PART ONE

Children’s Health Awareness Presentation

You have been invited to speak at a community event to promote awareness of children’s health and physical activity. For this assignment, you will create a presentation to educate the parents/families and other community members using factual evidence and examples to provide a sound argument for the inclusion of health and physical education classes within the schools. In your presentation:

1. Describe stages of motor development for young children.
2. Discuss the importance of physical activity for the developing child and provide examples.
3. Discuss the impact that families and the community can have on children’s health and physical activity.
4. Identify at least three examples of physical activities and at least three examples of healthy eating practices that families can implement at home.
5. Identify at least three local resources for families to make healthy lifestyle choices within your own community (e.g. a local 5K race, farmer’s market, sports programs, drug rehabilitation).

Other requirements:

1. Include evidence from two to three outside sources that support the relationship between regular physical activity and children’s health.
2. Use at least three graphics (pictures, clipart, chart, table, etc.) to support your presentation.

You may write a three- to four-page paper (excluding the title and reference page), but you are encouraged to present your information using other creative means like a three- to five-minute video or an eight- to ten-slide PowerPoint presentation or another web-based presentation tool like Prezi (Links to an external site.)Links to an external site., Jing (Links to an external site.)Links to an external site., or Brainshark (Links to an external site.)Links to an external site.. Your assignment must be in APA format.

PART TWO

In Chapter 10, we learn about various classroom management skills. There is a relationship between good teaching and good management, which often incorporates the need for a school-wide management system. Many schools use acronyms as a way of helping students remember school policies. One example is the creation of STAR students (STAR: safety, talking, attitude, and respect).

What might be another example that you would create to reflect a classroom management system? Create an acronym, and then explain in detail why you chose each aspect and how it fits within your management system. Also reflect upon and share how you would use this acronym and system in a physical education classroom.

PART ONE

Read in Chapter 9 about Autonomy Supportive Environments in the classroom. Review Table 9.3 on the comparison of a controlling environment and an autonomy supportive environment.

For your initial post, create a model for a physical education lesson that is being taught in a controlling environment. Explain in detail how the task is introduced, taught, and assessed. You must include the following criteria:

• Name of task
• Type of authority in decision making
• Recognition of achievement
• Grouping of children
• Evaluation
• Time constraints

Your initial post can be a chart like the one below, or the information can be presented in story form.

Example: “Coach Johnson will be teaching a class how to dribble a ball while stationary. First, she will pass out equipment so each child has a ball. Then…”

Controlling Class Climate
Name of task	Dribbling a basketball while stationary.
Type of authority in decision making role	Teacher passes out equipment so each child receives a ball. The instructor then gives directions to bounce and catch ball 10 times in a row; students follow directions.
Recognition of achievement	Praises children aloud when task is completed, if ball rolls away student must return and start back at the beginning of the 10 count.
Grouping of children	Children are grouped in three groups: excellent, proficient, and needs improvement.
Evaluation	Groups are allowed free time when their group completes the task.
Time constraints	Thirty-minute class period. Students remain in groups until every member has completed the task; then free time is awarded.

PART TWO

Assessing the mastery of a skill is an important part of any lesson. Many fundamental motor skills are combined to create the more complex motor skills. If a fundamental skill is not mastered, it will affect the development of other skills as well.

In this discussion forum you will explain how you would observe, document, and assess a fundamental motor skill. Choose a fundamental motor skill that you will assess. It can be a skill previously discussed in this course or one that has not been discussed.

1. First, provide a brief explanation of the skill and activity used to practice the skill. List all of the aspects of the skill that you will be looking for during the lesson, including the student’s body and space awareness and quality of movement (e.g., balance, movement from one place to another, moving more than one body part at a time).
2. Then, discuss how you plan to observe and document during the lesson.
3. Finally, include a rubric that you have created to assess the mastery of this skill. You can find a guide for assistance with rubrics here (Links to an external site.)Links to an external site..

These instructions are also with the word document that has the matrix, which I have attached.

Complete the following sections using the provided matrix template.

Develop a leadership theories matrix that describes the definition and characteristics of various leadership theories and approaches to leadership (trait leadership, behavioral leadership, contingency leadership, skills leadership and situational leadership).

Provide one or more examples to support the definition or characteristics of each form of leadership.

Write out your explanations in each section; each section should contain about 350 words.

Format your matrix consistent with APA guidelines.

se the following scenario from The IRIS Center to complete the tasks below:

Chloe is a quiet fifth grader who is naturally organized and thrives on structure. Chloe’s mother reports that she tends to be focused on tasks, even in play. Chloe’s teacher, Mrs. Clifton, has also noticed that she is diligent with academic tasks. When reading aloud in class, Chloe is able to read all sight words and decode most multi-syllable words she encounters. However, Chloe’s fluency is not at the level of most fifth graders. Mrs. Clifton reports she is a word-by-word reader and does not read with proper tone or expression, but she feels Chloe has the skills needed to become a fluent, expressive reader. She has decided to implement strategies that will help Chloe reach her goal, which is:

• Given readings at the fifth-grade level, Chloe will read fluently.

Paulsen, K., & the IRIS Center.(2004).Comprehension & vocabulary: Grades 3–5.

Research three strategies regarding fluency instruction that will assist Chloe in reaching her goals.

In 500-750-words, identify and explain three strategies that will help Chloe with her fluency.

In addition, select a fifth-grade passage from a basal series (or a fifth grade passage from Appendix B of the Common Core standards) and describe how you would have Chloe’s parents use it at home.

Include three sources from your research in your essay to support your position.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Section 1: KWL Chart ()

Before reading Chapters 1, 2, and 3, fill in the “What I Know” and “What I Want to Know” section of the following chart. Then read the chapters and complete the “What I Learned” section of the chart*. You will not include the KWL chart in your discussion post

KWL Chart
Topic	What I know	What I Want to Learn	What I Learned
The purpose of physical education
The health, cognitive and social benefits of physical education
The characteristics of a quality physical education program
The role of physical education in helping young people develop personal and social responsibility
Theories surrounding the concepts of growth and of development in children

Download an editable copy or the KWL Chart here.

Section 2: Creating Your Own Discussion Question/Prompt

For your initial post, you will create your own discussion prompt based on your own research and review of the chapter readings for this week. Your questions need to originate from one of the concepts introduced in Chapter 1, 2, or 3. These chapters cover a variety of issues that can be further researched.

After reading, use your completed chart and chapter readings to formulate a discussion prompt. Your discussion prompt should include all of the following:

• An opening question or statement to introduce the topic:
  • Examples: What are some subjects that a teacher can integrate into a PE lesson? OR List several academic subjects that can be integrated into a PE lesson.
• A question or statement that requires further research or thinking on the subject:
  • Examples: Do you think that PE teachers should integrate different subjects into their lessons? If so, how do you think this will help students? If not, why would this not be a good idea? OR Compare and contrast the advantages and disadvantages of integrating academic subjects into physical education:
• A question or statement that requires the reader to apply it to their own situation, current or future profession.
  • Example: How would you implement academic subjects into a PE lesson? OR Give an example of how an academic subject could be integrated into a PE lesson.

Additional Tips:

• Use words such as: compare, contrast, discuss, evaluate, explain, how, why, or why not.
• Your prompt should be open-ended (i.e. it cannot be answered with just a “yes” or a “no” statement, a one-word answer, or a simple definition).
• Your prompt can require the reader to do further research on the subject, such as researching a website or outside source.