{"content":{"sharePage":{"page":0,"digests":[{"id":"35470542","dateCreated":"1299556515","smartDate":"Mar 7, 2011","userCreated":{"username":"sdjilly8","url":"https:\/\/www.wikispaces.com\/user\/view\/sdjilly8","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/tep-547-548-torry-2011-orc.wikispaces.com\/share\/view\/35470542"},"dateDigested":1531976699,"startDate":null,"sharedType":"discussion","title":"Jillian's Post","description":"(Step 1)
\nLink to Article: http:\/\/www.eric.ed.gov\/PDFS\/EJ903487.pdf<\/a>
\n
\nAnswers to the two-part reflections (Step 3)
\n#1
\nThe article sought to examine the differences in physical activity levels between recess and physical education classes and compare several factors that can change activity levels. Most of the diagnostic information can in the form of studying past research. The articles discussed how no study had compared the differences and the importance of understanding when students are most physically active. All diagnostic information was from past research. The study carefully collected age, weight, height, and controlled outside factors. Since this was done so carefully, I feel the research is valid. The assessment strategies use were to have students wear a pedometer and measure the amounts of steps and how and when those steps were taken. Students recorded their steps after each day's class and after a 24 hour period, thus recording any outside of school activities performed. Once all the date was collected SPSS analyzed the date in several ways to account for the different variables and how they affected physical activity levels. The student found vast differences in gender, which in this case will count as a special population. Gender greatly affects students willingness to participate in sports, especially as students enter into high school age. I would like to understand how to motivate this population better and assess that they are getting as much as possible out of their physical education classes.
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\n#2
\nPhysical education is a special class. Often times special needs students are placed into regular education classes and done so frequently in PE classes. These students many times do not have the same problems that they might have in a more academic class setting. Many times these students excel in their physical education classes and are not special adaptations to the lessons, due to the lack of reading and writing that is common in physical education classes. Therefore, I found this article interesting on gender differences and choose and examine how gender affects participation and enjoyment of a physical education class. I feel that in the unique setting
\nof a PE classroom, gender can qualify as a special need population.
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\nKnowing that the article found significant differences between boys and girls in physical activity in third and fourth graders, I also assume that this gender difference carries into high school levels and is most likely seen in greater levels of disparity. Knowing that I will plan curriculum to specific times where boys and girls will play separately. Creating activities such as dance, yoga, or gymnastics will ensure that everyone in class will get a chance to find an activity that they enjoy. I feel that the state fitness tests do a good job of creating specific gender related fitness goals. Creating games where everyone must touch the ball, or be passed the ball will encourage team work and hopefully help everyone feel like a value member of the team. Lastly, having class discussions on teamwork will be important step in creating a safe and welcoming environment for the PE classroom.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}