lunes, 22 de abril de 2013
jueves, 18 de abril de 2013
IMPORTANT DEFINITIONS
MOTRICITY
The term motor is used in the health field and refers to the ability of a body part, this being a set of voluntary and involuntary acts coordinated and synchronized by the various motor units (muscles).
Gross motor skills
The gross motor itself tends to make drastic and instructurales movements, ie movements is done with primitive sense mediocre neurodevelopmental engage larger muscle groups involving greater application of force, speed and distance of movement. Example, running, jumping, pushing, throwing, etc.
medium motricity
Move the limbs without scrolling.
fine motor skills
Fine motor refers to much more precise voluntary movements, which involve smaller muscle groups that require greater coordination. Refers to grasps or holds precisely that facilitates activities. All duly organized and synchronized previously.
Is the realization of physical activities and movements with the implementation of a capacity and are also innate human skills can morphological or psychological. Importantly for improvement need constant training and physical adaptation.
These skills and abilities and are classified according to sensorimotor and energetic qualities. And are classified as:
Coordinative Capacities
It is the ability to coordinate a movement for example General As are regulation and direction of movement, adaptation and motor changes. Are special guidance, balance, rhythm, anticipation, differentiation, coordination. Complex motor learning is the flexibility and mobility or active, passive.
Conditional Capacities
These capabilities are found in motor actions according to the release and exchange energy substances in the body during or after this physical activity. And are divided into:
strength
Extension is the ability to dare muscle tendons, is exerted to overcome resistance static or dynamic according to a muscular contraction. They are divided into three:
Maximum Strength
This force is exerted to overcome a load of external force with a maximum length of muscles, this force is developed in high-performance athletes, including activities such as Judo, Wrestling, launches the Athletics area.
Explosive Strength
This force is exerted on a fast muscle contraction to overcome external resistance when the speed mentioned refers to the minimum time of the activity or physical action. And it is very common that this force is reflected in the use of the body weight of the same person, with light implements such as: medicine balls and objects that your weight is small and weightlifting exercises.
Resistance strength
It is the human capacity to resist the onset of fatigue in prolonged physical activity in exercises such as rowing, cycling path, in athletics and swimming in the middle distance events and background.
Velocity
It is the human capacity to exercise a movement in a short time and you can see reflected in physical activities such as athletics or ciclismo.
Resistance
It is the ability to prolong the arrival of fatigue during physical activity or effort. Y is divided into:
aerobic
Endurance capacity is a physical activity, which is developed with a high oxygen consumption at a time a little longer.
anaerobic
It is the capacity to resist physical activity, which is developed with a lower oxygen consumption in less time.
flexibility
It is the ability to stretch the muscles to a certain limit this is done without the muscle is damaged. It is important to perform this action after an activity or physical exertion.
PHASES OF PHYSICAL EDUCATION CLASS
Lopez-Pastor et al. (2003) refer to three moments that should have all PE session:
1. Meeting Time
2. Timing of motor activity
3. Farewell Moment
1. Meeting time (Initial or preparatory). Includes a presentation phase of the activity (introducing the topic, behaviors that are to be developed, to conduct activities and organization of groups and items) and another phase of both physiological and psychological preparation by conducting a series of light exercises and acquaintances with previously not requiring much explanation and played forms conducive to student motivation. Considering the forty-five minutes real time, its duration should not exceed ten minutes.
The tasks that are proposed in the initial part should be varied and entertaining
2. Timing of motor activity: The preparatory part must be directly related to the second part of the session and that means that the selection of tasks predisposes and enables the central theme of the session. Therefore, this part should be a progressive thought put into action as a period of physiological and psychological adaptation to the theme of the class.
Main or essential part. It is one in which develops the theme of the session. The selection of the tasks will be based on the objectives set and at this stage is reached when the periods of most intense activity, the maximum being due care aspects of the characteristics of loads and their corresponding effort breaks or recoveries. It lasts approximately thirty to thirty five minutes.
3. Farewall moment (Final part or cool down). Its purpose is to facilitate the gradual return to the state standards (physiological and psychological) by performing activities of sensory nature, relaxation and stretching. The final part of a session should not be a separate phase or special treatment because its going to depend on the main part, considering the effort made during the early part.
PHYSICAL ACTIVITY AND RECOMMENDED ACTIVITIES
IN EACH GRADE
IN EACH GRADE
FIRST GRADE
SUGGESTED DIDACTICS STRATEGIES:
• integration and socialization Games
• Cooperative games
• Sensory Play
• Body language
• Role playing games
• Played Forms
• Games persecution
• Sets of rules
MATERIALS:
Balloons, paper, balls, ropes, hoops, chalk, tape, scarves, sheets, soap bubbles.
In the student learning outcomes
- Recognizes different body segments, the names and places to perceive both static
And dynamically.
- Identify physical characteristics and provides each student presents similarities with others
SECOND GRADE
SUGGESTED TEACHING STRATEGIES:
• Played Forms
• Motor Action Circuits
• integration and socialization Games
• Set of rules
• Role playing games
MATERIALS:
Balls, recorder, music CDs, mats, canes, one-liter cans, sheets or large cloth,
Rackets and balls.
In the student learning outcomes
- Move your body perceives and understands the meaning and intent of their actions.
- Create original forms of expression and communication.
- Express everything that identifies you and through what they print their identity.
THIRD GRADE
SUGGESTED DIDACTICS STRATEGIES:
• Played Forms
• Role playing games
• Set of persecution
• Circuit motor action
• Set of rules
• Games of interaction and socialization.
MATERIALS:
Strings, newspaper, vinyl and sponge balls, mattresses, boats or cones, plastic bottles
Learning outcomes:
- Understand that a problem should look at not only a possible solution, but according to several
Their own possibilities and basic movement patterns.
- Recognize how valuable contributions that make his teammates to approach
Presented.
- Sets oral communication links through collaborative work which increases their
Social and affective relationships.
FOURTH GRADE
SUGGESTED DIDACTICS STRATEGIES:
• Motor Action Circuits
• Played Forms
• Sets of rules
• Traditional game.
• Interaction Games
• Role playing games
• Cooperative games
• Recreational activities
MATERIALS:
Hoops, balls and sponge vinyl, rope, cardboard, paper, balloons, frisbees, tires, springs, little bags, small objects or stones, large cloth or mat, large pieces of cardboard.
EXPECTED LEARNING
- Become aware of the correct postural available in various motor actions.
- Perceive the difference in their breathing capacity inadequate to correct positions.
- Access to a stable and calm emotional state by controlling his breathing and relaxation.
FIFTH GRADE
SUGGESTED DIDACTICS STRATEGIES:
• Rally
• Games of interaction and socialization
• Recreational activities
• Indigenous and traditional game
• Amended and cooperative game
• Circuits motor action.
• Set of rules
• Educational itinerary rhythmic
• Body language
• Played Forms
• Modified Games
MATERIALS:
Cards, hoops, balls, rods, cones, frisbees, mats, bags, boxes.
learning outcomes
- Compare their performance engines with their peers and build forms of gambling
Participatory and inclusive.
- Distinguishes the best way to use their skills in developing a game engine and
Game situations immediately with a lower energy
Improve your agility through rapid, fluid movements, causing responses controlled by
Physical exertion.
- Manipulate and control various objects, adapting their performances to basic motor skills
Such as throwing, catching and hitting
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