthusiasm for learning (affective).

To use this task:
Step 1: one person begins with one object (ball, frisbee)
Step 2: The object is passed around the circle until a pattern (or sequence) of the path of the ball is established
Step 3: Once the object returns to the first player the same patter is repeated
Step 4: More objects are gradually introduced into the sequence by player one

Progressions:
(a) Ask the players to call the name of the person they are throwing to
(b) Use different words, such as muscles, numbers, or key phrases
(c) Use a variety of different objects

Learning
Pause the task – and ask the learners to discuss what is going well and how can they improve (group processing)

This site provides video based blogs on areas of interest in physical education and sport pedagogy

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