Creative Approaches to Physical Education: Helping Children to Achieve their True Potential

168 Pages·2008·2.97 MB·english

by  Jim Lavin

Creative Approaches to Physical
Education
http://avaxho.me/blogs/ChrisRedfield

Creative Approaches to
Physical Education
Helping children to achieve their true
potential
Edited by Jim Lavin
First published 2008 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Avenue, New York ,NY 10016
Routledge is an imprint of the Taylor & Francis Group
This edition published in the Taylor & Francis e-Library, 2008.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
© 2008 Jim Lavin
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or hereaf-
ter invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Creative approaches to physical education : helping children to achieve their true poten-
tial / edited by Jim Lavin.
p. cm.
Includes bibliographical references and index.
ISBN 978–0–415–44588–7 (pbk. : alk. paper) — ISBN 978–0–203–92784–7 (ebook)
1. Physical education for children—Study and teaching (Elementary)—Great Britain. 2.
Physical fitness for children—Study and teaching (Elementary)—Great Britain. I. Lavin,
Jim.
GV443.C74 2008
613.7'042—dc22
2007044887
ISBN 0-203-92784-2 Master e-book ISBN
ISBN10: 0–415–44588–4 (pbk)
ISBN10: 0–203–92784–2 (ebk)
ISBN13: 978–0–415–44588–7 (pbk)
ISBN13: 978–0–203–92784–7 (ebk)
Contents
List of illustrations viii
List of contributors x
Acknowledgements xii
Foreword xiii
Preface xiv
1 The creative agenda and its relationship to physical education 1
Jim Lavin
The nature of creativity in school 3
The relationship of physical education to creativity 4
Physical education teachers’ understanding of creativity 4
Teaching styles appropriate to the creativity agenda 5
The distinction between creative teachers and creative learners in the
physical education context 7
Do pupils need prior learning in order to be creative? 7
Alternative approaches to learning 8
The acceptance of creative approaches 10
2 Creative games at Key Stages 2 and 3: moving the goal posts 12
Jim Lavin
Part 1: the teaching for creativity approach 12
Part 2: creative teaching in physical education in Key Stages 2
and 3 22
Conclusion 27
3 Teaching dance: a framework for creativity 29
GLenn SwindLehurSt and aLiSon Chapman
Introduction 29
What is dance and why teach it? 29
Dance at Key Stage 2 (Glenn Swindlehurst) 30
The development of dance in the curriculum 30
vi Contents
Dance and movement 30
The creative dance process 31
Using professional dance works to teach dance at Key Stage 3 (Alison
Chapman) 41
Dance and the Key Stage 3 Programme of Study 42
Being creative through dance 43
Using professional dance performances as a framework to study dance
at Key Stage 3 43
A few guidelines to help you use recorded dance effectively 45
Professional dance and the National Curriculum 46
4 Creativity and gymnastics 55
Lawry priCe
Values and principles 55
Developing a rationale for gymnastics teaching 57
National Curriculum physical education – gymnastic activities 59
Teaching strategies for gymnastic activities – help and hindrances to
progressive learning 63
First gymnastics lessons with new classes 64
Extracurricular work – the school gym club 68
Ideas for promoting a gymnastics movement vocabulary and teaching
through themes 69
Assessment criteria – applicable at Key Stages 2 and 3 75
Keeping records 75
Equipment 77
5 Creative approaches to promoting healthy, active lifestyles 79
Jo harriS
Introduction 79
Creative teaching and learning 79
A whole-school approach to the promotion of healthy, active
lifestyles 81
The contribution of the physical education curriculum to the
promotion of healthy, active lifestyles 84
Cross-curricular links and thematic approaches 85
Conclusion 90
6 Information and communications technology in physical education: an
innovative teaching and learning approach 92
niGeL CLarke
Introduction 92
Reasons for employing the use of ICT in PE 92
Contents vii
Examples of current ICT use to support teaching and learning in
PE 94
An opportunity to change the way we teach? 99
Recommendations 106
Five top tips 106
7 Creativity and outdoor education: how dare you 1 08
riChard Lemmey
Preparation for planning 110
Problem-solving 113
Metaphorical planning 115
8 Cross-curricular Key Stage 2 physical education: moving to learn 118
GLenn SwindLehurSt
Introduction 118
Dance activities, narrative writing and theme-based planning 119
ICT – writing for different audiences 128
Science: QCA Unit 4A – Moving and growing 129
Personal, social and health education: Managing my feelings 129
Art: QCA Unit 4A – Viewpoints 129
Design and technology: QCA Unit 3C – Moving monsters 130
Games activities and non-fiction writing 130
Gymnastic activities and ICT 133
Outdoor adventurous activities and science 136
Athletics activities in mathematics and ICT 140
9 Creativity matters 142
patriCk Smith
Index 149
Illustrations
Figures
1.1 the creative continuum in physical education 9
3.1 the creative dance process 32
3.2 an overview of activities that could be used to fulfil the kS3
programme of Study 47
4.1 understanding gymnastic activity – analysis and development 60
4.2 key Stage 2/key Stage 3 gymnastics 76
6.1 Screen-shot of powerpoint slide introducing football formations 95
6.2 Screen-shot of a powerpoint slide introducing how to hold the bat,
aimed at key Stage 3 pupils 96
6.3 menu screen from a GCSe anatomy and physiology powerpoint
presentation 96
6.4 Screen-shot from an anatomy and physiology version of the popular
quiz show 97
6.5 using badminton dvd 100
6.6 plasma and dvd setup 101
6.7 plan, perform and evaluate learning model 103
6.8 trainee use with pupils 104
6.9 dvd use 105
8.1 dance: QCa unit 4 links 127
8.2 Gymnastics: QCa unit 6 links 137
8.3 woodland mini-beasts flowchart 138
8.4 digital photo trail 1 38
8.5 example of mini-beast control markers 139
Boxes
4.1 Basic movement vocabulary for primary gymnastic activities 58
4.2 progression in gymnastics – key Stage 2/key Stage 3 63
4.3 assessing progress in gymnastics – twenty key markers 66
4.4 Learning in and through gymnastic activity 70
4.5 apparatus progression and development 73
4.6 Gymnastic themes appropriate to key Stage 2 and key Stage 3 73
Illustrations ix
Tables
3.1 action words winter theme: freezing/thawing 37
3.2 action words winter theme: skiing/snowboarding 37
3.3 examples of professional dance works suitable for teaching kS3 dance 48
3.4 how professional dance can meet the requirements of
curriculum opportunities 52
5.1 teaching creatively to promote healthy, active lifestyles 80
5.2 teaching for creativity to promote healthy, active lifestyles 81
5.3 Creative learning to promote healthy, active lifestyles 82
5.4 Learning about healthy, active lifestyles 86
6.1 the potential of the internet in physical education 94
7.1 theoretical matrix 111
7.2 Substitution of components 1 13
7.3 Substitution of practice 113
8.1 progression 1 122
8.2 progression 2 123
8.3 progression 3 124
8.4 progression 4 125
8.5 example of half term timetable: Zombie nation 126
8.6 Control card 139