European Handball Game Sense Approach
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Nothing stated shall be construed to serve as a replacement for competent advice from professionals.At absolutely no expense to you, if you make a purchase, we may receive commissions from some links on this website. That is how our community supports itself. I don't recommend anything that I have not used personally or believe in. Str8chaser2002 wrote: To attach the handball hose to the BathMate Xtreme, hold the BM in the 12 o'clock position.
Put the end of hose over the top of the BM, BARELY touching the tip. You don't have to put any pressure or secure it in any way. If you push down on it, you will lose pressure. So, with it barely touching the top, begin to pump the handball.I have not tried the way swandive does it, so I cannot say it that would be a better way to use the Xtreme.I should have mentioned that the times that I use the handpump (or BM in general) are in a shower and not a bath; as I imagine it'd be pretty hard to hold a BM at 12 o'clock while standing lol. Str8chaser2002 wrote: Haha, swandive, good point. I also failed to mention that I use the BathMate in the bath and in a chair. I'm getting better results in the chair, btw.
Do you just hold the BM straight out in the shower?Nah, generally when I put on the BM I put it on and go about the rest of my day, or as much as I can do while it's attached to me (walking around the house, sitting in a chair, brushing teeth, etc). If it has the handpump attached it's a little more trickier to maneuver around because the weight of the hose (if you let it free fall) can accidentally reduce some suction and induce air bubbles if you're not paying attention. The GoodLookingLoser.com forum offers visitors the ability to exchange information and thoughts. Nothing contained within GoodLookingLoser.com forum is the advice, opinion or otherwise the view of any host, owner, server or other provider of services to GoodLookingLoser.com or of Goodlookingloser.com itself. Nothing stated shall be construed to serve as a replacement for competent advice from professionals. Visitors are to make their own independent inquiries before acting on any information contained within the website forum. I didn't think the 'Get Hung' guide would have girls eyeing my bulge.
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Learning about and gaining experience with a variety of pedagogical approaches to teaching HPEBeing exposed to a variety of pedagogical approaches to teaching HPE allows us to take elements from each pedagogy and use them to form our own teaching identity. Having a myriad of pedagogies available to us means that we as teachers are able to adapt to the diversity of our students in how they learn, meet all educative outcomes of physical education (not just the psychomotor domain) and confidently select an instructional model that matches the subject matter and content we are teaching. Moreover, being able to employ a variety of pedagogies presents a number of benefits for our students. Firstly, variety in pedagogies ensures equality and is socially just for our students. Teaching in a way that does not just focus on technique in sport promotes inclusiveness and ensures equal opportunity for our students regardless of their skill level or background. Consequently, each student has a chance to succeed in PE (Byra, 2006, p. Secondly, there is a high correlation between using a variety of teaching strategies and student motivation/engagement (Byra, p.
If students are motivated and engaged, they are more likely to achieve in PE. Importantly, students who enjoy PE are more less likely to be sedentary and more likely to be active throughout their life discourse (Med Minute, 2010). Furthermore, the benefits of learning about different teaching strategies for teachers are equally imperative. Teaching variety ensures that teachers are meeting the various requirements of the HPE curriculum. For example, employing a cooperative learning approach, where ‘students must cooperate to learn’ (Metzler, 2011, p.
230) ensures students are meeting the affective curriculum outcomes. In addition, teaching beyond Fundamental Motor Skills (FMS) and physical-education-as-sport allows students to explore experiential learning through inquiry, for example. Free online tv programs. Students are given the opportunity to harness their higher-order thinking skills, where they can think logically, critically and creatively in response to health & physical education issues, ideas and challenges. (Australian Curriculum, Assessment & Reporting Authority, n.d). This assures teachers that their students are meeting the general capability standard of ‘Critical and creative thinking’. Most importantly, learning and introducing different teaching strategies allows us as new teachers to change the stigma and culture surrounding HPE. These pedagogies harness us with the skills to directly shift PE from being a marginal, ‘non-cognitive’ subject (Kirk, 2013, p.
974), to a learning area that is holistic, meaningful and relevant to all students.The story so far My pedagogical approaches:So far, I view myself as a teacher who consciously and unconsciously attempts to employ a variety of teaching strategies, however, I’m hungry to learn more. Optimistically, in the near future I see myself as a teacher who motivates her students to achieve in skills and effort. I strive to employ a variety of hands on activities in the classroom as well as the PE setting. I also want students to be challenged in the classroom and practical activities. One of my primary goals for my final year is to learn and implement more activities and strategies that require students to engage with their critical and higher order thinking. I also want to find more ways of bringing inclusiveness to my lessons. I don’t have one preferred approach to teaching, as I believe teaching strategies depend on the content and the students you have in your class.
I also enjoy using a variety of teaching activities to break up a lesson. For example, I might divide my activities based on their level of social interaction. I vary parts of my lesson into whole class activities, small group work or independent learning. I favour this way of teaching because I acknowledge that some students prefer to work in groups and some prefer to work independently. Pedagogies that I have ‘preferred’ using in the past include cooperative learning, game sense/teaching games, peer teaching and direct teaching.
European Handball Game Sense Approach Free
All of these have arguments against them, which is why I don’t favour one over all. For example, cooperative learning assumes that all students learn off each other, however, some students thrive and succeed from independent learning and/or direct teaching.
In addition, a game sense model may be beneficial for those students who are less skilled, however, the ‘sporty’ students may learn more from skill and technique based activities. Therefore, it is difficult to pinpoint one pedagogy, as each have their limitations and favouring just one pedagogy does not acknowledge the diversity within students.The Multi-Activity ModelPrimarily it is the ‘sporty’ kids who are favoured in the multi-activity approach. As Kirk (2013, p. 974) argues, employing a multi-activity pedagogy is a ‘one-size-fits-all’ approach, which makes assumptions that students all learn in the same way.
European Handball Game Sense Approach For Kids
The students who are sporty are indeed privileged as FMS and technique-based learning comes naturally. The kids who aren’t sporty, however, are ostracized by this method of teaching as it exploits their lack of motor skills. This method does not allow students to achieve the full educational outcomes that PE has to offer, such as those from the cognitive and affective domains (Kirk, 2013).
Moreover, this approach is equally beneficial for the teacher, as it requires little day-to-day lesson planning and is essentially the same teaching sequence for each minor sport unit.The future: How I feel about using other pedagogical approaches in HPEI’m extremely excited to learn about new approaches. I have read about pedagogies such as discovery, personal system of instruction etc and I can’t wait to see them employed in our practicals. I feel that this unit will equip me in being able to adapt my teaching to cater for student diversity and achieve my goal of fostering more critical thinking in my activities and teaching.Reflection: PracticalI really enjoyed today’s practical with Andy. His teaching method was very engaging, especially by using his personality and the music in the background.
I will be sure to use the warm up in my own teaching practice, as dancing to music brings fun into classes and ideally, creates what Med Minute (2010) labels as a positive experience for PE students. The lesson went very quickly, and it was because Andy broke down the time into smaller games and utilised a variety of teaching pedagogies. His games sense approach to teaching European Handball caused you, as a student, to unconsciously practice the psychomotor skills required while concentrating on the game itself. It wasn’t until midway through the lesson he began to emphasise skill (“catch with two hands, pass with one”). I wasn’t sure if anyone in our group played European Handball recreationally or professionally, but Andy’s practical made it seem like it didn’t matter whether you were skilled or unskilled in handball. He was employing what Byra (2006) would argue is an ‘inclusive pedagogy’, where every learner had an opportunity for success regardless of their skill background.
The beauty of Game Sense is that many of Andy’s games I can implement in my own teaching practice for other invasion games.Reflection: LectureDiscussion in the lecture gave me an opportunity to reflect on St Michaels’ structuring of their PE program. For an innovative school in other areas, their method of delivering PE units is still extremely traditional. Students undergo fitness testing at the beginning of each semester (when the Year 10s I observed were told they would not be completing a beep test this semester, they cheered for joy! It’s very clear to see the negative feelings they have already developed towards PE) then move through a multi-activity model of sports. One of the main issues in PE is the time constraints placed on lessons, particularly in the Athletics unit where all of the field athletics classes were conducted off-campus at Lakeside, Albert Park. This left only approximately 30 minutes of teaching time.
When I taught my year 7 shot put lesson, the time constraints, safety and developmental stage of the students caused me to use a direct style of teaching, where each student had a trial in the shot put ring to then receive some quick feedback from me. Although this wasn’t an ideal or inclusive way of teaching from my perspective, I felt pressure to get through the Key Teaching Points (KTPs) in such a small amount of time.
With this hindsight, I can see why St Michaels may utilise a multi-activity model as their PE structure, as they need to cover the curriculum in such a small amount of time, especially when transportation to the PE venue is taken into consideration. I hope I can adapt my teaching to be more inclusive and less direct, particularly when we are not travelling off campus. I know I will be taking soccer as my next unit of teaching year 7, and I aim to implement a game sense approach which is more fun, engaging and challenging than my shot put lesson. I hope that changing my teaching style for year 7s will shift their attitudes towards PE to being more positive.ReferencesAustralian Curriculum, Assessment and Reporting Authority n.d, ‘Health and Physical Education – Overview’, retrieved Wednesday 11 March 2015.