RESOURCES
Teacher Resources
OXFORD PRACTICAL TEACHING: PHYSICAL EDUCATION IN SECONDARY SCHOOLS
OUP SA
OXFORD PRACTICAL TEACHING: CAREER GUIDANCE
OUP SA
Paperback edition including free CD 978 0 19 040992 0 Sitting volleyball UNIT 4 Inclusive Physical Education
All learners need to be included in the regular PE lessons. ludes learners with disabilities. Inclusive PE
ers need to be included in the regular PE lessons.
This includes learners with disabilities. Inclusive PE modifying activities to increase the opportunity
requires modifying activities to increase the opportunity ess for all learners. Learners with disabilities are only ones who need additional attention and
for success for all learners. Learners with disabilities are not the only ones who need additional attention and arners will benefit from some modification of activities. When learners come to accept that ever has the right to participate, PE contributes to the development of quality members of society
most learners will benefit from some modification of es. When learners come to accept that everyone right to participate, PE contributes to the pment of quality members of society.
n if you do not have learners with disabilities in your class, you can include activities that are played by duals with disabilities. For example, learners can
Even if you do not have learners with disabilities in ass, you can include activities that are played by individuals with disabilities. For example, learners can tting volleyball, which is a modified version of the game designed for athletes with physical disabilities.
Modifying lessons s
Teaching learners with different abilities can be a challenge. However activities, equipment and teaching methodologies will assist you in designing ir or group learners with disabilities with other
inclusive lessons. You can pair or group learners with disabilities with other ut during activities.
learners so no one feels left out during activities.
Here are suggestions for modifications that will facilitate the integration of learners with different abilities and disabilities.
odifications that will facilitate the integration of es and disabilities.
Modifications for learners lacking strength or staminarners lacking strength or stamina tamin ●
Lower the goals in an activity such as netball and increase the size of the goals in an activity such as soccer.
● Modify the pace of the activity by slowing it down. ●
Reduce the weight and/or modify the size of objects that need to be thrown such as balls, the javelin and the discus.
●
Modify striking implements such as bats and rackets by shortening them and reducing their weight.
ht.
OXFORD PRACTICAL TEACHING ENGLISH LITERATURE: HOW TO TEACH GRADES 8–12
16
OUP SA
● Deflate balls somewhat to slow games down. ●
●
Play the game using a different position. Sitting instead of standing could be easier.
o slow games down. fferent position. Sitting instead of standing could
Provide enough regular substitution for positions in a game. For example, one can strike while somebody else can run.
substitution for positions in a game. For example, one dy else can run.
Modifications for learners lacking coordinationearners lacking coocoor ● Increase the size of the goal or target.
coordination ●
Offer protection such as helmets and protective pads to learners when they are throwing and catching.
goal or target. s helmets and protective pads to learners when they are
.
● Do not over-emphasise accuracy when teaching throwing. ●
● Allow many practice trials and rounds. ●
Hold objects still when learners are learning to strike those objects and let them use a larger bat or racket.
accuracy when teaching throwing. learners are learning to strike those objects and let r racket.
Use soft, light-weight and slow-moving objects when your learners are learning to catch.
rials and rounds. and slow-moving objects when your learners are
vity such as netball and increase the size of the goals cer.
● Reduce the distance the object must be thrown or from which it should be hit. ● Reduce the number of points required to win in games such as tennis.
tivity by slowing it down. r modify the size of objects that need to be thrown and the discus. object must be thrown or from which it should be hit. oints required to win in games such as tennis. nts such as bats and rackets by shortening them
ent abilities can be a challenge. However, modifying ching methodologies will assist you in designing
Paperback edition including free CD 978 0 19 040408 6
play sitting volleyball, which is a modified version of the designed for athletes with physical disabilities.
CHAPTER 1 Teaching Physical Education
11May2015 3:40 P
Paperback edition including free CD e-pdf
978 0 19 599706 4 978 0 19 904950 9
Secondary Catalogue
123
RESOURCES
UNIT 2 Cooling down
The cool-down should occur immediately after training activities. The cool-down should gradually lower the body temperature, heart rate and breathing rate after exercise. The purpose of the cool-down is to slowly return the body to a lower or resting state. When exercise ends abruptly, blood pressure also drops, which could cause dizziness or fainting. A proper cool-down prevents the sudden pooling of blood in the extremities and re-circulates blood back to the heart, skeletal muscles and brain. It also helps prevent muscle stiffness or soreness. Now that you have an idea of what activities to include in a warm-up session, you can begin the planned activity.
Once all activities are completed, end with a cool-down session. Develop a cool-down routine similar to the warm-up session. The cool-down routine includes static stretches and breathing exercises. Static stretches can be held for 10 to 15 seconds. Encourage the learners to count the time held for each stretch. Begin the stretches while standing.
Cool-down activities
Step 1 Ask learners to form a circle. Stand in the centre of the circle and instruct learners on static stretching exercises. The cool-down stretches start stretching the body from the neck down to the toes.
Step 2 Start the activity with standing stretches. Static stretches can be held for 10 to 15 seconds. Encourage learners to count the time held for each stretch.
Neck stretch, left and right
Neck stretch, forward and backward
Shoulder stretch
Triceps stretch (muscles at the back of the upper arm)
Torso stretch
Quadriceps stretch (muscles at front of thigh)
Calf stretch with one knee straight
Calf stretch with both knees bent
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9780190404086.indb 24
CHAPTER 2 Warming up and cooling down
11M
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