Daily Burn vs. Traineo
Friday, December 17, 2010
Daily Burn vs. Traineo
Thursday, December 16, 2010
My first impressions of Traineo were not the best. I was not happy with their program, it was hard to follow and not very effective. Simultaneously, I am using Daily Burn which is also an online exercise and nutrition program. I like Daily Burn a lot better because there are not nearly as much restrictions. With Daily Burn I can track my sleep, nutrition, workouts, distance travelled etc. without paying a dime. On the other hand Traineo asks for money before I can do anything. Traineo allows me to get tips on how to lose weight, be fit, be motivated and so on but nothing really helpful. I'm sure if I paid the fee Traineo would be a great tool for me and anyone, but I'd prefer Daily Burn otherwise.
I was pleasantly surprised with the Daily Burn program. I am currently using Daily Burn and Traineo, two great online exercise and nutrition trackers, personally I enjoyed using Daily Burn better. With no surprise there were restrictions with Daily Burn and Traineo, those restrictions can be lifted if I chose to pay a certain amount which I did not. However, Daily Burn, with the restrictions and all allowed me to do so much more than Traineo. Traineo was hard to follow, barely let me do anything without paying while Daily Burn allowed me to do so much! Daily Burn is a great program and tool for all people to use, along with their motivators, fitness plans and all, and if it were in my budget I would pay the fees and continue to use it. However, I will continue getting my exercise how I have been.
Along with Daily Burn, students can use Picasa. Picasa is an image organizer and image viewer for digital photos and the best part is that it is free! Students will be able to take screen shots of their progress in Daily Burn and enables the student to show the teacher all the hard work they are doing. With the aid of Daily Burn, Picasa can be a great way of reporting progress towards the learning standard 1A. The screen shots can be feedback for the student and teacher and will show what areas the student needs help in. I have taken plenty of screen shots, it is simple, effective and very helpful. If you look above at the first picture, you can see that I was recording my sleep for the night and that I only received 2 hours of sleep that night. It was a rough night for me and my finals, I felt I had to share that in my blog. There is no reason why any Physical Educator cannot do the same.
Wednesday, December 15, 2010
CBC news, home of Canada's latest World, Entertainment and Business news ran the story of Brain Gains. Brain Gains is a program that strived to get unruly students, students who have had extreme difficulty succeeding educationally, to do well in school. Taken place in City Park Collegiate Schools in Saskatoon Canada, students have went from school to school to finally arrive at Saskatoon, a place where they can finally feel comfortable and safe. The news piece was very interesting, especially from my point of view, I learned a lot after reading and viewing the story. I always knew exercise and physical activity for the body, soul and mind but I never knew the science behind it. With all of the endorphins, the hippocampus, brain cells expanding it really opens your eyes. I always knew Physical Education is important but now I know as a future physical educator I have a responsibility to my students. I was upset during the video when they took you into the physical education class and talked about how the students were not really moving and getting the exercise they need to stimulate their minds. Rather, the students got their exercise in the classroom, with treadmills and other machines. Personally, in my Physical Education I will make sure of it to see that most if not all of my students are getting the exercise they need to stimulate their minds and be successful in their other classes. When I was in high school, my Physical Education class was the same way as the one in the video, kids standing around, not participating and it really bothers me, there is no reason why it should be like that.
Friday, December 10, 2010
For a goal-directed coordination of instructional activities and teaching methods, firstly we can define goals for education in terms of the ideas and skills we want students to learn. Next we must design activities and teaching methods that will provide opportunities for experience with these ideas and skills, and help students learn more from their experiences. Lastly, these goals must fall within the nation, state and local standards. Without any of this there is no sense of direction and fairly will surely ensue.
Why is the movement-task student response unit of analysis so important in physical education?
Sunday, December 5, 2010
Monday, November 8, 2010
When Professor Yang instructed to the class that we will have to be teaching an international sport, admittedly so, I was nervous. Next, when my partner Greg and I decided to teach Kabaddi, the national sport of India and Bangladesh, yes I was very nervous. I was not sure if I would be able to learn a sport quickly, and well enough to teach it to a group of my peers. Nonetheless, I was up to the challenge and I did pretty well I think. It is very hard to squeeze so much information into such a short period of time but I did my best. I was able to include the native language of Bangladesh, that is Bengali, having the students counting from 1-10 in Bengali. Thus, I was able to get plenty of the culture into the lesson and it felt accomplishing to teach through the physical. I found it difficult to give feedback to my students, but I did the best I could, which truthfully was not all that spectacular. The skills I taught in Kabaddi were so simple that it was tough to give feedback because all of the students excelled in them. However, one can argue that I can simply give positive feedback to the students, so that is definitely an area I need to work on. Ultimately, I am really liking the way I am progessing as a teacher. Below are links to all of Kabaddi documents.
Monday, October 18, 2010
Monday, October 4, 2010
Sunday, September 19, 2010
Thursday, September 9, 2010
Wednesday, September 8, 2010
Monday, May 3, 2010
Everyone enjoys dressing up as someone or something they love, this past lab my peers and I were lucky enough to dress up as superheroes. My group and I, the Fuzzy Monkees, dressed up as your favorite crime fight turtles, the Teenage Mutant Ninja Turtles. Donnatello, Leonardo, Rafael and Michelangelo took a break from fighting crime and helped the students at St. Mary's enjoy the last lab we have with each other. I could immediately tell the impact all of our costumes had on the students. The energy levels were up, and they were eager to get playing as soon as possible. Not only were they happy to see the superheroes in town to help them, but in addition, the parachute games had the children smiling from ear to ear. I will certainly incorporate little things like these when I am teaching physical education in order to keep my students interested and energetic.
Sunday, April 18, 2010
Way back when, upon hearing my group and I would have to make a music video to a song and relate it to class, I was very reluctant. I soon realized it was the most fun I've had in a while, in class or not. I was able to break inhibitions, let loose and have fun with it. I was able to get dressed up, look ridiculous, and loved every second of it. Every now and then Sir Mix A Lot's 'Baby Got Back' will come on in my shuffle and I cannot help but to sing my part. I hope my group and I can get to perform on the 1st of May so we can knock it out the park and show everyone what we have.
Looking back at the previous labs, the activities and game I chosen to use seemed very appropriate. The games never got out of hand, the students were always on task, very rarely was anyone ever standing around waiting. I made sure my games were always able to get the students moving, it is the basis I like to set. There is always limitations to every game. Whether it is the environment, the learner to what not, it is hard to assess motor skills at some times. I've noticed that the student does not attempt the skill or will not get a chance too. The learner may become distracted and off-task or the game was not well thought out enough towards the motor skill. In the past lab I watched and assessed a student practice her basketball dribbling and soccer shot. Student M performed the task beautifully, the games was set so well to assess the motor skill, and at the age of 5, she was so ahead of the curve I felt. She was able to contact the ball with one hand, not slapping it, at hip height with control of the ball as well. Also, her soccer kick was very nice for a girl her age. Rapid continuos approach to the ball and her trunk inclined. On the other hand, she lacked a forward swing of the arm and a follow-through. Overall, her motor skills were very impressive and the game was well balanced towards it.
This past lab, we were fortunate enough to have Woody, Buzz Lightyear and his gang stop by St. Mary's for some fun. Not only that, but we were lucky enough to spend the beautiful day outside! It was a whole new realm for me as a teacher and I learned a lot. Teaching within doors is a completely separate task from outdoors. The environment changes drastically, and as a teacher you need to adjust. I think it was a job well done overall by myself and my peers. Hopefully we can be outside on more time before the end of the semester to hone our skills more but we shall see.
Sunday, April 4, 2010
Looking back on my experience with St. Mary's I am very grateful to have been given this opportunity. The biggest challenges I faced was not being able to communicate and interact with the children as much as I would have liked to. I found it difficult to grasp the students attention, hold it, and communicate what it was I was attempting to, whether it be a game or what have you. The environment never became an issue because fortunately the gym was always available, only problem I've faced is breaking my inhibitions, letting my guard down and communicating. In order to improve, I will just have to work harder and lose the fear I have, raise my voice to better get my point across. I look forward to improving myself in the future at St. Mary's and elsewhere.
This past monday the Easter Bunny arrived early to St. Mary's in Cortland. The children of St. Mary's celebrated Easter by participating in fun activities and having a great time. Students were simultaneous working on their motor skills, like throwing and catching, while having a great time. I loved to see the kids running around having a ball and knowing that I was able to help put that smile there. This past lab I really feel I was able to communicate to the kids better than ever before. I really let my guard down and began to 'teach' so to speak. I look forward to our future labs and hope to perform even better.
Monday, March 15, 2010
This past monday, St. Mary's was attacked by viscous dinosaurs. Contrary to popular belief, these dinosaurs came in peace, hoping to join in on various activities and to have fun. These dinosaurs wanted to practice their leap, horizontal jump and slide. I'm starting to have second thoughts on dinosaurs now, apparently our beliefs on them are wrong, they are very peaceful creatures. Now watching the dinosaurs practice their skills a lot was learned. First and foremost, who knew dinosaurs were so athletic? Secondly, the dinosaurs all develop at their own pace and have to be dealt with individually and carefully. With the right guidance these dinosaurs can become all stars. The teacher's responsibility is to first, make sure the students have the times of their lives, and look forward to physical education, and secondly to ensure that they develop into well rounded adults.
After viewing the students’ movement patterns this past week, there was plenty of variability seen across the board. I noticed that sometimes age is not an issue, that perhaps, a younger student may be more advanced than an older student. This leads me to understand that different students progress at different rates and that there must be another influence in the students’ life that may be affecting this. There could be genetic reasons for example, or perhaps the environment itself could be another reason. I worked with two students, student A and student B. There was plenty of variability between the two of them for all of the movement skills of leaping, horizontally jumping and sliding. Student A had a hard time grasping the concepts of each skill and how to do them, while student B showed good progressions throughout the class. Throughout the day I used the teaching strategies that I was taught and thought were going to be most productive. I got down to their level, explained thoroughly, used demonstrations, did not ask questions I did not want to hear and so on. The effect went well, I was able to relay my message across and get the students running and playing in no time. In my opinion, the most effective strategy is getting down the students level, without doing so one can never expect to grab the attention of the students, the students will quickly divert their attention elsewhere and the teacher will have no effect at all. The most effective strategy to capture the children’s attention and keep them on task is to use props, props and more props. Props are such a good way to get them to listen to you, understand your activity and have them playing in no time. For example, when Blaze showed up at St. Mary’s all the students energy went off the Richter scale and started to have the times of their lives. Now I know I cannot have a real dragon every time, but it does not always have to be to that extent. As the teacher we have to be innovative and creative to optimize the playing time for the children.
Wednesday, March 10, 2010
Wednesday, March 3, 2010
Children in this generation face many issues that previous generations did not have to encounter. Children these days have to deal with a rapid rise in obesity. Today’s children are less active and have poorer diets than their counterparts of just 10 years ago. In addition, the in-school and community violence among youth has been a growing problem and there is no reason for it to occur. Lastly, children are reaching puberty sooner that in turn has important psychosocial ramifications.
Physical Education aims to remedy some if not all of these problems. A physical educator seeks to teach skills necessary to perform a variety of activities and remain fit. In addition, a physically educated person, by NASPE standards, knows the implications and the benefits of involvement in physical activities. There are three factors that lead to the development of the whole child. Firstly, the biology of the individual, next is the conditions of the learning environment, and lastly the requirements of the movement task, or the task, learner and environment for short. Individual appropriateness is based on the central proposition that each child has his unique timing and pattern of growth and development. Thus, the movement activities children perform are geared to their stage of motor development. On the other hand, age-group appropriateness is based on both chronological age and grade level. The process of development moves from simple to complex and from general to specific as individuals strive to increase their competence in the motor, cognitive and affective domains of human behavior.
Fundamental skills, or basic movement skills, are developed when the student it young and is applied to specialized skills to a wide variety of games and to various sport, dance and recreational activities. For example, the fundamental skill of striking an object in an underhand, sidearm or over-arm pattern is progressively refined and later applied in sport and recreational pursuits such as golf, tennis and baseball. Patterns of stability can also be observed as axial, static and dynamic movements. An axial movement could be bending, stretching or twisting. While, on the other hand, static and dynamic movements could be rolling, starting, stopping or dodging.
Finally, physical fitness is defined as a combination of health-related and performance-related fitness. Health-related fitness is composed of muscular strength, muscular endurance, cardiovascular endurance, joint flexibility and body composition. However, performance-related fitness is made up of balance, coordination, agility, speed and power. These concepts can easily be achieved with the guidance and supervision of a physically educated teacher.
Sunday, February 28, 2010
This past monday, in our most recent lab I was fortunate enough to be a part of a miniature winter olympics for the students at St. Mary's. The students participated in Olympic themed activities set up by my peers and I of SUNY Cortland. Throughout the lab the students motor skills were observed, from running, hopping to galloping. I noticed, as I'm sure my classmates did to, that the students were able to perform the task but not to it's highest ability. The students struggled at sometimes and were not able to fulfill all of the performance criteria. Critical elements were overlooked and the students certainly need some guidance to perform the task to its proper standards. In addition, although I was not able to get a chance to teach an activity to the students I did learn a few tricks. Music is extremely helpful to an activity, pumping up the students and what not. Also I learned not to ask questions I don't want the answer to, for example, Who wants to play this game? I should not give the students an option, simply act the right way and the students will surely play. I will take this thoughts to heart for the next lab.