Physical+Education

Physical Education

//"3...2...1...Calorie Burning Fun"//

__Meets National Physical Education Content Standards : __ Standard 1: The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. Standard 3: The student exhibits a health enhancing, physically active lifestyle that improves health and provides opportunities for enjoyment and challenge.

__Technology Needs: __ Online Databases and Websites Video Camera Upload Video onto Glog- Computer / Internet



image retrieved from: http://www.rafed.net/english/women/images/stories/exercise-01.jpg __

Activity Descripti ____o ____n ____with Technology Integration: __ Students will create a video that demonstrates how to burn 250 calories for a 125 pound person in a thirty minute workout. Students will be in small groups of 3-5 students.

The instructor will first introduce the assignment to the students in a computer lab. The students will use the online databases and recommended websites provided by the media center and educator to search for exercises that burn a large number of calories. An example of one of these sites is [|www.healthfinder.gov]. These physical education students will also research the proper form as to how to appropriately implement the various exercises. After students have compiled a list of activities, they will collaborate in their small groups to create a thirty-minute workout routine that will burn 250 calories for a 125 pound person. Students must organize and “choreograph” the routine before videotaping. Once the students have practiced the routine several times, they must decide which exercises need special attention. These particular exercises must be “previewed” on the video tape to teach the audience proper form.

Once the research and “choreography” is completed, the students must video tape this routine. Each member of the group must go in front of the camera to demonstrate the proper form for the more difficult exercises. After the “preview” section is completed, one group member must video tape the other group members teaching the routine to an audience. The group members in front of the camera can have a leader that calls out the entire routine or they can rotate between group members.

Once videos are completed, students will upload their videos to their glogs. Additionally, the physical education instructor can use these routines in class as lessons for the day.



__Supporting Research: __ McKenzie, B. M., & Croom, A. (1994, Fall). Video and the Physical Education Curriculum: Creative Classroom Applications. //Physical Educator, 51//(3).

The article “Video and the Physical Education Curriculum: Creative Classroom Applications” provides research and tips on how to utilize video technology in a physical education classroom. The article offers a variety of reasons why video cameras are beneficial to the type of classroom.

McKenzie and Croom note how “the physical education teacher tends to have large classes” in comparison to the standard classroom size. Because of the size of the class, breaking students into small groups would prove beneficial for the educator. Rather than having the students develop a video by himself or herself, which could take a long time with a large amount of students, the students could work collaboratively, thus saving on time on this activity. Furthermore, the typical computer lab does not hold enough computers for an entire physical education class, so students can pair or group with each other on a computer. Overall, working in small groups in a physical education class logically makes the most sense.

Besides class size, the authors also note how “the chance to create a video, the instant feedback provided, and the hands-on experience offered by this popular type of technology are just a few of the positive outcomes of students video utilization.” In the digital age of 2010 students are used to instant feedback, which is easy to attain with modern video cameras. If the students are curious as to how their video looks, they can easily rewind, assess, and cut if necessary. These physical education students do not have to wait for the educator to tell them if the video was a success or not, they can easily analyze that. Furthermore, the students are being active not only by performing the calorie-burning routine, but also by handling a video camera. The individual in charge of the camera must remain focused to capture the exercises in a way that an audience can follow. The creation of a video complements to standards of physical education class.

McKenzie and Croom also comment on how creating a research-based video rather writing a paper still “provides students with an opportunity to retrieve and assess the specific information, plan and script the video in a logical sequence, and shoot the final visual report.” If the students complete the research necessary for this project, then they are still demonstrating the critical thinking skills necessary to compose a research paper. However, the video format allows them to be more active in that they will “choreograph” and perform the routine while using healthy energy in applying their research. All in all the mixture of technology through the databases and websites with the video taping creates and environment that supports the standards of physical education.

__<span style="color: #00ff00; font-family: 'Comic Sans MS',cursive; font-size: 169%;">“Tried and True” or “New and Innovative?” __<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;"> The calorie-burning routine assignment is a mixture of “tried and true” with “new and innovative.” The “tried and true” methods of research to support an activity are used in this activity. However, allowing physical education students to work with the technology of a video camera is more “new and innovative.” Additionally, using the Glog to publish students work is also “new and innovative.”

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 208%;">Component Two <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 169%;">Part One <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">

One research-based strategy that would prove effective while working with the technology of online databases is “Summarizing and Note Taking.” From the beginning of this lesson, the students are aware that they are searching for exercises that burn a high amount of calories and then show an audience how to do these exercises. Thus, the students must take notes on their findings and “review and revise their own notes” in order to interpret the exercise and then teach it (Focus on Effectiveness). Additionally, the fact that the students must find high calorie burning workouts proves that they will “analyze information at a deep level in order to decide what information to delete” (Focus on Effectiveness). The activity of participating in the research process definitely promotes critical thinking skills because the students must read and interpret the information and summarize it in a way that they can ultimately restate in an understandable mode of communication.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 169%;">Part Two <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">

In addition to “Summarizing and Note-Taking,” this lesson implements “Reinforcing Effort” by playing the students’ videos in front of the class as lessons for future school days. The Focus on Effectiveness web site discusses how students should gain an understanding of “the relationship between effort and achievement.” With the conclusion of this lesson, the students that complete the video will have the “reward” of seeing the routine in action while the class participates in the workout. This provides the students with a sense of accomplishment because they created the physical education lesson for that day. Furthermore, the teacher should praise the group at the conclusion of the workout so that students gain a positive attitude about work. Overall, the technology of creating a video provides the opportunity for the instructor to reinforce effort by playing and participating in the routine so that the group can see the result of their hard work.

The technology of online databases and video cameras can cost the school additional money if not already available for student use. The cost of online databases varies based on the site; however, most school districts can access online database for less than ten dollars per student. Video Cameras would be more expensive to attain and could cost around three thousand dollars for a physical education class to implement.

One educational challenge that this lesson addresses is “Student Motivation.” Due to the fact that this lesson is highly engaging in that the students are making their very own unique routines, the students should be more motivated to complete the activity. The goal of creating a video is also “challenging, but achievable” because the students can receive assistance from the other members of their group and the project will be done in class. This lesson is also highly motivating because it directly applies to the real world. The Focus on Effectiveness web site states that lesson is stronger when the educator can help students see how skills they are learning can be applied in the real world.” The research that the students complete through online databases and web sites provides them with a direct link about how to maintain weight and health, which is applicable throughout all stages of life. All in all, student motivation should be high during this lesson because of the achievable goal and the connection to real life.