DENNISON MASTER PORTFOLIO 1

Physical Education Statement

Play is a critical part of student growth and social well-being. When students play,

an authentic scenario is created where they can push their physical limits and learn to

work within given parameters of a social gathering. This artifact shows a kindergarten

physical education lesson I taught that incorporates locomotor skills and pre-determined

rules for successful participation.

The basic locomotor skills of walking and running seem quite simple, but it was

important they were modeled for the students so expectations were clear. Gehris et al

(2018) suggest verbally describing the skill, modeling the skill, then providing hand-

over-hand assistance while practicing the movement. The connection of the vocabulary

“walk”, “run”, or “stop” with the ability to perform each action is a key component to

playing the green light game. From the age of two through eight kids need practice with

basic movements to achieve mastery. Changing quickly from one movement to another,

like in green light game, is another way of practicing stability and balance while

transitioning tasks (Fuchs, 2014). Kindergarten students are not ready for the

complexities of games such as kickball or softball (Breslin, 2008). The simplicity of the

rules and movements were a big part of what made this lesson successful.

In many physical activities, there is much more to learn than the mechanics of

motion. Students are also learning how to move safely by maintaining personal space.

This is important on the playground and in the classroom (Breslin, 2008). Other

fundamental lessons transfer to the classroom and general life, like the process of

achieving a goal, conflict resolution, and how to win or lose. Gubacs-Collins (2015)

refers to this approach to physical education as the Socratic Gymnasium. Skills are taught
DENNISON MASTER PORTFOLIO 2

with social and game contexts, which encourages mastery of movements and thinking

skills that potentially transcend the physical education time block.

Cratty (2004) reminds us there is equal need for practicing self-control through

slow, precise activities. Engaging our ability to not act or react is a power that needs

practice also. Games that alternate between high-energy bursts and slower deliberate

moments allow students to practice regaining control quickly in authentic, fun ways.

Kindergarteners generally struggle with self-control. It was difficult for some of the

students playing the green light game to stop during red lights but the competitiveness of

the game made it a fun exercise that they wanted to master.

DENNISON MASTER PORTFOLIO 3

References

Breslin, C. M., Morton, J. R., & Rudisill, M. E. (2008). Implementing a physical activity

curriculum into the school day: Helping early childhood teachers meet the

challenge. Early Childhood Education Journal,35(5), 429-437.

doi:10.1007/s10643-007-0200-9

Cratty, B. J. (2017). Adapted physical education: Self-control and attention. Focus on

Exceptional Children,37(3), 1-8. doi:10.17161/fec.v37i3.6810

Fuchs, M. A. (2014). Movement matters. Montessori Life,26(4), 31-37. Retrieved March

12, 2019, from

http://eds.a.ebscohost.com.ezproxy.uas.alaska.edu/ehost/pdfviewer/pdfviewer?vid

=1&sid=98e5ad95-75ff-48da-8fee-49749bc6aa37@sdc-v-sessmgr04

Gehris, J. S., Simpson, A. C., Baert, H., Robinson, L. E., Macdonald, M., Clements, R., .

. . Schneider, S. (2018). Resource to share with parents: Helping your child

develop physical literacy. Journal of Physical Education, Recreation &

Dance,89(6), 50-59. doi:10.1080/07303084.2018.1478559

Gubacs-Collins, K. D. (2015). The Socratic gymnasium: Learning lessons of life through

physical education. The Physical Educator,72(5), 76-98. doi:10.18666/tpe-2015-

v72-i5-5123