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Essays on the importance of incuding physical education in the mainstream curriculum
Practices in educational gymnastics essay
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Within the essay, research has been collected to discuss formal and educational gymnastics. Reference to the national curriculum; old, current and new are used to justify why it is important to have physical education in the curriculum. Discussion about the 2007 and 2014 curriculums effect on gymnastics and why some teachers do teach gymnastic and others don’t.
The joy of mastering one’s body weight and taking “head over heels” is a unique movement sensation that all children have a right to experience as part of their formal education. This is a quote from Lynda Nilges and is a perfect description of what educational gymnastics is like. It allows children to develop skills through natural and expressive actions within their limits and at their own pace. Formal or fundamental gymnastics on the other hand is more traditional and structured, as it follows a more activity/skills specific approach.
Traditional/ formal gymnastics is described as a series of stunts that are presented to students in a more formal and developmentally appropriate manner. With this type of gymnastics the focus is placed on skills and sequences performed on the major, traditional pieces of equipment of beams, bars, floor etc. and all students regardless of body shape and/or skills level are judged and held to the same standard. Educational gymnastics on the other hand, allows every child to self-test or create movements that defy gravity to enhance components such as flexibility, balance, coordination and strength. Whereas formal gymnastics is more competition based and educational gymnastics emphasises upon success and skills achievement by every individual student.
According to Benn and Benn (2007) gymnastics is at the heart of physical education (PE) as i...
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Reference list:
Association for Physical Education. Advice on the New 2014 National Curriculum. http://www.afpe.org.uk/advice-on-new-national-curriculum. [accessed 21/03/14]
Benn, B. and Benn, T. (2000) 'Gymnastics - the debate re-opened, teaching gymnastics skills' British Journal of Teaching Physical Education. 31 (1) pp. 35-38.
Benn, B. Benn, T. and Maude, P. (2007) A Practical Guide to Teaching Gymnastics. Leeds: Coachwise Limited.
Mitchell, D. Davis, B. and Lopez, R. (2002) Teaching Fundamental gymnastics skills. Leeds : Human Kinetics.
Nilges, N. (2000) Teaching Educational Gymnastics. Columbia: University of South Carolina.
White, J. (2004) Rethinking the School Curriculum: Values, Aims and Purposes. London: RoutledgeFalmer.
Waters, M. (2013) The new secondary curriculum. What has Changed and why? London: Qualifications and Curriculum Authority
Fraser, Allen. “What a great gymnastics movie should be.” The New Yorker. conde Nast, n.d. May. 17 Feb. 2014
The winning team in a dance competition is determined by a panel of judges. Some may argue that because the teams are not facing off head to head, dance is not qualified as a sport. However, a deeper look into the sport of gymnastics validates otherwise. There is no doubt gymnastics is an extremely difficult sport, which is why it is presented along with many other sports in the Olympics. The scores of the competitors are solely determined on the scores that the panel of judges decides to give them. There is a strict set of guidelines, which the judges follow in order to determine their scores. These same rules apply at dance competitions, so why would one qualify and not the other? Furthermore, multiple tests have been conducted at the Gatorade Sports Science Institute, ranking dancers from Fox’s So You Think You Can Dance among professional athletes in terms of overall athleticism (Wallace 1). This educated viewers and broke the misconceived stereotype that dancers are not
Aalten, A. (2005). In the presence of the body: Theorizing training, injuries and pain in ballet. Dance Research Journal, 37(2), 55-72. Retrieved from http://www.jstor.org/stable/20444641
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
Fourteen years of my life. Fifty two weeks of my year. Five days of my week. Four hours of my day. This is what I have given to the sport of gymnastics. Friday night football games. After school clubs. Sleeping in on the weekend. This is what I have sacrificed in pursuit of my passion. Perseverance against adversity. Dedication throughout hardships. Discipline in body and mind. These are the qualities this sport has engraved into my being. There is not a time I can remember when I was not involved in gymnastics. When I reflect on the milestones of my life I don’t reminisce on the loss of my first tooth or a move to a new house, but instead I recall my first trip to nationals and mastering my back tuck. Gymnastics is the foundation of who I
This essay highlights the new nation wide curriculum values movement in physical education classes and the propositions it has to maintain and support engagement and development. Through effecting teaching strategies such as Mosston’s spectrum and identifying a holistic approach to valuing movement in the curriculum. Teachers can work towards creating supporting learning environments to cater for all students, and promote total student engagement.
Gymnasts use physics everyday. As a gymnast I never realized how much physics went into every motion, every back handspring, every mistake on the bars. If gymnasts were physicists (or at least knew more about physics) they would be better equipped to handle the difficult aspects of gymnastics. As a gymnast I learned the motions that were necessary to complete the tricks that I was working on, and as a coach I taught others the same. I never truly understood why a particular angle gave me a better back handspring or why the angle that I hit a springboard at really mattered when completing a vault. We are going to explore some of the different apparatuses in gymnastics and a few of the physics laws that are involved in them. We will not even barely scratch the surface of the different ways that physics can explain gymnastics.
Fagrell, B., Larsson, H., & Redelius, K. (2012). The game within the game: girls' underperforming position in Physical Education.Gender & Education, 24(1), 101-118. doi:10.1080/09540253.2011.582032
Hansen, PJ. (2001). The Preferred Learning Styles of Student Athletic Trainers and Certified Athletic Trainers in NATA District IV and DistrictV. Journal of Athletic Training, 36 (2), 45. Retrieved March 7, 2003, from www.journalofathletictraining.org/jatsupplement/athletic.htm
The sheer energy of a gymnast alone can be felt by audiences of all ages, but what the spectators lack the ability to feel is the pounding of the bodies that bear the impact of the athletes in action. Gymnastics consists of a mixture of acrobatic performances of four different events for females, and six different events for males (Gianoulis 1). Gymnastics is demanding in a multitude of ways, including: physically, emotionally and mentally. It requires countless hours of dedication. The concerns of most gymnasts are moving up to the next level, or getting a more advanced skill, while the concerns of the doctors, coaches, and parents revolve mostly around the athlete’s health, which is put at stake for the adored yet dangerous sport. Injuries are common among both male and female gymnast alike, but due to the fact a female gymnast’s career peaks at the same time of major growth and development, a female gymnast’s body as a whole is more likely to undergo lifelong changes or affects (Gianoulis 2). Among the injuries of the mind blowing athletes, the most common ones affect the ankles, feet, lower back, wrist, and hands of individuals (Prevention and Treatment 1). From sprains, to the breaks, the intriguing sport of gymnastics is physically demanding on a gymnast’s body.
Lastly, the textbook states that “A high-quality physical-education program parallels whole-child education. While the main focus is on physical development (psychomotor), it also addresses the knowledge (cognitive) and social (affective) aspects of the child”
The goal of this paper is to inform others of my reasoning why physical educators are important and why it is my dream to become one. There are three main points I would like to discuss: the value of physical education ,being a role model ,and why it is my dream to become one.
Some parents state that school work is most important and physical education distracts time from learning. While this is true, PE class is just as important because it gets kids active and it gives children a mental break. Physical education obtains students a grade, therefore it is a class that students must attend. Similarly, calisthenics improve student’s grades in other subjects thus, is not a waste of time.
My heart is beating rapidly. I am filled with trepidation. Can I perform? Will I remember my routines? Will I stick the landing? Will I keep my legs straight? What if I fall off the beam? What if I disappoint my coaches? What if I’m not the best? What if…?
Physical education takes place in the school curriculum which is timetabled and taught to all school pupils. This involves a range of different skills, learning basic movements