In the wake of the COVID-19 pandemic, the educational realm has experienced a profound and revolutionary alteration, necessitating educators to adjust to remote learning swiftly. This reflective narrative explores the adaptations required for a passing lesson in third-grade soccer, considering the shift towards a fully remote or blended learning environment. The primary objective persists in maintaining standards-based physical literacy while simultaneously catering to the distinct requirements of a heterogeneous cohort of learners, including three English language learners (ENL) among 24 students.
The lesson commences with a warm-up session involving a rhythmic jogging activity around the perimeter of the playing area. This activity thoughtfully synchronizes with a musical backdrop, enhancing the overall experience. This presents a dynamic transition into an immediate interactive activity called “Collect them all,” a novel amalgamation that incorporates the previously acquired expertise in dribbling. In order to establish a strong anticipatory set, the instructor strategically utilizes the digital environment by pre-recording demonstrations and explanations that highlight the essential cues for successful completion(Colvin et al., 2022). The incorporation of specific cues such as maintaining eye contact, executing precise footwork by stepping towards the ball, utilizing the instep for optimal control, and completing the action with a deliberate follow-through, are essential elements that underpin the subsequent activities.
In the context of instructional progression, students are seamlessly transitioning into a phase of guided practice, wherein they are thoughtfully paired up to engage in passing drills. In a secluded environment, the utilization of breakout rooms within video conferencing platforms effectively replicates interpersonal exchanges, thereby cultivating a sense of collaborative involvement(Colvin et al., 2022). In consideration of the varied learning requirements, the instructor possesses the ability to offer personalized feedback by means of virtual meetings or the submission of asynchronous video recordings. In order to enhance individualized activities, the adapted variant of Keep Away (3-on-1) places a significant emphasis on the development of passing and trapping abilities. In order to cater to the needs of diverse learners, educators employ various adaptations that promote equitable participation and comprehension. These adaptations encompass the integration of slow-motion balls and visual support cards, which serve as effective tools for facilitating learning experiences. By implementing these strategies, educators strive to create an inclusive environment that fosters the engagement and understanding of all students(Colvin et al., 2022).
The closure activity, an integral element of the instructional session, encompasses a debriefing session that seamlessly integrates a cooldown period accompanied by stretching exercises (Graham et al., 2010). By leveraging the capabilities of video conferencing tools, the instructor effectively fosters student engagement through a thought-provoking and introspective discussion, wherein they skillfully present higher-order thinking questions. The virtual interaction platform provides students with an opportunity to reflect upon important cues, exchange their personal experiences, and effectively address any challenges encountered during the lesson (Graham et al., 2010). The inherent asynchronous nature of remote learning provides a remarkable degree of flexibility, effectively accommodating the diverse schedules and geographical dispersion of learners across different time zones.
In the realm of soccer passing, the assessment tools known as the Passing With Feet Rubric and the Peer Checklist for Passing have emerged as indispensable instruments for evaluating students’ progress. These evaluative measures play a crucial role in gauging the development and proficiency of individuals in the domain of passing in soccer. The integration of digital technology into educational settings has significantly improved the accessibility and efficiency of various tools. This transition has facilitated the seamless sharing and utilization of electronic resources, particularly in the context of remote or blended learning. The Passing With Feet Rubric, renowned for its comprehensive set of criteria, serves as a valuable tool for students to engage in self-assessment, fostering a structured framework for personal growth and development (Colvin et al., 2022). Additionally, the Peer Checklist promotes a culture of collaborative learning and instills a shared sense of responsibility among students. The assessment process incorporates thought-provoking inquiries that delve into the complexities of soccer passing, thereby cultivating a more profound comprehension of this skill. Moreover, the integration of interdisciplinary components, exemplified by the inclusion of numerical proficiency exercises in instructional practices, enhances adaptability, aligning with overarching educational objectives and reinforcing the interrelatedness of competencies across diverse domains(Graham et al., 2010). Within the contemporary digital milieu, these assessment tools surpass conventional evaluation methods, thereby enriching the educational landscape with a vibrant and interactive learning encounter that caters to the needs of diverse learners amidst the ever-changing educational sphere.
The composition of the class, comprising a total of 24 students, highlights the significance of implementing inclusive strategies, as it includes 3 English as a New Language (ENL) learners and 5 students who are bilingual. In order to address the linguistic diversity among English as a New Language (ENL) students, a deliberate approach is taken to pair them with classmates who possess a comparable linguistic background(Colvin et al., 2022). This intentional pairing fosters an environment of collaboration and mutual support, enabling these students to thrive academically and socially. Differentiation strategies, which are fundamental to the implementation of effective pedagogy, encompass a diverse range of instructional techniques. These techniques include the utilization of visual support cards, the incorporation of slow-motion balls, and the implementation of flexible pacing(Graham et al., 2010). The advent of remote learning has brought forth a range of challenges, particularly in relation to technological disparities. However, educators have responded to these challenges with a proactive approach, seeking to address the diverse needs and circumstances of students by providing asynchronous alternatives.
The passing and receiving lesson is an integral part of the comprehensive physical education curriculum for students in grades K-5. This lesson is designed to support the overarching objective of fostering physical literacy in accordance with established standards. The third lesson in a comprehensive series on ball control and dribbling plays a crucial role as a foundational element in the students’ physical education progression. The utilization of resources for the purpose of planning and preparation, specifically drawing insights from scholarly works such as “Teaching Fundamental Motor Skills” authored by Colvin et al., (2022), as well as “Children Moving” written by Graham et al.(2010), guarantees the development of a well-structured instructional design that conforms to the established standards delineated in the New York City K-5 physical education scope and sequence.
In conclusion, the process of adapting a third-grade soccer passing lesson for remote or blended learning necessitates careful and intricate modifications across multiple facets. The utilization of digital platforms, prerecorded demonstrations, and interactive tools plays a crucial role in fostering both engagement and accessibility. The efficacy of the lesson is contingent upon the instructor’s adeptness in catering to a wide range of learning requirements by employing differentiated approaches. This guarantees that all students, including those who are English language learners, are able to advance towards achieving physical literacy standards. The dynamic landscape of remote learning presents a myriad of challenges that demand resilience and flexibility. However, it is through overcoming these obstacles that a solid foundation for effective and inclusive physical education can be established.
References
Colvin, A. V., Markos, N. J., & Walker, P. J. (2022). Teaching fundamental motor skills. Human Kinetics.
Graham, G., Shirley Ann Holt/Hale, Parker, M., & For, A. (2010). Children moving : a reflective approach to teaching physical education. Mcgraw-Hill Higher Education.
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