Φυσικός γραμματισμός
«Το σωματικό γραμματισμό μπορεί να περιγραφεί ως το κίνητρο, η εμπιστοσύνη, η φυσική ικανότητα, η γνώση και η κατανόηση για την αξία και την ανάληψη ευθύνης για τη συμμετοχή σε σωματικές δραστηριότητες για τη ζωή.»
(IPLA, 2017)
Ενώ ο φυσικός γραμματισμός είναι μια γενική έννοια που αγκαλιάζει αρχές που μπορούν να καθοδηγήσουν την πρακτική, η φυσική αγωγή είναι το όνομα ενός θέματος που καταλαμβάνει το πρόγραμμα σπουδών. Το PE αποτελείται από μια σειρά πειθαρχημένων φυσικών δραστηριοτήτων όπως ο αθλητισμός, ο χορός, οι περιπετειώδεις δραστηριότητες και η γυμναστική, οι οποίες πολύ συχνά μειώνονται σε έμφαση στις συγκεκριμένες κινητικές δεξιότητες παρά τον δηλωμένο στόχο να κάνουν σωματικές δραστηριότητες σκόπιμα και ελεύθερα επιλεγμένα χαρακτηριστικά του τρόπου ζωής ενός ατόμου.
Εάν η Φυσική Αγωγή έχει κάποια επίδραση στους τρόπους με τους οποίους τα άτομα ασχολούνται με τη δια βίου σωματική άσκηση, υπάρχουν σημαντικές επιπτώσεις στον τρόπο με τον οποίο διδάσκουμε και στον τρόπο με τον οποίο κατασκευάζουμε μαθησιακές εμπειρίες.
Πρακτικές
Οι συμμετοχικές πρακτικές που αναγνωρίζουν τη σημασία της κάλυψης των ατομικών αναγκών των μαθητών είναι απαραίτητες προκειμένου να προωθήσουμε το ενδιαφέρον και την επιθυμία τους να επιδιώξουν ευκαιρίες που αξίζουν τη σωματική άσκηση ως αναπόσπαστο χαρακτηριστικό των μελλοντικών τρόπων ζωής. Είναι σημαντικό ότι η διαδικασία καθορισμού επιτεύξιμων ατομικών και συλλογικών στόχων θα χρησιμεύσει στην παροχή κινήτρων που έχουν την ικανότητα να ενισχύουν τις αντιλήψεις των μαθητών / φοιτητών για αυτοπεποίθηση και αυτοπεποίθηση. Αυτά, με τη σειρά τους, θα ενισχυθούν καθώς τα άτομα αποκτούν αυξανόμενα επίπεδα φυσικής ικανότητας σε μια ευρεία ποικιλία σημαντικών φυσικών προκλήσεων.
Χωρίς την αίσθηση βελτίωσης της φυσικής ικανότητας, είναι απίθανο τα άτομα να βρουν ανταμοιβή για τη σωματική δραστηριότητα. Έτσι, ο απώτερος στόχος μας πρέπει να είναι να ενθαρρύνουμε τα άτομα να γίνουν «ανεξάρτητα ενεργά» με τη γνώση, την κατανόηση και την ικανότητα να αναλάβουν την ευθύνη για τη λήψη αποφάσεων σχετικά με τις επιλογές του τρόπου ζωής. Αυτό, από μόνο του, απαιτεί ένα πιο δημοκρατικό μοντέλο διδασκαλίας και μάθησης. Τα παρακάτω επεισόδια διδασκαλίας χρησιμεύουν ως παραδείγματα για την προώθηση του σωματικού αλφαβητισμού.
International Physical Literacy Association (2017) @ https://www.physical-literacy.org.uk. Accessed on 20/3/18.
GREEK PAGE Running Challenges - Sprinting
Athletic activities offers opportunities for pupils to develop fundamental movement skills. They should be taught to master basic movements including running, jumping and throwing, as well as developing their flexibility, strength, balance, agility and co-ordination. Not all pupils enjoy formal, timed sprinting drills yet sprinting is one of the easier ‘running challenges’ to present to a large group. ‘Sprinting challenges’ have the potential to be enjoyable, active experiences with pupils gaining plenty of opportunities to ‘have a go’. Minimal equipment is required and the activities are easy to organize; with minimal waiting time, activity is maximised.
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Running Challenges For Distance
Pupils should continue to develop and apply a broad range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities, learn how to recognise their own success, compare their performances with previous ones and demonstrate improvement to achieve their personal best.
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Crabs and Shrimps
EQUIPPE supports the view that if pupils are to develop physical literacy they need to experience running, jumping and throwing activities that are dynamic, challenging and skill based experiences.
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Team High, Team Low
• Practicing throwing from different positions
• Understanding how starting position affect how we apply force to throw.
• To improve precision throwing at targets from different starting positions.
Images
Pupils should continue to apply and develop a broad range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating and collaborating with each other. They should develop an understanding of how to improve in different physical activities and learn how to evaluate and recognize their own success. They should be taught to perform dances using a range of movement patterns.
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Chickens
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. Pupils should be taught to perform dances using simple movement patterns.
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The Family Picnic
Pupils should continue to apply and develop a broad range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating and collaborating with each other. They should develop an understanding of how to improve in different physical activities and learn how to evaluate and recognise their own success. They should be taught to perform dances using a range of movement patterns.
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Throwing and Catching
Fundamental movement skills are a specific set of skills that involve different body parts such as feet, legs, trunk, head, arms and hands. In this instance, our concern is with the development of ball handling skills. They are amongst the skills required as the basis for more complex and specialised skills that pupils will need throughout their lives in order to participate in a wide range of physical activities.
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Aim the Circle
Fundamental movement skills are a specific set of skills that involve different body parts such as feet, legs, trunk, head, arms and hands. In this instance, our concern is with the development of ball handling skills. They are amongst the skills required as the basis for more complex and specialised skills that pupils will need throughout their lives in order to participate in a wide range of physical activities.
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The Name Game
Fundamental movement skills are a specific set of skills that involve different body parts such as feet, legs, trunk, head, arms and hands. In this instance, our concern is with the development of ball handling skills. They are amongst the skills required as the basis for more complex and specialised skills that pupils will need throughout their lives in order to participate in a wide range of physical activities.
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The Train
Fundamental movement skills are a specific set of skills that involve different body parts such as feet, legs, trunk, head, arms and hands. In this instance, our concern is with the development of movement skills. This resource groups skills and activities under three fundamental movement skill categories: Locomotor skills involve the body moving in any direction from one point to another. Locomotor skills in this resource include walking, running, dodging, jumping, hopping and skipping.
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Passing and Possession
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve and learn how to evaluate and recognise their own success. Pupils should be taught to play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending This implies that the teaching of games needs to do more than merely replicate the technique based teaching that continues to dominate practice in schools.
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The 10 Passes Game
Team games require more than knowledge of the rules and a willingness to join in: these resources address some of the individual skills needed, such as catching, throwing, aiming and playing as a team.
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Magic Ball
Team games require more than knowledge of the rules and a willingness to join in: these resources address some of the ball handling skills that individuals need to acquire as they move towards technical competence.
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Balancing 1
Gymnastics is one of the most comprehensive areas of activity within the PE Curriculum. It incorporates a number of different skills such as the use and development of strength, flexibility, speed, balance, coordination, power and discipline.
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Working With A Partner
Pupils should be given the opportunity to apply and develop their range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and learn how to evaluate and recognize their own success.
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Balancing 2
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
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Healthy Nutrition Alphabet
The objective of the game is to understand and to promote essentials of health nutrition.
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Memory Orienteering Race
The main aim of the game: pupils should learn how to remember and transfer important information
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