A different point of view of sport
Our four and last activity will be not only related with Maria Montessori’s way of teaching and learning, but also to she’s interest on kids who need some special attention or suffer any disability.
It will consist in two different exercises that we have been included in the same main activity in order to promote a dynamic development. Besides, we won’t have the entire large group working together all the time (there will be two different groups) and we believe that it will be more enjoyable and useful to them in terms of learning.
The importance of this activity comes from the fact that, here, the kids with special needs will be the principal coordinators of each part of the activity. They will have the great opportunity to interact with the others through explaining their experiences and feel just like the leaders in front of the other kids, acquiring the role of the teacher during this interval of time.
However, we consider a matter of importance that, before starting this activity, it would be better if we will explain some theory concepts associated to physical education such as the blood pressure, the stretching, as well as the different ways of respiration which exists meanwhile you’re doing sport. This way, the pupils will be more knowledgeable and getting acquainted not only with the subject but with the proposal activity and, at the end, they will be capable to do it without any problems or doubts.
Afterwards, in our class it represents that there are two kids who need special attention due to their disability (asthma and mute). As we said it, they will be the main guides of the three activities that compose the circuit. So, the distribution of these will be the following:
A boy who is asthmatic will be in charge of the first one exercise. It will take place in the swimming pool -with no or not much chlorine-, taking in care (and also giving) the importance of this site to asthmatic people. It seems that the swimming contributes and helps to not to suffer asthmatic attacks and reinforce the thoracic musculature because of its constant humidity. For this reason, we have thought that, if the children will play inside the water, it will be perfect for the asthmatic as well as for the rest of the children that surely will have a good time- taking for granted that they all know how to swim-. In the case that they don’t know swimming, they can do the activity in the wading pool (this way they will reach the bottom of the pool).
The principal purpose doing this activity is that before beginning it, the asthmatic boy explains to his classmates the difficulties in which he feels involved and, the obstacles that he suffer in his life because of the fact of having asthma, and what’s his asthma device to solve it (treatment). Done this personal reflection, the other students will probably realise of the consequences of having this disability and will be more conscious about this issue from then on.
After the exchanging of opinions, the leading boy will explain and organize the game (an also play) inside the swimming pool that he would like to put into practise and do. We put it some examples of several games of this type:
-They could play with a ball in teams, trying to make 10 passes per group, every 10 passes they will achieve, it will signify a point.
-Designing and having a competition of relieves in teams throughout the pool.
-A game related to the development of the four styles of swimming doing a race.
-Playing an adapted handball, different from the usual- with 4 goals, more teams- or something like that.
It will consist in two different exercises that we have been included in the same main activity in order to promote a dynamic development. Besides, we won’t have the entire large group working together all the time (there will be two different groups) and we believe that it will be more enjoyable and useful to them in terms of learning.
The importance of this activity comes from the fact that, here, the kids with special needs will be the principal coordinators of each part of the activity. They will have the great opportunity to interact with the others through explaining their experiences and feel just like the leaders in front of the other kids, acquiring the role of the teacher during this interval of time.
However, we consider a matter of importance that, before starting this activity, it would be better if we will explain some theory concepts associated to physical education such as the blood pressure, the stretching, as well as the different ways of respiration which exists meanwhile you’re doing sport. This way, the pupils will be more knowledgeable and getting acquainted not only with the subject but with the proposal activity and, at the end, they will be capable to do it without any problems or doubts.
Afterwards, in our class it represents that there are two kids who need special attention due to their disability (asthma and mute). As we said it, they will be the main guides of the three activities that compose the circuit. So, the distribution of these will be the following:
A boy who is asthmatic will be in charge of the first one exercise. It will take place in the swimming pool -with no or not much chlorine-, taking in care (and also giving) the importance of this site to asthmatic people. It seems that the swimming contributes and helps to not to suffer asthmatic attacks and reinforce the thoracic musculature because of its constant humidity. For this reason, we have thought that, if the children will play inside the water, it will be perfect for the asthmatic as well as for the rest of the children that surely will have a good time- taking for granted that they all know how to swim-. In the case that they don’t know swimming, they can do the activity in the wading pool (this way they will reach the bottom of the pool).
The principal purpose doing this activity is that before beginning it, the asthmatic boy explains to his classmates the difficulties in which he feels involved and, the obstacles that he suffer in his life because of the fact of having asthma, and what’s his asthma device to solve it (treatment). Done this personal reflection, the other students will probably realise of the consequences of having this disability and will be more conscious about this issue from then on.
After the exchanging of opinions, the leading boy will explain and organize the game (an also play) inside the swimming pool that he would like to put into practise and do. We put it some examples of several games of this type:
-They could play with a ball in teams, trying to make 10 passes per group, every 10 passes they will achieve, it will signify a point.
-Designing and having a competition of relieves in teams throughout the pool.
-A game related to the development of the four styles of swimming doing a race.
-Playing an adapted handball, different from the usual- with 4 goals, more teams- or something like that.
The second exercise will be guided by another special girl who is muted. It will consist in an original, differently warm-up exercise and way of stretching. It’s essential to say that this girl has been studying and sharing the classes with the same group-class since she was a little girl. So, there has been a huge and an intensive working behind her disability and so far. It supposed that the faculty of every consecutive year have been dedicated some of their time to integrate her like another member of the class and have normalized her inability of talking. Part of this integration should be focused on the apprenticeship of the mute signs or on getting to be a signs-language interpreter.
We imagine that this will be a successfully and correct integration and the girl is totally capable to defend one exercise of stretching and warm-up by herself.
Our idea is that first of all the class elaborates in a cardboard all of the possible signs languages and its representation in order to the pupils can have a clue/ assistance/ help in the moment of the girl’s explanation- they will be more self-sufficient, making their own material and tool for understand the next exercise as well as fulfilled and glad of their cooperation job. We also will hang out according to their height- like Maria Montessori defended. In this while of elaboration, the mute girl will take the chance to think and prepare her exercise.
Once doing it all, she will begin to explain in a visual way the kinds of warm-up for articulations and stretching that are possible at the same time that she will do a representation of it. Her classmates will have to look and pay attention to her hands, understand what she is trying to say and represent it in a practical way (having in front of them their helpful guide of the signs language).
To conclude the exercise we will join together the all class-group and we will put in practise the theory concepts that they should learnt since the start. They will take their own blood pressure in order to finalize to understand well the concepts.
We imagine that this will be a successfully and correct integration and the girl is totally capable to defend one exercise of stretching and warm-up by herself.
Our idea is that first of all the class elaborates in a cardboard all of the possible signs languages and its representation in order to the pupils can have a clue/ assistance/ help in the moment of the girl’s explanation- they will be more self-sufficient, making their own material and tool for understand the next exercise as well as fulfilled and glad of their cooperation job. We also will hang out according to their height- like Maria Montessori defended. In this while of elaboration, the mute girl will take the chance to think and prepare her exercise.
Once doing it all, she will begin to explain in a visual way the kinds of warm-up for articulations and stretching that are possible at the same time that she will do a representation of it. Her classmates will have to look and pay attention to her hands, understand what she is trying to say and represent it in a practical way (having in front of them their helpful guide of the signs language).
To conclude the exercise we will join together the all class-group and we will put in practise the theory concepts that they should learnt since the start. They will take their own blood pressure in order to finalize to understand well the concepts.
Objectives:
-To make realise the students that there are several disabilities surrounding us and it don’t have to suppose a problem (we should normalize it).
-To strengthen the feelings of competence and responsibility (Maria Montessori).
-To create and environment in where the children with disabilities and the other kids feel comfortable as well.
- To promote the cooperative work (in class and playing with teams).
-To encourage children to exchange their experiences and opinions about the different disabilities that there are and debate about it.
- To reinforce the value of a good integration in the class and playing.
- To allow children make their own tools and mechanisms for solve their problems to the extent of possible.
- To appreciate that everyone is capable to learn and provide something in life.
- To understand the correct way to prepare your body before and after doing sport.
- To learn the different styles of swimming (breast-stoke, butterfly-stroke, back-stroke and crawl/freestyle) as well as the importance of the respect for the other people.
- To check one’s blood pressure in order to understand how your heart works in repose and doing exercise (in different levels).
- To know how to ration the effort according to your possibilities.
- To be aware of the respiration while we are doing sport and learn how to have a correct one.
Materials:
For doing asthmatic child’s exercise we will need some pool material such as a ball, corks’ pool, flippers …and the kids will have to take all the swimming clothes necessary for this. And, of course, a swimming pool (it supposed that our school has one).
In relation to the mute girl’s exercise, we will need some sheets in order to we can create a cardboard with all the signs language represented in it. We also will need a computer or a book in which we can look for or check the wide range of signs that exist and material to write and draw the signs (pens, felt-tip pens, colours, paint…).
Moreover, we will provide (as a P.E teachers) to the students a little document. There it will be explained briefly some of the theory and the main concepts that we consider a matter of interest for them (related to the blood pressure, the good way of manage the respirations...).
In relation to the mute girl’s exercise, we will need some sheets in order to we can create a cardboard with all the signs language represented in it. We also will need a computer or a book in which we can look for or check the wide range of signs that exist and material to write and draw the signs (pens, felt-tip pens, colours, paint…).
Moreover, we will provide (as a P.E teachers) to the students a little document. There it will be explained briefly some of the theory and the main concepts that we consider a matter of interest for them (related to the blood pressure, the good way of manage the respirations...).
Methods:
Class distribution
The first day they will be all together meeting in the class working in the theory provided and with the making of the signs language.
The second day, we will make two variety groups and each group will work in one of the two exercises during one hour and they will exchange the exercises in the next hour. That is, meanwhile one group will be doing the warm-up and the stretching exercise the other will be doing the swimming exercise.
So, the asthmatic child and the mute girl will be the responsible of each two exercises according to their disabilities. Both of them won’t move from one exercise to another like the rest of their classmates, they will stay organizing and explaining the same exercise twice for the two different groups.
The two groups will be formed by 14 students each one more or less (the half part of a class approximately).
On the first exercise, it will be up to the young boy the way of the organization of the rest pupils for doing teams or any competition/race. It depends on his decision.
In the second exercise, it happen the same. The mute girl is in absolutely freedom to choose what exercises she will do and if she wants that the half of the class will be divided in some more small groups or not.
At the end, all of the students will be joined together in order to look over, apply the different theoretical concepts and comment their experiences.
Time
In this case, it will be an open-ended time established. This means that we know and organized the time at the beginning but we don’t know if it will be endless or not. It’s not about an aimless activity (because it has some aims and objective to achieve) – like Montessori- but we don’t know until in which time it will be developed or if children will be very interest with these exercises and they would like to repeat it. So, we believe that this activity will go on for two different days but it’s only a supposition:
We will dedicated one day to give a short explanation about some Physical Education concepts which affect the healthy of the all body such as the blood pressure, the importance of a good stretching, as well as the different ways of respiration which exists meanwhile you’re doing sport. Furthermore, the first day we will do the composition of the cardboard with all of the signs language together (all the class). This session will takes 2 hours (one hour for theory another for creating the huge cardboard).
The next session it will be the main and the most important: the development of the activity. As we have explained before, it will consist in putting in practise the exercises of stretching/warming-up and swimming. Each activity will take 1 hour. So, the students will stay two hours in movement and acquiring new knowledge and skills. During the activity, they should be practising the theory worked the session before.
Other side, between hours, they can have a break to eat something or for having a shower at the end of the activity.
After all, they will do a review, check and exchange the opinions and the perceptions of the students for having done this uncommon activity (fifteen minutes approximately).
Space
We have to contextualize and understand that this activity will take place in our big and well furnished school, with all of the tools required available and with a child centred environments (like Summerhill or Maria Montessori).
The different spaces will be:
-Classroom (completely adapted to the needs, height, weight of the children, they can grab and get anything they want).
-Outside place (this could be a gym/playground for the stretching exercise and the swimming pool for the other).
It’s clear that the students can move freely along the two places as it supposed to be nearest from each other.
The first day they will be all together meeting in the class working in the theory provided and with the making of the signs language.
The second day, we will make two variety groups and each group will work in one of the two exercises during one hour and they will exchange the exercises in the next hour. That is, meanwhile one group will be doing the warm-up and the stretching exercise the other will be doing the swimming exercise.
So, the asthmatic child and the mute girl will be the responsible of each two exercises according to their disabilities. Both of them won’t move from one exercise to another like the rest of their classmates, they will stay organizing and explaining the same exercise twice for the two different groups.
The two groups will be formed by 14 students each one more or less (the half part of a class approximately).
On the first exercise, it will be up to the young boy the way of the organization of the rest pupils for doing teams or any competition/race. It depends on his decision.
In the second exercise, it happen the same. The mute girl is in absolutely freedom to choose what exercises she will do and if she wants that the half of the class will be divided in some more small groups or not.
At the end, all of the students will be joined together in order to look over, apply the different theoretical concepts and comment their experiences.
Time
In this case, it will be an open-ended time established. This means that we know and organized the time at the beginning but we don’t know if it will be endless or not. It’s not about an aimless activity (because it has some aims and objective to achieve) – like Montessori- but we don’t know until in which time it will be developed or if children will be very interest with these exercises and they would like to repeat it. So, we believe that this activity will go on for two different days but it’s only a supposition:
We will dedicated one day to give a short explanation about some Physical Education concepts which affect the healthy of the all body such as the blood pressure, the importance of a good stretching, as well as the different ways of respiration which exists meanwhile you’re doing sport. Furthermore, the first day we will do the composition of the cardboard with all of the signs language together (all the class). This session will takes 2 hours (one hour for theory another for creating the huge cardboard).
The next session it will be the main and the most important: the development of the activity. As we have explained before, it will consist in putting in practise the exercises of stretching/warming-up and swimming. Each activity will take 1 hour. So, the students will stay two hours in movement and acquiring new knowledge and skills. During the activity, they should be practising the theory worked the session before.
Other side, between hours, they can have a break to eat something or for having a shower at the end of the activity.
After all, they will do a review, check and exchange the opinions and the perceptions of the students for having done this uncommon activity (fifteen minutes approximately).
Space
We have to contextualize and understand that this activity will take place in our big and well furnished school, with all of the tools required available and with a child centred environments (like Summerhill or Maria Montessori).
The different spaces will be:
-Classroom (completely adapted to the needs, height, weight of the children, they can grab and get anything they want).
-Outside place (this could be a gym/playground for the stretching exercise and the swimming pool for the other).
It’s clear that the students can move freely along the two places as it supposed to be nearest from each other.
Evaluation:
We will evaluate that the kids depending on their grade of empathy to their classmates (particularly in the asthmatic and mute children), their respect, cooperation and participation in the exercises purposed.
The theory it’s only because they have some notions of what these concepts means and they will be capable to relate it to P.E and having a sportive and healthy lifestyle in a practical and funny way.
The most important thing in the evaluation is that they learn to be sensitive to the other’s feelings, opinions and experiences and get to appreciate the fact that everyone has something to provide and to receive from the others. This activity has been created to strengthen the team work, the responsibility of belonging as a group and the understanding of each other. The students should be aware of that everything costs an effort but if everyone contributes in their small way, they can reach whatever.
In addition, the teacher doesn’t have an important role in the development and in the progress of the activity as he/she is only an spectator whose main function is to give the guidelines of what they will going to do but doesn’t get involved in it as well. They dedicated most of the time to observe the attitudes and assist if it’s necessary. At the end, are the same pupils who are in charge of their evaluation, checking and improvements.
The theory it’s only because they have some notions of what these concepts means and they will be capable to relate it to P.E and having a sportive and healthy lifestyle in a practical and funny way.
The most important thing in the evaluation is that they learn to be sensitive to the other’s feelings, opinions and experiences and get to appreciate the fact that everyone has something to provide and to receive from the others. This activity has been created to strengthen the team work, the responsibility of belonging as a group and the understanding of each other. The students should be aware of that everything costs an effort but if everyone contributes in their small way, they can reach whatever.
In addition, the teacher doesn’t have an important role in the development and in the progress of the activity as he/she is only an spectator whose main function is to give the guidelines of what they will going to do but doesn’t get involved in it as well. They dedicated most of the time to observe the attitudes and assist if it’s necessary. At the end, are the same pupils who are in charge of their evaluation, checking and improvements.