PDFE #2

Context of Setting

Who: Second Graders
What: Elementary Physical Education Class
Where: Cloverleaf Elementary School
When: Wednesday at 11:55 - 12:55
Schedule for the Second Grade class

1. Warm-ups (led by two students): push-ups, jumping jacks,crunches, windmills, and toe touches.
2. Bean bag toss: high underhand toss catch with two hands, catch with one hand, catch the bag over your head, and catch the bag at your shoelaces.
3. Bean bag competition throwing to targets.
4. Robot tag
5. Robot tag while carrying the bean bag on your head 

Observational Points One-Dimension System

Fundamental Movements: The fundamental Locomotor skills I observed at Cloverleaf Elementary School was when the children were running around playing Robot tag or when they had to run to open space on the court. They practice traveling around the court running and walking when they had to pick up bean bags the previous team had thrown at the targets. Also walking as straight as possible to balance the bean bag on their head. The only manipulation of an object the second graders manipulated were bean bags that they were practicing throwing to each other and at targets. Some stability fundamental movements observed was when the children were stretching doing toe touches because they were trying to keep their balance while stretching there legs. Also, when they were doing there push-ups or crunches they were working on controlling their arms in push-up and the core (midsection) when doing crunches. Also, walking tall controlling their body movement so they can balance a bean bag on their heads. The students used a lot of Gross muscles to complete their physical activity because these muscles are large groups or the body as a whole that students learn at an early age to use. Such as using their legs to run during Robot tag or using their whole body to do jumping jacks, because they learn how to use the huge muscles of their arms and legs at the same time at an early age. Some Fine muscle groups they used were catching the bean bag a certain way, either over their head or at their feet. These are uses of fine muscle because they have to concentrate  on where to catch it and where to throw the bean bag. This takes a lot of hand and eye coordination. Discrete tasks the kids did were moving from standing to sitting and sitting to stand. This is determined as discrete skill because this is an action that is brief and has beginning and end. The throwing and catching the children were also a discrete skill they where developing, because not all of them could throw perfectly or catch the bean bag every time. The serial movements the second graders were learning was jumping jack because this discrete skills put together in a continuous action. They are still learning how to do jumping jacks because many of them have not mastered how to move their arms in one direction and their feet in another direction at the same. The most cognitive skills being performed was the children deciding where they planned on throwing the bean bags to a selected target. Also, saying the alphabet as they tossed and caught the bean bag can be considered as decision making at its maximum because these students are still learning the alphabet and how to catch a moving object. Decision making was less apparent when they were running playing tag because they tagged who was ever the closest to them. Some decision and motor control the student where doing was catching and throwing the bean bags because they had to think about how to throw it where to throw it and how to catch it and where to catch it. The environment was closed when the students where stretching and throwing the bean bag at the targets because the environment was predictable and they had time to plan there movements. Robot tag and walking around with a bean bag was in an open environment because children where running everywhere and you seen many people passing by you or getting tagged or who were tagging you. The students had to adapt to kids who had been tagged became stationary.