EDTE353 PDHPE Assignment
Lesson Plans
STRAND: ACTIVE LIFESTYLE
SUBJECT MATTER
• components of an active lifestyle
• ways to be active
• effects of physical activities
OUTCOME: ALS2.6
Discusses the relationship between regular and varied physical activity and health.
Content: what is lifestyle balance, benefits of lifestyle balance - physical, emotional and social, ways to be active, importance of rest/physical activity/nutrition, effects of the body on being active.
Other outcomes: MOS2.4, COS2.1
Lesson 1
Introduction (10 minutes):
Body (30 minutes): Learning About Yoga
Conclusion (5 minutes):
Assessment:
Teacher observations of children as they practise the poses (MOS2.4)
Teacher-led discussion at end of lesson is designed to discover whether the children are starting to notice how they feel after practising yoga (COS2.1)
Learning purpose (in light of outcomes):
Students learn a series of simple yoga poses, self-massage and peer-massage techniques and breathing techniques that they can practise at home and throughout their lives to help keep their bodies and minds healthy and strong. These activities help them to regulate their emotions so that they can stay calm in difficult situations, make good choices, focus on their school work and cultivate healthy relationships.
OUTCOME: MOS2.4
Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
OUTCOME: DMS2.2
Makes decisions as an individual and as a group member
OUTCOME: COS2.1
Uses a variety of ways to communicate with and within groups
OUTCOME: INS2.3
Makes positive contributions in group activities
OUTCOME: PSS2.5
Uses a range of problem-solving strategies
UNIT OF WORK
This unit of work focuses on practising yoga poses to promote feelings of well-being and calm. Students learn ten basic poses which offer them opportunities to move their bodies in varied ways. Students explore the effect of their practice on their minds (cognitive), emotions (affective) and bodies (psychomotor) and appreciate th
The SDP consisted of 12 sessions delivered weekly and lasting approximately 45 minutes.
kids aged 8-11 years
Compared to the control group, children who took part in the project were reported to display noticeable decreases in negative behaviours such as bullying, being disruptive and rule breaking, and increases in positive behaviours such as obeying instructions, joining in with a group and asking for help in class.
TEACHING METHOD: DIRECT INSTRUCTION (individual practice, partner practice)
References
Powell, L; Glichrist, M; & Staple, J. (2008). A journey of self‐discovery: an intervention involving massage, yoga and relaxation for children with emotional and behavioural difficulties attending primary schools. European Journal of Special Needs Education, 23 (4), 403-412.
SUBJECT MATTER
• components of an active lifestyle
• ways to be active
• effects of physical activities
OUTCOME: ALS2.6
Discusses the relationship between regular and varied physical activity and health.
Content: what is lifestyle balance, benefits of lifestyle balance - physical, emotional and social, ways to be active, importance of rest/physical activity/nutrition, effects of the body on being active.
Other outcomes: MOS2.4, COS2.1
Lesson 1
Introduction (10 minutes):
- Children and teacher sit cross-legged on the ends of their yoga mats which have been placed in a circle, wagon-wheel style.
- Teacher leads whole-class discussion about what they already know (links with prior learning) about healthy lifestyles. What are the main things we need to do to keep our bodies and minds healthy? (eat healthy food, get physical exercise, relax, have fun with friends)
- What are some of the type of physical exercise we have tried? Teacher writes these on the whiteboard.
- How do we feel when we exercise? Teacher encourages students to think about physical, cognitive and emotional effects of exercise, including any negative feelings they may have (eg. "I don't like sport").
- Teacher asks if anyone has ever practised yoga. If not, are there any things we already know about yoga? Write answers (if any) on whiteboard.
- Teacher introduces yoga: a series of fun exercises we call poses which are designed to help us move our bodies in way that make us feel good.
Body (30 minutes): Learning About Yoga
- Teacher explains that the cool thing about yoga is that you can do it anywhere at any time and everybody can do it. You don't need any special equipment or clothes and you don't need to be able to run fast, or to throw a ball or any of those things. Yoga is something that you can do in a class, with a friend or alone.
- The other really great thing about yoga is that it makes your body feel good but it's also very good at helping us to be calm and happy and relaxed.
- Teacher explain that over the next few lessons they are going to learn some yoga poses that they can do at home whenever they like. She explains that she will demonstrate the poses and then the children will practise them.
- Class watches short video of a yoga class in an Australian school (2.42 minutes) https://www.youtube.com/watch?v=gYbbN-B9lAE
- Teacher encourages children to tell the person on their right what they thought of the video.
- Teacher emphasizes that yoga is not a competition and that everyone's practice will be a little bit different from everyone else's and that's fine.
- Everyone stands and the teacher demonstrates mountain pose and children practise as a group. Teacher demostrates happy baby pose and then child's pose and children practise.
Conclusion (5 minutes):
- Teacher and students sit cross-legged on their mats in a circle and the teacher leads a whole-class discussion about how children feel after their yoga practice.
- Children are encouraged to talk about how they feel physically and emotionally. Were there any parts of the lesson they found particularly difficult, tricky or hard to understand?
Assessment:
Teacher observations of children as they practise the poses (MOS2.4)
Teacher-led discussion at end of lesson is designed to discover whether the children are starting to notice how they feel after practising yoga (COS2.1)
Learning purpose (in light of outcomes):
Students learn a series of simple yoga poses, self-massage and peer-massage techniques and breathing techniques that they can practise at home and throughout their lives to help keep their bodies and minds healthy and strong. These activities help them to regulate their emotions so that they can stay calm in difficult situations, make good choices, focus on their school work and cultivate healthy relationships.
OUTCOME: MOS2.4
Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
- performs a range of yoga poses proficiently
OUTCOME: DMS2.2
Makes decisions as an individual and as a group member
OUTCOME: COS2.1
Uses a variety of ways to communicate with and within groups
- shares ideas, feelings and opinions with others about feeling calm and "not calm" eg. sad, angry, frustrated;
- reports on participation in activities to a large group;
OUTCOME: INS2.3
Makes positive contributions in group activities
- participates cooperatively in peer-massage activities
- participates cooperatively in small-group/pair yoga activities
OUTCOME: PSS2.5
Uses a range of problem-solving strategies
- mentally "scans" body and mind to identify and name feelings when upset
- identifies strategies which can be used to calm self when anxious, stressed, angry or frustrated
UNIT OF WORK
This unit of work focuses on practising yoga poses to promote feelings of well-being and calm. Students learn ten basic poses which offer them opportunities to move their bodies in varied ways. Students explore the effect of their practice on their minds (cognitive), emotions (affective) and bodies (psychomotor) and appreciate th
The SDP consisted of 12 sessions delivered weekly and lasting approximately 45 minutes.
kids aged 8-11 years
Compared to the control group, children who took part in the project were reported to display noticeable decreases in negative behaviours such as bullying, being disruptive and rule breaking, and increases in positive behaviours such as obeying instructions, joining in with a group and asking for help in class.
TEACHING METHOD: DIRECT INSTRUCTION (individual practice, partner practice)
References
Powell, L; Glichrist, M; & Staple, J. (2008). A journey of self‐discovery: an intervention involving massage, yoga and relaxation for children with emotional and behavioural difficulties attending primary schools. European Journal of Special Needs Education, 23 (4), 403-412.