G.Y.M. Night (March 6th) April, Eleni, Emma, and Jewel EPE 310-20 G.Y.M.

Night Fun with Fitness Balls Intro We arrived and helped Shelly inflate the fitness balls. What a workout! Shelly explained that the kids had expressed an interest in the fitness balls after they had done a short activity with them a few weeks ago; thus, she planned this night around it. We thought this was an awesome example of student-led learning. She explained what we would be doing and reviewed our roles for the night in a clear way. She also asked us to use prompts/questions rather than point-blank telling students to stop or control the ball if they a) arent showing control of the ball; b) arent controlling their bodies. For example, ask the student, Are we in control of the ball?

Warm-up We began by greeting the students and introducing ourselves. Shelly had the students begin with a dynamic warm-up with music where the children engaged in various locomotor movements (ran, jogged, skipped, galloped, hopped, jumped backward) Students then practiced sitting on the ball, bouncing the ball, and then balancing on the ball and scootching on the ball

Activities Shelly then spoke with the kids about the fitness balls and explained that they would need to be in control of the balls and in control of their bodies. She exemplified what it was to be in control and not in control. The students were then asked, to the music, to roll the ball using various parts of the body moving at various speeds (with right hand, left hand, knees, elbows). She had the students freeze when the music stopped and varied the freezing between freezing with the ball off of the ground, on a black line, on intersecting lines, or in a balanced shape with the ball.

*We really noted a range of control with the balls with respect to age and consequent motor development (age range 3-8 years old) Then, we were each a leader for a small group of children (3-4). They stood behind us in lines and had to copy different things we did with the ball, such as bouncing, skipping, walking backwards with the ball, jumping with the ball, and scootching around sitting on the balls, and moved in curving pathways throughout the gymnasium.

G.Y.M. Night (March 6th) April, Eleni, Emma, and Jewel EPE 310-20

Shelly had asked us at the beginning of the night to lead our groups around in pathways and eventually thread the needle. This did not work well, so we readjusted and just continued with the initial part of the activity leading the students (the children were too excited and focused on trying to control their balls!) The students then stayed in one space and were asked to throw the balls upward and catch them, throwing them higher and higher. Then, Shelly asked them to conduct variations on throwing and catching the ball, such as throwing it upward, letting it bounce, and then catching it, as well as throwing it up and clapping three times and catching it. This activity was hard for some of the smaller students, so we adapted it by having them bounce. We then formed a circle and imagined that the centre was a big pool; students were asked to balance on the balls with their bellies and to dive into the pool, rolling forward and remaining balanced with their legs on the ball and hands on the ground in front of them; some of the children were too small so we assisted them by holding their feet to allow them to dive For the last activity, we distributed crates and rolled up newspapers that were taped to form drumsticks and had students place balls on crates in a circle. Shelly led and had students drum fast on the top of the balls, the sides of the balls, the crates, and the floor, switching it up quickly and having them drum with varied hardness and speed. Then, she had the students strike the top three times and then shift one drum to the right. This was difficult for students to conceptualize and took some practice eventually, they got the hang of it and could rotate in rhythm! We finished by doing the initial drumming exercise progressing to drumming very softly. We deflated the balls and had students that stuck around to sit on them to help deflate them they really enjoyed doing this!

G.Y.M. Night (March 6th) April, Eleni, Emma, and Jewel EPE 310-20

Outcomes and Indicators Encompassed by this G.Y.M. night:

Outcome PEK.1 Participate in a variety of moderate to vigorous movement activities for short periods of time to increase heart and respiration rate, flexibility, muscular endurance, and muscular strength. a. Indicators Participate in moderate to vigorous locomotor movements (e.g., walking, running) and a variety of movement activities (e.g., individual activities, partner activities, rhythmic activities, low-organizational and cooperative games, and alternate environment activities), progressing towards sustaining movement for four consecutive minutes. Participate in a variety of movements that challenge muscular endurance (e.g., animal walks, climbing on/under apparatus and playground equipment, pulling partner riding on a towel or scooter, rhythmical activities, balances). Explore and share ways to move the body through space (e.g., crawl slowly, hop quickly, run sneakily like a weasel, pounce like a cat, leap like a ballerina, gallop like a horse). Explore moving in response to locomotor vocabulary (e.g., hop, leap, slide, jump, skip, sneak, tiptoe, dash). Respond physically to verbal prompts of travelling skill named by others (e.g., hop, leap, jump). Imitate the locomotor movements of others (e.g., copy actions made by others, follow-the-leader). Explore and share ways to send (throw and roll) a small soft object (e.g., yarn ball, hackey-sack, beanbag) at a wall, and over and under objects (e.g., a chair, a bench), varying distance from the fall or object, using two hands, and using each hand separately.

e.

PEK.2 Explore and practise ways to move the body through space, including at:

a.

b. c. d. PEK.4 Explore and practise ways to send and receive objects at an exploration level when: a.

o o o

throwing (rolling) catching (trapping, gathering) kicking. d.

PEK.6 Explore and perform rhythmical movement to different auditory (e.g., beat of a drum, clapping, music) rhythms (e.g., quick, slow) using a variety of locomotor movements including walking, running, balancing, jumping, galloping, hopping, and skipping skills. PEK.7 Use respectful behaviours and safe practices while participating in cooperative games and physical movement activities.

Follow rhythmical movements led by others.

a. Practise being both the leader and follower in a variety of physical movement activities. l. Explore movement using various types of equipment safely (e.g., scooters, hoops, climbing apparatus).