Suggestions for General Management

Distribution and collection of materials:

1. •It is a good idea to plan what equipment and materials will be needed for the class.  Assign student responsibilities around equipment distribution and collection.
   

Bathroom privileges:

1. •If a student has to go to the bathroom during class they can simply ask the teacher for permission and return after.
   

Dismissal:

1. •Class should end about five minutes before the allotted time.  Students should change out of their strip as quickly as possible and return back to the classroom/teacher.
   

Starting an activity or at the beginning of class:

1. •The class should begin with an introduction of the concepts that will be covered in class and what is expected of the students (appropriate behavior, effort, and attitude)
   

Appropriate strip:

1. •All of the students are required to have full PE strip.  If a student does not have strip they still have to participate in the class.  If a student continues to forget strip phone calls are made to the parents.
   

Speaking in class:

1. •Students are to put up their hand if they would like to speak or if a teacher asks them a question they may answer. Some students talk while the teacher is talking but should be told to pay attention to the teacher and not speak.
   

Breaking into small group activities

1. •The teacher should explain what the activities are going to be and then split up the students. Groups can be divided by skill level, randomly, or allow them to pick their own teams.
   

Use of free time:

1. •Students should have free time to explore skills and practice any drills they are interested in.  It is important to allow students time to focus on what they need in terms of the lesson.
   

Suggestions for Assessment

After each class the students student’s are given time to change and return to the teacher to report their own self assessment of their performance that day.  The performance report is based on 5 point scale.  This ongoing assessment strategy is a strong way of completing ongoing evaluation rather then a final judgment (BC Ministry of Education, 1999).

Another effective assessment strategy is the use of questions.  Actively asking student’s questions about space and force is an effective way to assess student’s understanding of a concept.

Some suggestions for assessment strategies can be found at the BC Ministry of Education Website.

Suggestions for Integration of Student’s with Different Physical Abilities

There are many strategies for integrating students with special needs into the class room. Some of the adaptations listed on  the BC Ministry of Education (1999) online IRP’s are as follows:

- adapt the task by using props, simplifying the task, or substituting skills

- adapt rules and scoring systems (e.g., allow kicking instead of throwing)

- adapt or modify equipment (e.g., smaller, softer, or lighter equipment)

- identify methods of providing assistance (e.g., peer or teacher assistants)

- provide opportunities for extension and more practice

- adapt success- measurement criteria to meet individual student needs

- modify activities by providing parallel ones for students whose special needs preclude participation