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Scott M. Knapp Ever since I was a young boy I was fascinated with playing sports, which motivated me to become a Physical Educator. In 2003, I graduated from Ball State University, majoring in Physical Education and receiving a minor in Health. Soon after graduation, I landed my first teaching job at a small, Catholic school in Madison, Indiana, known as Shawe Memorial High School. Due to a serious illness within the department, I was later asked to fill the role as Athletic Director. I also enjoy coaching, where in my busy schedule I find time to coach Hanover College’s football kicking game. In addition, I help out with the basketball and baseball programs at Shawe Memorial. Upon receiving my Masters Degree, my plans are to become the Athletic Director at a larger high school or small university. The Problem Students who are not highly skilled in athletic ability do not receive the full benefits and potential of the Physical Education program. As a result, it is possible that this hindrance could affect their overall outlook on physical activity in their lives.
1. Modifications of Sport Activities http://www.tsbvi.edu/education/sports-mod.htm Standards: 2, 4, 5, 6, 7 Intelligences: Bodily-Kinesthetic, Interpersonal, Intrapersonal, Visual-Spatial By modifying the equipment, students felt more comfortable with and capable to perform each task. The point was not necessarily authentic game play, but to be active and having fun. By modifying the equipment, the lower-skilled students were as successful as the higher-skilled students. I found not one person or team to be more dominant than another.
2. Adapted Physical Education http://ericec.org/faq/adapt-pe.html Standards: 2, 4, 5, 6, 7 Intelligences: Bodily-Kinesthetic, Interpersonal, Intrapersonal When implementing this element, I did not set a limit for success. Rather, the students set their own goals for levels achieved. The higher-skilled students, therefore, could work to achieve a more successful level, while the lower-skilled students did not feel intimidated and could still be successful at their own pace. In addition, I had some of the higher-skilled students work with and help the lower-skilled students. This was good for social and leadership development. It also helped with the diversity of athletic capabilities that a higher-skilled student could help teach the activity at which they were so successful to a group of students whom struggled with the same activity. As a result, both groups of students improved.
3. Adaptations for Physical Education http://www.pecentral.org/adapted/adaptedactivities.html Standards: 2, 4, 5, 6, 7 Intelligences: Bodily-Kinesthetic, Interpersonal, Intrapersonal, Visual-Spatial This element was fairly similar to the first element. It paid a lot of attention to boundaries, time limits, and rules. For example, when playing whiffleball we did not have outs – everyone had a chance to hit. This made for a more active class where the goal was to have an activity where all students could be successful. Another modification was made to ensure that no one student had an advantage over another. The students had to hit from a seated position. This made for a fun and interesting lesson, and even the more advanced students were challenged.
4. Sport Animation http://www.sportunterricht.de/animation Standards: 2, 6 Intelligences: Intrapersonal, Visual-Spatial This element is in German, however I was not concerned with the language used. We took the students into the compute lab to visually evaluate the positions used for a particular activity. Students viewed a breakdown of the techniques and could therefore apply them to their own performances when we went back into the gym. While they viewed these animations, I gave the critical elements to better explain each skill. I realized that some students are visual learners, and at their own pace could repeat the animation without the distractions of a loud gym full of active classmates. This process enabled them to learn the techniques, after which they could practice at their own skill levels in the gym. |