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Reading, ‘riting’, ‘rithmatic’, & recess. Review According to research (Fauth, B. 1990). -...
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Transcript of Reading, ‘riting’, ‘rithmatic’, & recess. Review According to research (Fauth, B. 1990). -...
The Need for Activity
Reading, ‘riting’, ‘rithmatic’, & recess
Review
According to research (Fauth, B. 1990). - 10 % of what they read
- 20 % of what they hear- 30 % of what they see- 50 % of what they hear and say at same time- 70 % of what they hear, see, and say- 90 % of what they hear, see, say, and DO
Read the following statement quietly to yourself
The capital city of Canada is Ottawa.
Word Problem
Four cars come to a four way stop, all coming from a different direction. They can't decide who got there first, so they all go forward at the same time. They do not crash into each other, but all four cars go. How is this possible?
The part of the brain that processes movement is
the same part that processes learning: cerebellum
Most of the brain is involved in active learning
Those active prior to exams, do BETTER on exams
Movements that cross the midline improve academic areas in spelling, writing, listening, reading and, comprehension
Moving Brain
Increases blood flow to the brain, resulting in more nutrients
going to the individual neurons in the brain
Increases in levels of norepinephrine and dopamine (neurotransmitters) in the bloodstream, resulting in better memory functioning (improves alertness, attention, and motivation)
Production of nerve growth factor, thus encouraging nerve cells to bind to one another (which is the cellular basis for taking in and processing new information).
Development of new brain cells from stem cells located in the hippocampus (the area of the brain related to memory and learning)
(Jensen, 2008; Ratey, 2008; Taras, 2005; Tremarche, Robinson, and Graham, 2007; Vail, 2006).
Moving Brain
Movement helps learning to “settle”
Covering too much material at once results in only a limited amount to be absorbed
Teachers needs to slow down and give time for learning to occur
New material needs more time to “soak in”
Goal is not to cover, but for students to learn
Why Move?
Cross Crawl
Access both brain hemispheres simultaneously, and stimulates receptors.
To improve focus – slow motion To improve balance – close your eyes To alleviate visual stress – skip or bounce in
between
Brain Gym
Element of social development
Justice, fairness, cooperation, friendship, loyalty, and social rules (Ramstetter, Murray, and Garner, 2010).
Play
Is unstructured break time during the school
day that allows kids to engage in physical activity and social development
What is Recess
All children should engage in at least one daily
period of recess for at least 20 minutes per period
Best Practices: K-2: two 15-20 minute recess breaks at different
times in the day 3-5: one 10-15 minute recess break and one 30
minute break daily
Scheduling & Planning
Should be outdoors unless it’s freezing
Recess is not scheduled immediately before or after physical education class
It should not be viewed as a reward, but as a necessary supporting educational component
Developmentally appropriate equipment should be provided for children to engage in activity
Planning
When recess is scheduled before lunch, students consume
significantly more food and nutrients (Bergman et al., 2004; Getlinger et al., 1996).
Montana Schools Student behavior on the playground, in the cafeteria, and in
the classroom improved Students wasted less food and drank more milk The cafeteria atmosphere improved Children were more settled and ready to learn upon returning
to the classroom
http://opi.mt.gov/Programs/SchoolPrograms/School_Nutrition/wellness.html?gpm=1_2
Scheduling
Properly supervised by adults
Adults should intervene only when a child’s physical or emotional safety is an issue
Safety rules should be taught and enforced School wide recess guidelines
Supervision
Make sure every child has an equipment option
Provide a variety of play choices through the availability of large and small equipment (i.e. plenty of balls, hoops, ropes etc.) Juggling
Help an inactive child find a partner to play with
Teach children games they an organize themselves
Reinforce those who are active
Encouraging Active Play
Who gets to kick first? Who gets to be the roller? Who jumps next? Was the kick foul or fair? Who is on what team?
It’s all in the wrist…
Playground Conflict
Calming activities
Stretching Relaxation technique Musical transitions Individual quiet free time
Concluding Recess
Teaching Pro-Social
Skills Newton, New Jersey
Play Fair Warren, Rhode Island
Peer Mediators Derby, Kansas
Programs That Work
Special Friends Lusaka, Zambia
Playground Meetings Bar Nunn, Wyoming Casper, Wyoming
Peaceful Playgrounds
1. Potential to embarrass the student2. Elimination activities3. Over emphasis on having “fun”4. Lack of emphasis in teaching motor skills and
lifetime activity5. Low participation time factors6. Dangerous injury or harm to students7. Absence of objectives of the game or activity
Physical Education Hall of Shame
Hall of Shame
Dodge Ball Steal the Bacon Duck, Duck Goose Red Rover Musical Chairs Relay Races Tag