Day 7

1 final presentation,

Health Related Fitness(Kate)

Fitness is being fit to prevent secondary chronic diseases and be able to move freely, comfortably and independently through all aspects of life across a person's lifespan

aerobic functioning - cardiac
body composition - BMI, circumference
Muscular strength and flexibility

- individualized not comparing results to another person
- focus on progress, not performance
- should be inclusive as disabled have right to fitness development as well

Modifications for Assessment
-pre-teach skills needed for assessment
-task analysis
- use only parts of the test
-alternate environment
-visual supports

Canadian Assessment has moved to Canadian Assessment of Physical Literacy

http://sportfitcanada.com/home - provides suggested sports for the individual at end of assessment that are geared to the student's strengths

tracking apps for motivation may include,

MAKE IT FUN!!!

Positive feedback from peers on yesterday's presentation
- liked the quiz to start, engages/hooks the audience
- good use of video
- good enthusiasm
- good teamwork
-clear slides
- nice way of concluding
-great background
-engaging,connecting
- good outline of the guts(5 principles)

-useful when completing the self reflection and marking
-challenging to give myself credit when assessing myself -  a positive exercise to put ourselves in our students shoes

General Philosophical Approaches (How do we instruct)

1. Humanism - emphasizing the whole self, intrinsically motivated, teach personal responsibility
       - reference Don Hellison (Chicago - 5 levels of high 5 for development)

2. Behaviourism - systemic planned organization of the environment to help students achieve success

3. Eclectic- pull bits and pieces, best elements of the other approaches

Instructional Styles
Direct Style
- 
instructor makes decisions
- suited for LDI students frequently
- often matched with behaviourist philosophy

Indirect Style
-often matched with higher functioning
- child centered, student is active participant in problem solving and self-discovery
- example would be "playtime"

I am a combo of direct and indirect which may be task style/differentiation
- build on student interests and strengths to set goals but implement extreme structure to teach  those goals
- should be all about modification and adaptation to enhance everyone's success and be physically literate
- balance adaptation to accommodate student needs but  if the game is too different be cautious of ruining the integrity of the game and call it something else and offer the "real game" at another time, possibly after school for the really competitive students

Looking back at the day I appreciated the flow. Starting with outlining the philosophies, progressing to instructional styles and finally adaptations.It is beneficial to think about my practice and analyze what approaches I apply. When we are in the midst of our teaching we do not have time to look back and reflect. I am leaving thinking I prefer to apply an eclectic philosophy with a combination of direct and indirect instructional style that includes many adaptations. I build my programming on student interests and strengths and then implement extreme and individualized structure to teach to those goals. It will be interesting to probe into this further and see if I change my opinion.