## Thursday, February 9, 2012

### Lab 6- Jump Rope

1.) Can a child in a wheelchair enter the front door and the back door? What modifications would you make?
• No a child in a wheelchair cannot enter both the front and back door. The child might be able to get through the front door, but not the back. As the child tries to enter the front, if they are not fast enough then the rope might get them from behind. If the child tries to enter through the back door, then the rope could come down on the child. We could have the students who are swinging the rope to slow it down so the child has more time to get under the rope. Also, it might be easier to go through the middle of the rope because this is where it is going to be the highest.

2.) How would you apply goal setting to this lesson?
• You could apply goal setting to this lesson by using jumping to rope using the scissors kick. You could have student warm up alone for a few minutes to practice their jumping. Then you will have them get into groups with 2 students holding the rope.  You could set the goal as they have to jump the rope above their waist 5 times in a minute. If the student hit the rope then they have to reset. Each time you can increase the number of jumps required for the students in a minute. If the students cannot accomplish the new goal, then you can go back to the starting goal, or practice to jumping and start over.

3.) Design a long rope jumping routine for a pair of students jumping at the same time.
• My lesson would have pair of students practice jumping side by side to get their timing down. I would then give them a rope but they have to swing it from the outside. If they were fine with this, I would ask them to swing the rope together, while both of them are jumping in the middle. It is a nice progression to have student working together to get their timing down, and also doing a jump rope routine.

4.) Create a checklist of the critical elements to look for and use in teaching basic, two foot rope jumping.
• Based out of 4 points…
• The student is taking off and landing on both feet. 1  2   3   4
• The student is swinging the rope with arms extended. 1  2  3  4
• The student is jumping over the rope without it touching parts of the body. 1  2  3  4

5.) Describe how you would go about organizing a rope jumping club for your elementary school.
• I would start by getting the kids involved in kindergarten. Here I would have them practice the basic skills of jump rope, and some fun activities such as making words with the rope. This catches the child’s attention at a young age, and gets them involved. I would try to get every class to have a jump rope unit. I would ask the students if they would be interested in starting a club. We can do my age groups where the younger kids can show off their basic jumping skills, and the older kids can do routines. This gets the community involved, and every grade in the school into the club. It is important to keep the young kids involved, because they will be involved for about 6 years. After we have our routines, we can try to schedule events to show off our skills. At the end of the year reward the students with a ceremony. Rewarding the children with rewards will hopefully ensure that they will return for another year.

6.) What is stimulus variation?
• Stimulus variation is an action by the teacher who changes the way that they present the lesson to the students, in hopes that the students will maintain a high level of attention during the lesson. In most of our labs, we have been working on skills. However, it has been presented to us in a different way where it makes the lesson interesting, and we are practicing our skills while taking part in the lesson.

#### 1 comment:

1. An example of stimulus variation from lab is that we switch activities often like with bean bags and balls, we are working on balance or manipulation but we keep the attention of the students by switching often.