A UNIQUE MOVEMENT APPROACH TO LEARNING

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WHO WE ARE

We are a national health promotion charity on a mission to improve the health and wellbeing of all Australians and address the burden of diseases associated with our increasingly sedentary lifestyles. We recognise that a widespread impact will require generational change, so we work with Aussie kids to give them the skills and motivation to lead active lives.

WHY WE DO IT

As a society, we have stopped moving. Each generation of Australians is less physically active than the previous one, resulting in a sedentary epidemic. Nearly 70% of Australian adults are either sedentary or have low levels of physical activity, while two thirds of Australian children do not meet the daily Physical Activity Guidelines*. Given that physical activity is shown to decrease with age this does not augur well for our future. Less than a third of children meet the Sedentary Behaviour Guidelines of no more than 2 hours of screen-based entertainment a day.

The main factors contributing to the sedentary epidemic are:

• Perceptions of unsafe communities and fear of the outdoors

• Reduced play space – backyards have shrunk and there is less green space available

• Technology reducing our incidental movement

• Increased use of cars for transport

• Changes in family structures and work patterns

• Passive activities competing for our time

• Sedentary behaviour is becoming normal

*www.health.gov.au

WHAT DO WE DO

• We support children’s learning and development through delivering evidence-based programs in schools, training teachers, and using physical activity to develop children’s social and emotional wellbeing as well as their physical health.

• We work to increase awareness of our sedentary lives through targeted information and resources, including our website, information sheets and campaigns to get people more active, e.g. Walktober™, a campaign to encourage walking, and QuitSit, a campaign encouraging people to move more and sit less.

• We work in partnership with other organisations using the transformative power of physical activity to develop individuals and communities, e.g. Alannah and Madeline Foundation and Deaf Sports Australia.

HEALTH PROMOTING SCHOOLS INTEGRATION MODEL

Bluearth supports the Australian Health Promoting Schools Association (AHPSA’s) long term commitment to supporting the health and well being of children in school communities by encouraging educational sites to take a whole school approach, with a focus on the whole child. You can join AHPSA and will find useful resources and links on their website: www.ahpsa.org.au

CURRICULUM, TEACHING &

LEARNING

SCHOOL ORGANISATION,

ETHOS &

ENVIRONMENT

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The PLP was designed by a team of leading health, movement and physical activity experts in order to address the challenges associated with increasingly sedentary lifestyles. Drawing from a variety of disciplines, the Bluearth approach seeks to engage, stimulate and challenge while bringing awareness to each individual’s experience.

This Learning Journal was created to help you track your experience and understanding of the Bluearth approach throughout the PLP. It also contains fundamental information on the use of your journal as well as program delivery and will support your exploration of the unique Bluearth approach to movement and activity.

Your Learning Journal combined with the web based

‘Teacher Resource Centre’ (www.bluearth.org), your Bluearth Coach, peers and students are the key resources for the PLP.

Collectively they form a comprehensive on-going learning pathway that encompasses all aspects of training, delivery and sustainability.

IMMERSION DELIVERY REFLECTION

REPORTING MENTORING

Your journal will become invaluable in developing a portfolio which will support you throughout your Bluearth journey and can be used as evidence in the attainment of further qualifications. The mapping and appraisal process, as outlined in this document, encourages you to set goals and track your real-time learning, forming the basis for your ongoing exploration of the Bluearth Approach.

At Bluearth we highly value experience as the teacher and will always be interested in what that experience is for you and others you work with. You will be engaged, supported and stimulated and, at times feel challenged through this journey.

We look forward to taking it with you.

THE LEARNING PATHWAY IMMERSION, DELIVERY, REFLECTION AND

REPORTING/MENTORING

Your journey starts from the very first experience of the Bluearth approach, and recording and reflecting on these experiences is a key element of the PLP. Adding to your journal (see Lesson Plan Template P13) supports your own enquiry and the act of writing helps to clarify thoughts and feelings.

Tracking your experiences and responses as they arise will

You are invited to spend time writing in your journal as often as you would like; whether it is the details of a session, what you did and how you did it or something more subtle, it is up to you.

It is your journal and should have meaning for you. The ongoing experience of the journal will provide an important foundation to reflect on a session and how it made you feel, enriching your movement awareness and practice. It will provide practical assistance in your development as a leader and a basis for discussion with your Bluearth Coach. Your coach will provide feedback on your progress and guide your development through the PLP.

We also encourage students to keep their own Physical Activity Diary (templates for this are available from your Bluearth Coach

“Learning is experience, everything else is just information.”

Albert Einstein

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Your Bluearth Coach will review your Learning Journal with you each term and provide feedback and guidance on your progress. At critical stages in the program more detailed discussions will be conducted between you and your coach for appraisal and review purposes. Following are some prompts for your journaling practice;

“(AN) INTEGRATED APPROACH TO FREEDOM IN

MOVEMENT (COMBINES) POSTURAL STABILITY, BREATH AWARENESS AND NEUROMUSCULAR COORDINATION.

THE PRACTICAL ASPECT OF THIS VIEW THAT WE WORK WITH IS AN UNDERSTANDING THAT ONES BREATHING, WALKING PATTERN AND DOMINANCES ARE CENTRAL TO HOW ALL MOVEMENT IS PERFORMED.”

Mark McGrath, founder/consultant Bluearth Approach

IMMERSION

Your early experiences of Bluearth participation.

Observations about various experiences (sensory, emotional, cognitive, physical) arising as you are participating in sessions. Awareness

of attitudinal and motivational changes in yourself and other participants. How your perception of movement and awareness of your body is changing as a result of engagement and exploration in sessions. Awareness of the class interactions, attention, energy and motivation

from the perspective of a participant rather than a leader.

REFLECTION

Learning about yourself and others and relationships in the physical domain.

How the use of encouraging and empowering language is impacting participation and motivation. How relationships are changing/

deepening as a result of Teacher and Student sharing the experience of learning. How learning culture is changing or being shaped by shared participation. How the use of skilful

questioning promotes self awareness and the enjoyment of giving

and receiving feedback.

DELIVERY

As you begin to lead the class/group.

Observations of self and others that confirm or challenge health, education or developmental theories. Consideration

of environments and language in the development of motivation to move and

explore. Inviting all into an inclusive, balanced and comprehensive

activity environment.

3 REPORTING MENTORING

Observations and reflections of how different systems support or prevent development. What systems

are operating in the individual setting, class setting and the school

setting. Where does motivation come from and is it

always present.

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KOLB’S EXPERIENTIAL

LEARNING CYCLE AND THE PROFESSIONAL LEARNING PROGRAM

Kolb (1984) provides one of the most useful models for describing the processes in a learning cycle through which individuals and teams can understand their experiences and subsequently adjust their behaviours appropriately.

The learning cycle is based on the premise that the more frequently you experience a task and then take time to reflect upon it, the greater the opportunity for you to modify and refine your efforts.

Experiential learning mirrors natural learning. Accordingly, we believe that by consistently following the precepts of this learning cycle you will develop a deeper personal and professional learning experience. Kolb’s learning cycle contains the following four stages;

1) Concrete Experience involves immersing yourself in the doing - the action required by the task. The most important aspect of concrete experience for the coach, teacher, and child is to couple action with intention. The motor system does not differentiate between intention and action, therefore intention becomes the most important ingredient in guiding your action.

“INTENTIONAL BINDING MAY UNDERLIE THE WAY IN WHICH THE MIND CONSTRUCTS A STRONG ASSOCIATION BETWEEN INTENTION, ACTION AND CONSEQUENCE,

AS A SEAMLESS CLOTH.”

W. Haynes. Bluearth Consultant.

2) Reflective Observation involves stepping back from the task or experience and reviewing what has been done and experienced. The skill of attending to important aspects of a task, noticing differences, and identifying subtle aspects of your movement, will be enhanced by your weekly journal entries. The consistent recording of your experience will deepen perception and open up awareness of your inner resources and creativity.

Reflective observation is an opportunity to become more conscious of your unconscious tendencies. These tendencies will be evident in your movement, the way you act, when you play a game, in your posture and, importantly, in your class management. Journal writing will allow you to reflect on your performance and track the changes in your perception.

“THE WAY YOU DO ANYTHING IS THE WAY YOU DO EVERYTHING.”

Sarah Powers. International Yoga and Meditation Teacher.

3) Abstract Conceptualisation involves observing and interpreting events in order to identify patterns, behaviours and/or relationships within them. It is an opportunity for you to compare and contrast these observations with what you have done, reflected upon, and what you already know (or believe that you do well).

This is the stage of the learning cycle when you can draw upon expert theories, feedback from your Bluearth Coach, or any other source of knowledge for reference. Exploring material in different forms such as audio and video, taking different movement-based classes, and using the web are all excellent ways to compare and contrast your experiences. It is powerful to reflect on this exploration in your journal as it will highlight your learning process.

4) Active Experimentation enables you to develop a more subtle understanding of the task and then put this into practice.

It is vital to remain conscious of the specific aspect of the task that you are actively changing because of the notorious difficulty of consciously altering a motor pattern or an unconscious behaviour. You must become a “witness” to your own performance. Journal writing will encourage and reinforce this act of witnessing behaviour.

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CONTEXTUAL RELEVANCE

To be useful, learning must be placed in a context

that is relevant for you. This context should be reflective of the assumptions, beliefs and values that direct your attention and influence who you are.

“THOSE WHO HAVE TRIED TO DEVELOP INSTRUMENTS HAVE BASED THEM ON WHAT PEOPLE

THINK, DO OR BELIEVE, WHICH IS NOT THE PROPER BASE FOR ASSESSMENT DEVICES. THEY SHOULD BE BASED NOT ON WHAT THE PERSON

THINKS BUT HOW S/HE THINKS, NOT ON WHAT PEOPLE DO OR WHAT THEY BELIEVE, BUT HOW THEY DO WHAT THEY DO, AND HOW THEY BELIEVE THAT WHICH THEY DO BELIEVE.”

Dr. Clare Graves (www.clarewgraves.com).

THE JOURNAL AS A LEARNING RECORD

Marrying journal writing with the learning cycle

allows incremental improvement to emerge via reflective observation which is captured in writing on a regular basis.

It also enables you and your class to learn concurrently from experience and thereby improve performance within Bluearth sessions. The ripple effect will provide a greater awareness of movement and health and wellbeing for your class, in addition to an enhanced awareness of the teaching/learning process and the teacher/student relationship.

Your journal is your primary workbook for the PLP. Optimally you would add your notes and thoughts and other relevant information on a regular basis so that over time it will build into an important portfolio for your reflection and ongoing development. We hope you will come to value Your Journal and that it will remain with you for years to come.

Before writing spend a moment to ‘check in’ with yourself and make sure you are present to the task. Your coach will provide you with guidance in this process of relaxing into awareness.

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ABSTRACT CONCEPTUALISATION

REFLECTIVE OBSERVATION CONCRETE

EXPERIENCE

ACTIVE EXPERIMENTATION

KOLB’S EXPERIENTIAL

LEARNING CYCLE

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PROGRAM DELIVERY

The delivery of Bluearth sessions for students is a key component of your Professional Learning Program. It provides you with the concrete experience (see Kolb’s Experiential Learning Cycle P5) which is essential to the learning journey.

Under the guidance of your Bluearth Coach, you will

experience sessions and be given support with lesson planning and program delivery. The learning process is optimised when Bluearth is incorporated as a part of your teaching practise each week, with you and the Bluearth Coach alternating responsibility for the delivery of the sessions. As you proceed, your understanding and skill in delivering program

components will increase progressively.

DEVELOPMENTAL STAGES OF PROGRAM DELIVERY

The PLP requires you to become involved in delivery of Bluearth sessions from the start. Your Bluearth Coach will deliver a session and the following week you will draw on your experience of sessions to reinforce, for you and your students, the key learnings by delivering a similar session. You will be assisted with lesson planning, journal writing, and use of the web based Teacher Resource Centre to ensure your experience is positive and enjoyable. As familiarity and comfort develop you will begin to design sessions to reflect your own skills and preferences.

Taking responsibility for sessions from the start provides invaluable experience for reflection and discussion. This

‘apprenticeship’ approach is a proven method of developing competency and truly allowing experience to be the teacher.

The ultimate aim of the program is to provide you with the tools, knowledge and motivation to be confident and competent in the use of movement as a practise to support personal development and learning.

Working closely with your Bluearth Coach, you will experience diverse practices that are important to engage and motivate students within an enjoyable environment. You will be guided through five developmental stages to allow your involvement in program delivery to evolve from the experiences that you have. How quickly you progress through each stage will be determined by your willingness to actively engage in the program.

Stage 1) Guided Participation/Delivery

During this stage you will simply observe and participate in Bluearth Coach sessions. You will then be asked to deliver your best approximation of that session to your class in the weeks between coach visits.

Stage 2) Getting More Comfortable

During this stage you will further develop your understanding of the Bluearth Approach through guided participation and delivery of more complex movement and activity. As your understanding deepens so too will your ability to more fully explore elements of sessions and illicit feedback from participants.

Stage 3) Gaining Confidence

During this stage you will create plans and deliver individual components of a session and begin to consider whole lesson planning based on your skills and preferences. You will form an intention for a session and identify activities to support this.

In this stage your delivery will increasingly reflect your own personality rather than purely duplicating what the Bluearth Coach has demonstrated.

Stage 4) Full Delivery

During Full Delivery you will design and deliver complete sessions and be able to follow and build on what you experience in the session. This may lead you away from your lesson plan and requires a high level of empathy, skill and experience to facilitate. Also draw on physical activity across your other classes to incorporate movement as a learning strategy.

Stage 5) Accreditation

The Accreditation Stage provides the opportunity for you to demonstrate your ability to lead Bluearth sessions confidently and proficiently and so become Accredited to Lead the Bluearth Approach. This requires you to demonstrate to your Bluearth Coach competent planning, preparation and delivery of a Bluearth session.

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BLUEARTH WEBSITE, WORKSHOPS AND STAFF SESSIONS

The Bluearth Website www.bluearth.org is where you will find comprehensive information on Bluearth Foundation; our programs, feedback, contacts and history. Under the SCHOOLS tab you will find a range of information specifically for schools including Upcoming Workshops and the Teacher Resource Centre. You will be required to enter your email address and create a password to access the Teacher Resource Centre.

The TRC contains a range of activities for each of the Six Elements within the Bluearth Approach; Coordination & Agility, Movement Challenges & Games, Dynamic Movement Control, Core Movement, Skill Activities and Moving in the Environment.

Each activity has a printable description, diagrams and

photographs and many have video demonstrations to assist you.

This resource is an essential learning tool and, with the advent of Smart Boards in many schools, the TRC acts as a ‘virtual coach’ whenever you need them. It is highly recommended that you utilise the TRC when reviewing and planning sessions and generally for helping to develop your familiarity with Bluearth activities.

The TRC also contains information on workshops, curriculum mapping, further reading as well as additional templates for this journal. We suggest you add www.bluearth.org to your Favourites list and visit often.

Bluearth workshops and staff sessions will be conducted to provide a different environment in which to further explore what is possible in the physical activity domain for you and your school. These sessions are designed to be interactive and to encourage participants to acknowledge and share experiences, in a student free environment. Bluearth workshops are offered in regional settings and are open to those in training, those who have trained in the past and other interested members of school communities. They provide an opportunity to further explore the Bluearth Approach, work with your peers, learn what is happening in other schools, ask questions and participate in Bluearth Coach led activities.

Staff sessions are designed for staff from a single school.

They allow staff to gain a deeper understanding of the importance of principal and teacher wellbeing. Developing school commitment to physical activity and movement, start the conversation around a whole school approach and interact and share experiences in the physical domain. It is a great forum for the PLP teachers within a school to share their experience which will help motivate all staff to employ the benefits of Bluearth across the whole school, an important step on the journey to sustainability.

Staff sessions also emphasise staff wellbeing and time is given to sharing practices that enhance personal health and help to reduce stress.

TWO YEAR PROGRAMMING

In order to achieve ongoing sustainable delivery of the Bluearth Approach, while recognising the demands of contemporary schools, a two year model is optimal.

The Bluearth Professional Learning Program will deliver high quality physically active learning opportunities for students and provide best practise professional development for teachers – within the normal school day. There is no need for teacher release or heavy extra demands on staff as the vast majority of the training happens on the job.

The PLP provides the teacher with 36 Bluearth Coach visits on a 2 week rotation over 2 years. This means long term support for the teacher whilst enabling a high degree of teacher input and ownership of their learning journey. Teachers will participate in Bluearth Coach led sessions and be provided with support and guidance so as to enable their delivery of sessions for their class from day one of program implementation.

Additionally Bluearth is happy to support special events at your school such as carnivals, parent days and themed activity days.

OTHER BLUEARTH SCHOOL PROGRAMS

∙ Student Leadership

∙ Mindful Movement

For further information please contact your Coach or Bluearth Head Office on 1300 784 467.

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BLUEARTH PRACTICES

The following practices guide your participation planning and delivery of Bluearth sessions. We believe that being mindful of these practices will enhance your progress through the PLP.

Engage and Include – Create an environment that encourages maximum participation through inclusive practices.

Positive Experience – promote intrinsic motivation through enjoyable and meaningful movement experiences.

Reflection – Allow time for students to share their thoughts and feelings that arise from their participation.

Team – Provide physical experiences that create opportunities for children to interact positively with peers.

Resilience – provide and celebrate opportunities where students experience and demonstrate resilience.

Mindfulness – demonstrate and model present-moment awareness, calmness and thoughtful movement practice.

When planning a session establish an intention with the Bluearth Practices in mind. The intention will be guided by many factors; what you would like to see for the group, where the group is at and how they present, how you feel in terms of your skills and experience, and the environment available for activity. Always fully consider the health and safety of your group when planning a session.

Initially you will want a full session that reflects the need to explore dynamic, individual, group and subtle aspects of the six key elements;

COORDINATION AND AGILITY SKILL ACTIVITIES

MOVEMENT CHALLENGES AND GAMES DYNAMIC MOVEMENT CONTROL MOVING IN THE ENVIRONMENT CORE MOVEMENT

Use the Six Elements Activity Check List (P11) to ensure you explore a broad spectrum of activity.

(see www.bluearth.org / Teacher Resource Centre for descriptions of all activities)

As you progress in your journey you will become more fluid and empathetic in your sessions; planning just a couple of activities and allowing what comes up in that session to inform you of other aspects of movement that you would like to draw attention to. This ease of delivery is found with developing experience and experimentation, with exploring widely within the six elements and then adapting and creating your own movements and activities to fully explore your intention.

The Bluearth approach does not come with a prescribed set of lesson plans. This is in line with the open nature of the Approach, and is necessary in order to work with the immediacy of what is present. This flexibility to adapt lessons (in real time) allows coaches and teachers to let what is working run, change what is not flowing, and to reflect and find agreement to live the challenge.

This approach means that writing a lesson plan for a Bluearth session is an enjoyable and simple task.

ACCREDITATION TO DELIVER BLUEARTH PROGRAMS

At the end of your PLP you will be accredited to lead delivery of the Bluearth sessions. To gain accreditation you will need to demonstrate your ability to lead Bluearth sessions confidently and proficiently which includes planning, preparation and delivery. The PLP is mapped against the Australian Curriculum for HPE and has five key elements:

1) A thorough understanding of the Bluearth approach 2) A willingness to participate and explore in Bluearth Sessions 3) An ability to give and receive instruction

and feedback during sessions

4) A comfort and ease in using movement to support learning and development.

5) Maintaining a journal and attending debrief and feedback discussions

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You are on the right path when you demonstrate;

∙ a personal interest in every student

∙ a commitment to building quality relationships between students

∙ an ability to foster trust, respect and demonstrate positive behavioural management

∙ respect for the individual identity of each student

∙ a calm negotiated approach to discipline and behaviour management

∙ a belief in the holistic development of each student

∙ a desire to continually develop individual skills and knowledge

∙ a commitment to the students’ and your own active and healthy life

Bluearth believes that the energy and attitude of the teacher is critical to the delivery of the Program and that these attributes are required to achieve accreditation.

THE RELATIONSHIP BETWEEN THE BLUEARTH COACH &

THE TEACHER

Together, you and the Bluearth Coach have a fundamental role to play in the delivery of Bluearth sessions. Your Bluearth Coach will create and lead a session relative to where the class and your learning is at. In the early days you will reinforce your learning by delivering a similar session for your class. It is imperative that you are clear about the session plan and intent to enable your successful delivery.

The Bluearth Coach expects that you will:

∙ be in attendance for the entire lesson and maintain duty of care

∙ observe the learning environment created by the Bluearth approach

∙ participate actively with students to your best ability

∙ record sessions and impressions in your Learning Journal for later review

∙ advise of behavioural challenges and physical and medical limitations of any participants Throughout program delivery the Bluearth Coach will work with you to create a dynamic learning environment and together you will:

∙ plan and conduct Bluearth sessions

∙ encourage all students to engage in active participation

∙ encourage the use of safe practices

THE LEARNING ENVIRONMENT

An appropriate learning environment is critical to successful delivery – this includes consideration of potential OH&S issues and policies and procedures. Identifying and addressing OH&S responsibilities is a primary concern and should be considered at the beginning of each session. The characteristics of the learner group must also be considered and may lead to adjustment of session content. The teacher and Bluearth Coach will discuss the following at the pre-program meeting;

1) Appropriate Footwear

The program has a number of activities that require appropriate footwear. Also at times, particularly during core movement activities, children may be requested to remove their shoes.

The Bluearth Coach should be informed if this practice will conflict with school policy.

2) Appropriate Physical Environment

Bluearth requires students to engage in dynamic activities as well as structured quiet activities. Appropriate spaces and surfaces will optimise the outcomes of these activities.

3) Sun Smart

Bluearth follows the Sun Smart principles and participants are requested to apply sunscreen and wear approved hats during the delivery of outdoor sessions.

4) Drink Breaks

The Bluearth Coach will encourage drink breaks to ensure students remain hydrated at all times. In order to maximise program delivery time, it is requested that all students bring a water bottle to each session with their name clearly marked on it.

5) Clothing

All participants should wear suitable and comfortable clothing for all sessions. The wearing of sport or leisure wear is recommended.

6) Incident Management

The administration of first aid remains the responsibility of the teacher and school. The Bluearth Coach will document and report all occurrences of significant incidents. It is Bluearth’s expectation that the school will maintain all incident and first aid records, in line with system and school policies and procedures.

7) Wet Weather / Extreme Hot Weather

The school, following consultation with the Bluearth Coach, should endeavour to provide appropriate facilities for the delivery of sessions during inclement weather.

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MAPPING

The mapping component of the PLP is an important step and critical to ensuring that your goals and intentions for joining the program are identified and clearly understood by you and your coach. The ‘map’ that you create will guide you through your time in the Bluearth Program.

This would ordinarily take place after some time in immersion and include all teachers in training at your school. These documents are an important part of your development portfolio.

THREE STEPS TO THE BLUEARTH MAPPING PROCESS

STEP ONE – VISION AND GOALS

How does your involvement with Bluearth impact on you, what could be an outcome of this journey? Journal entries will inform the development of your vision and goals – importantly for yourself and also for students and the school as a whole.

STEP TWO – MAPPING SESSION

At this session your individual goals will be developed and recorded using the Mapping Template (P15).

This process aims to identify:

∙ your goal/vision

∙ experiences that will shape this goal/vision

∙ the team that will support and challenge you

∙ your purpose or ‘strong enough reason’ for setting the goal

∙ your intentions/actions in order to move towards that goal The goal you set will be individual to you & may relate to:

∙ understanding the Bluearth Approach

∙ how Bluearth can live in your class and/or the school

∙ personal physical activity objectives for you

∙ improved learning outcomes and stronger relationships

∙ using movement to support learning across the curriculum

Goal(s)

What is the subject matter or issue on which you would like to work? What form of outcome are you seeking by the end of the Bluearth Professional Learning Program?

Experience

∙ The experience needs to be very specific and real

∙ It must tell a story, which is positive and/or motivating

∙ What is a powerful experience from your past that has helped shape you?

∙ Can you capture the specific actions and feelings that were taking place at this time?

Team

∙ Your team will support and motivate you

∙ They will be important people or groups

∙ You may have personal connections with them and/or be inspired by them

∙ Who would you want to share your goal with?

Purpose

∙ Why do you want to set this goal?

∙ What value or worth will result in achieving this goal?

∙ What is your intention to setting this goal?

Intentions Actions

∙ Create simple achievable actions to begin your journey to your goal

∙ You should look forward to completing these actions

∙ You should set a date when each one will be completed

∙ Look for new actions to emerge as you complete your list – these are your next steps.

STEP THREE – ONGOING REVIEW

Throughout the program you will be encouraged to

continually review and reflect on your involvement and delivery.

Your Journal provides you with the ideal tool by which you may record your experiences, perceptions and feelings. In addition, you are encouraged to continually review the Map you create and reflect on its relevance to where you are now and to how your intentions have evolved.

References

∙ Mark McGrath – www.markmcgrath.com.au

∙ Kolb, D. A. (1984). Experiential Learning, Englewood Cliffs, NJ: Prentice Hall.

∙ Dr. Clare Graves – www.clarewgraves.com

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COORDINATION & AGILITY

SKIPPING RUNNING SPRINTING MARCHING LUNGING JUMPING HOPPING

1. Skipping Forward &

Backward

Jogging Forward &

Backward

Sprinting High March,

Arms Abducted Walking

Lunge Jump for

Rhythm &

Frequency

Hops in Place

2. Skipping for

Length Jogging Fwd,

Bwd & Lateral Bow Tie

Agility Drill High March,

Arms in Front Lunge &

Scoop Tuck Jumps Hopping

Laterally

3. Skipping for

Height Jogging Fast

Leg, Heel Flick Diagonal, Forward, Backward

High March,

Rotate Lunge &

Rotate Fwd, Bwd,

Lateral Jumps Hops with Leg Cycle

4. Rope Skipping Karioka Step Lateral, Forward, Backward

High Knee March &

Rotate

180 Degree

Spin Jump Hopping

For Length

5. Jumps, Cone

Weave, Fwd, Bwd

Jump Squat

to Lunge 180 Degree

Hops

6. Run and

Touch Rhythm

Jumping

MOVEMENT CHALLENGES & GAMES 1. Aeroplanes

& Airports 14. Four Corner

Drill 27. Kick

the Can 40. Skittle Ball 5. Freight

Train Tag PARTNER RELAY

2. Beat the Ball 15. Foxes &

Rabbits 28. Mad Eagle 41. Space

Hunters 6. Head &

Bottom Tag 1. Bean Bag

Crossover 1. Drop Off Relay

3. Bombardment 16. Frisbee

Football 29. Moon Ball 42. Star Wars 7. Line Tag 2. Bridge

Jumping 2. Line To Line Relay

4. Builders &

Bulldozers 17. Frisbee

Ninja 30. Narnia 43. Target Ball 8. Octopus Tag 3. Circus Balances

5. Capture the

Flag 18. Grand Prix 31. Not In My

Back Yard 44. Untie the

Knot 9. Rock, Bridge,

Tree Tag 4. Gladiators

EXPANSION

6. Combat 19. Hero 32. Numbering

The Lines 45. Warriors, Warlocks &

Elves

10. Scarecrow

Tag 5. Leading 1. Barry

7. Cooperation

Game 20. Hero 2 33. Pacman 46. Wasps 11. Screen Tag 6. Leg

Jumping 2. Hunter

8. Crocodile Net 21. Hide &

Seek 34. Pacosaurus 12. Snowball

Tag 7. Mirroring 3. Lord of

the Rings

9. Dodge Ball 22. Human

Log Carry 35. Panthers

& Leopards TAG 13. Tail Tag 8. Shadows 4. Up & Adam

10. Dog Pound 23. Imaginative

Movements 36. Pirate Ship 1. Arches Tag 14. Team Tag 9. Sitting Back to Back 11. Explorer Ball 24. Jurassic

Park 37. Planet

Invasion 2. Chain Tag 15. Ultimate Team Tail Tag

10. Sumo Wrestling

12. Farmer Sam 25. Keep It

Moving 38. Poison

Dodge 3. Double

Freeze Tag 16. Wedge-Tail

Eagle Tag 11. Toe Tapper

13. Five Noses 26. Keep the

Basket Full 39. Secret

Admirer 4. Everybody’s It 12. Toe to Toe

Fencing

SIX ELEMENTS

ACTIVITY CHECK LIST

SCHOOL TEACHER

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SIX ELEMENTS

ACTIVITY CHECK LIST

1. Exploration Activities 2. Ball Handling 3. Passing 4. Throwing 5. Kicking 6. Juggling

SKILL ACTIVITIES

1. Precision Jumps 2. Cat Crawl 3. Pole Climb 4. Vaulting 5. Rolling

6. Hanging and Swinging 7. Exploration Activities SCHOOL

TEACHER

DYNAMIC MOVEMENT CONTROL

1. Fixed Leg Stepping 6. Bilateral Squat to Jump to... 11. Drop Arm Spin

2. Quadruped 7. Unilateral Squat to Jump to... 12. Forward Roll

3. Rhythmical Squat 8. Bent Arm Plank to Squat 13. Pivot Lunge

4. Trunk Rotation 9. Hand Stand 14. Ribbon Arm Spin

5. Pepe Le Pew 10. Standing Position to Bwd Roll 15. Rollercoaster Surfers Movement

CORE MOVEMENT

1. Mountain Pose 12. Extended Lateral Lunge Pose

23. Legs Wide Pose (Headstand Position)

34. Kneeling Back

Bend 45. Camel Pose 56. Table Pose

2. Mountain Pose

(Arms Abducted) 13. Rotated Lunge

Pose 24. Legs Wide Pose

(Arms Over) 35. Prone Glute 46. Half Bridge

(Holding Ankles) 57. Side Lying Bicep Stretch

3. Tree Pose 14. Rotated Single

Leg Balance 25. Legs Wide Pose

(Rotated) 36. Butterfly Pose 47. Half Bridge (Fingers Interlocked)

58. Windscreen Wiper

4. Standing

Overhead Arms 15. Open Single

Leg Balance 26. Rag Doll 37. Bow Pose 48. Crane Pose 59. Seated and

Inverted ‘L’

5. Chair Pose 16. Raised Leg

Pose (Neutral) 27. Gorilla Pose 38. Rolling

Bow Pose 49. Frog 60. Crawling

6. Star Pose 17. Raised Leg

Pose (Open) 28. Straight Back

Gorilla Pose 39. Kneeling

Overhead Arms 50. Child’s Pose 61. Prone Posture (Elbows Abducted)

7. Triangle Pose 18. Raised Leg

Pose (Rotated) 29. Single Leg Balance w/

Hip Extension

40. Kneeling Lateral Trunk Flexion

51. Pretzel with

Eagle 62. Prone Posture

(Elbows Flexed)

8. Rotated Triangle 19. Prayer Position w/ Bent Over Warrior

30. Boat Pose 41. Downward

Facing Dog 52. Arms Under

Over 63. Constructive Rest

9. Warrior Pose 20. Eagle Pose 31. Spider Pose 42. Up Face Dog 53. Full Bridge 64. Corpse Pose

10. Kneeling

Warrior Pose 21. Legs Wide Pose

(Concave Back) 32. Drawbridge

Pose 43. Crocodile Pose 54. The Slide

MOVING IN THE ENVIRONMENT [MITE]

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DATE INTENTION PROGRAM ACTIVITIES / EQUIPMENT / NOTES

KEY

C&A Coordination and Agility Skill Skill Activities

MC&G Movement Challenges and Games

DMC Dynamic Movement Control MITE Moving in the Environment Core Core Movement

13

LESSON PLAN TEMPLATE^*

NAME GRADE

*Also available in the Teacher's Resource Centre – bluearth.org

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DATE INTENTION PROGRAM ACTIVITIES / EQUIPMENT / NOTES

LESSON PLAN TEMPLATE^*

NAME GRADE

*Also available in the Teacher's Resource Centre – bluearth.org

(17)

15 INTENTION/ACTION

DATE

PERCEPTION/REFLECTION

MAPPING

TEMPLATE GOAL

T^E^MA URPP

OSE

EX_PERIENCE^S

(18)

INTENTION/ACTION DATE

PERCEPTION/REFLECTION

MAPPING

TEMPLATE GOAL

T^E^MA URPP

OSE

EX_PERIENCE^S

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BLUEARTH’S SIX ELEMENTS

DYNAMIC MOVEMENT CONTROL (DMC)

DMC activities awaken the structure and function of the body using rhythm; developing ease, elasticity,

fluidity, and control of the body.

These activities seek to transfer the awareness developed through

core movement into the dynamic environment.

CORE MOVEMENT

Brings awareness to the structure and function of the body. The use of silence and stillness has a settling influence on

students and allows time for reflection while improving concentration and composure. Core movement also allows

students to experience the benefits of accepting new challenges.

MOVEMENT CHALLENGES + GAMES Designed to challenge various skills, bring out strategies, decision-making,

resilience, teamwork, responsibility, awareness and the importance of the

consequence of one’s actions.

Can serve simply for fun challenges through interactions or to deliver

core educational messages through games.

MOVING IN THE ENVIRONMENT Encourages students to explore their environment from a movement

perspective – looking for challenge while assessing potential danger and understanding consequence.

Underpinning this practice is an important connection to care of self,

responsibility and looking after others.

SKILL ACTIVITIES Provides a graduated approach of

psycho-motor skill development that builds physical competence, self-confidence and self esteem.

Provides opportunity to explore and develop abilities that underpin more sports specific

physical skills.

COORDINATION + AGILITY Offers an opportunity to explore

and improve efficiency and quality of movement, building self

confidence and an awareness of what an individual can achieve.

Understand control, response in the body and protection

against injury.

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FOR MORE INFORMATION CONTACT BLUEARTH 50 ROUSE STREET, PORT MELBOURNE VIC 3207 PHONE 1300 784 467

EMAIL [email protected]

BLUEARTH FOUNDATION –

IMPROVING HEALTH AND PREVENTING DISEASES OF SEDENTARY LIVING BY FACILITATING THE DEVELOPMENT OF COMMUNITIES AND INDIVIDUALS THROUGH PARTICIPATION IN

PHYSICAL ACTIVITY.

A UNIQUE MOVEMENT APPROACH TO LEARNING

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