Wednesday, April 18, 2012

Elementary Adaptions

Birds and Berries

Made by:
Albert A. Mercado

Three Learning Domains
Ø  Affective- teamwork and cooperation
Ø  Psychomotor- Any skill theme (start with walking or skipping) and V-seat
Ø  Cognitive- Remember what type of bird you are (name and picture)
Ø  Know how to successfully do the skill themes
Ø  Know the names of the skill themes
Ø  Know a what a V-seat is
Ø  Know types of birds.  Before actually do the game, teach about birds, what they eat what they look like, how they build nests.  (pictures, diagram of birds)
Ø  60 balls (yarn balls, gator balls) (berries)
Ø  30 hula hoops (nests)
Ø  15 poly spots (bushes)
Ø  Radio (music)
Ø  Use the width of your gymnasium or area you teach in.
Ø  On one end of the gym put 15 poly spots with a hula hoop around it and 4 balls on top of the spot.  Make sure the spots are spaced out from each other.  The students will be sitting on the spots. 
Ø  On the other end of the gym put the hula hoops, in line with the poly spots.  Making a running lane. 
When teaching elementary students relate the game or activity to something they like or can relate to.  Using birds is a great way to grab their attention.  Once you have their attention and they know we are all going to be flying around being birds, teach them a little about birds in general.  Make a cue board of all types of birds they might see around their yards.  Explain what birds do how they make nests and how they love berries.  Before you allow them to pick a bird fully explain the game we are going to be playing.  If you tell them to pick a bird they will lose focus on you and start talking about what bird they picked. After they know about birds go over proper V-seat form, demonstrate multiple times.  Maybe even have cues for this depending on the class.  
                The directions of the game are as followed, every bird has a partner, and they can be different types of birds.  These two partners are hungry and looking for food.  One bird is going to start in the nest (hula hoop) and one bird partner is going to start in the bush (poly spot).  When the teacher says go the student in the bush (poly spot) will pick up the berry (ball) and do a v-seat and squeeze the ball between their knees.  The other bird will be doing the skill theme of the teacher’s choice (start with skipping or walking with kindergarten) down to the bush and grab the berry from their partner and do the skill them back to their nest, placing the berry in the hula hoop (nest).  The team will do this until all their berries are gone.  The rules are, if the partner has to v-seat the whole time, they can only rest when picking up a new berry.  Demo the game before letting them start. 
                After the demo let the students pick a bird from the list of birds and pair them up or allow them to fly around and link wings with another bird.  Having the instant activity linked with this game would be a good idea.  Maybe bird tag, fly around like birds if they are tagged they have to V-seat, another bird can high five both hands to free them. 
Cognitive/Behavioral Disabilities-
Have the student pair up with another r bird and let them fly to the bush together.  Have them V-seat together and let their partner pick up two berries.
Visual Impairments-
Hang yarn or string from both walls so the student can run along the string.  Also sticking a beeper in the ball will make it easier for the student to bend down and pick it off the bush. 
Have the student pair up with another r bird and let them fly to the bush together.  Have them V-seat together and let their partner pick up two berries.
Hearing Impairments-
Hold up a flag when you want the students to stop. Have cue cards with all the skill themes so they can look at the sign and know what skill theme to do.   (use these sign for everyday activity in class)
Disabilities causing paraplegia-
Have the student hold their but off the chair, have the berry in their lap.
Have a mat and get the student out of their chair and do a seal a position they can do. 
Have the students in the nest hold the ball higher when the student comes along to grab it.  It is good for the student to bend down and reach for objects. 
They can hold a wheelie while the student runs and collects the berry.
Disabilities causing quadriplegia-
Have their partner v-seat until they get close enough to hand them the ball. 
When the student is collecting the berries have them on a mat doing a seal or a position of their ability.
Have the student weaving in and out of cones the whole time while their partner collects the berries.  (You can make a mini obstacle course they have to finish before their team is done)
They can hold a wheelie while the student runs and collects the berry.
Ø  Having the students do any skill theme from running to bear crawling to scooting down on scooters. 
Ø  Have the students holding the berries do any type of position or fitness activity. 
(do jumping jacks until the partner runs over and gets the berry, once they grab the second berry do a wall sit)
Ø  Have the students put squares of carpets on their shins when in the v-seat and but bean bags on top of the carpet.  (hold v-seat until all berries are gone)
Ø  Affective-
Did everyone use teamwork?
As a team did you compliment your partner more than once?
Was everyone honest?

Ø  Cognitive-
What is a v-seat?
Name one or more birds.
Name one rule in the birds and berry game.
Name cues.
Ø  Psychomotor-
Skipping, running, hopping (any skill theme)
Proper V-seat

Incorporating Wrestling in a School Setting

                                  Tire Wrestling
                    (Middle School)
Made By: Albert Mercado

·         Students will work on Cardiovascular endurance, Muscular strength, Muscular endurance, Flexibility
·         Students will also work on Balance, Coordination, Agility, Reaction time, Speed, Power
·         Students will work on safety on wrestling and how to properly touch
·         Students work on determination, teamwork
·         Matt safety
·         Listening to whistle blast
·         Knowing how to stay on the mat and not stand
·         inside of big tire
·         Wrestling mat
·         Four corners taped with a line Whistle

·         Lay wrestling mat out on gym floor, make sure the mat is washed properly before students come for class
·         Tape a line on each corner of the matt at equal lengths ( a foot from the corner)
·         Post warm up tell students to line up in height order, break up the class into four equal teams
·         The game is basically four way tug of war; the students have to crawl to the center where the teacher is holding the tire.  The students grab hold to a side of the tire and to gain a point the student has to touch the line which they started from.  The students cannot stand the entire time.  Teams are encouraged to cheer on their team member.  The students will pull for no longer than 45 seconds then the whistle will blow.  If one team is winning you can encourage having allies with members, both grabbing from one side and pulling the classmate who is strongest. 
·         Once the students understand the game and play it safely adding a bean bags half the way to the tire on each corner of the mat is a new challenge.  The students not only have to pull the tire but they have to grab the bean bag and toss it to the edge of the matt.  You can earn points for tossing the bag to the corner and by dragging the tire and touching the line.  Letting go of the tire to grab the bean bag and tossing is very difficult but it takes a lot of concentration to do so. 
Visual impairments-
Tape a rope straight to the tire into the mat and two pieces of rope sectioning off their group.  The student can feel the rope which is under the tape knowing if he/she is straight on or coming close to the end of their section.  Their team can cheer so saying pull left or right is very helpful. 
Hearing impairments-
Having a green light for go and a red light for stop are important.  Do not only use these signs for this student, have the whole class stop and go through the signs.  Learning signs for great job and compliments is also key. 
Disabilities causing paraplegia and disabilities causing quadriplegia- 
Having students out of their wheel chair is important, this is a game where they can stretch out and enjoy the mat.  The teacher is holding the tube the entire time so making sure there is no serious pulling to injure anyone is important.  Athletes that have disabilities wrestle all the time, teaching this skill at a young age without physical contact will strengthen confidence and work on muscular strength.  If a student is overwhelmed with four teams, having two teams is more control able.  And if the student cannot crawl to the tube we can have them roll if possible or everyone can start right next to the tube and only pull not crawl away with the tube.  Just the pulling motion is great for fitness. Also having pairs go out and work together is another example, two people from each team can come out and pull together.  If pulling is a problem, just crawling touching the tube and crawling to the bean bag and throwing and then getting behind the line is another example.  Moving low to the ground is something which is practiced during this activity.
·         Having students crawl to the center and grab an object and crawling back is another variation. 
·         Having students keep a soccer ball out of their section is also another game which is stemmed from this. 
·         How many compliments were said during each game?
·         Proper form with crawling?
·         Teamwork
·         Muscular strength
·         How to stay low on the mat (very important in wrestling)
·         Cognitive cues on staying low and pulling
·         Cognitive questions on safety

Monday, April 9, 2012

Physical Education Philosophy

           As a physical educator who is dedicated to producing physically educated students, I know that with enthusiasm and the proper tools all my students can become physical educated.  My career of selling fitness, lifelong activity and health to the future of our country is very significant to me.  Using my tools of the New Era physical education I know I can positively affect every student I come in contact with. 
            Physical education has become very professional with our own language which describes tools we use in our field.  New York State and National standards met during each lesson is imperative.  Spending equal time touching on all three learning domains of what students know, do and value is a must.  Using a top down plan when using scope in each grade level and sequence in a district’s curriculum will promote teaching grade and or age specific skills and activities. 
            I know physical education does not just deal with one subject matter, I strongly believe in Interdisciplinary Curriculum.  Having academic integration in a district I teach in is important to me.  Allowing all students to gain an education no matter what type of learning style they prefer.  Learning through movement can be helpful in all subjects from Mathematics to English.  Having creativity of crafting new unique lessons which incorporate topics students need extra time with is all part of the trade. 
            I am a believer of using different teaching styles to adapt to the class’s needs, whether it is guided discovery, divergent or self-check.  Making sure as a teacher you break out of your comfort zone and do what is best for educating your students.  Focus on multiple models throughout the year including, adventure education, or movement education model which deals with using skill themes based off the movement wheel.
            As a physical educator I will use proper assessment with reliability and validity to promote learning, to verify learning has taken place, to set and meet goals and have to accountability of my lessons.  I will use authentic assessment, rubrics and criteria for affective, cognitive and psychomotor learning domains. Assessing throughout the school year is a priority of mine and I will encourage students, parents and staff that physical education is vital to student’s education and well-being. 

Monday, February 6, 2012

Philosophy on Coaching

            Athletics and sports in general will always have a place in my heart; I plan on coaching until I am grey.  Participating in athletics since I was five, I have an idea of what type of coach I will be and I certainly know what I don’t want to be.  Growing up, sport was always about winning, no one ever broke down exactly why we play; all coaches would feed us that “W” word, WIN! Athletics has so much more to offer than defeating an opponent, and coaching is the perfect opportunity for me to share this knowledge.  My purpose is to instill team chemistry by mentoring High School students to be motivated, hard working and have great character in all aspects of life. 
            Most coaches do not feel successful unless they earn a win, this should not be the case. Looking deeper into the game and realizing the team actually won despite what the score board says is what coaches are for.  Deep in competition, emotion can get the best of us. After losing a game; the big picture of athletics can become blurry to most players.  This is when the coach gathers everyone up and preaches the team’s values, beliefs and goals. Not letting emotion get in the way, the coach will remind the players of the big picture.  Being part of an honest, committed, accountable family who never gave up and accomplished goals of our game is more desirable then having more points than an opponent.  The first step of coaching is building a bond with the team and coming up with these values.  Once the team believes in these values the behavior will follow, having sportsmanship and dedication is what makes up true athletes, winning is something that follows.  Players with positive attitudes and character will listen during practice and tactical goals will be met.  Having respect for the team and coaches is what I believe in, until this happens no team chemistry can develop.  Keeping these values during a tough competition is a goal I will implement. A team who works together as a unit and has character throughout, are winners a hundred percent of the time, regardless of the score.  Having the school and community notice my athletes as true competitors and role models to the youth is a personal goal of mine and I believe success will follow. 
            Many are not use to this type of coaching and may be unsure about this theory but research and experience tells me this is what successful teams are made of.  Looking back on previous teams I have taken part in, the skill level was always there but we were not successful due to lack of team chemistry and morals.  The blame cannot be put on the athletes; this falls on the coaches’ shoulders, reminding players of the team’s values and beliefs is a major task which has to be completed. Hopefully with time all coaches realize this important message and change their ways, until then I will educate the players I come in contact with. I am excited to affect students in a positive manor and have full confidence in my abilities.   
-Albert A. Mercado

Thursday, January 26, 2012

Assesment on Carmel's State report card

               Carmel Central School District is located in Putnam Country which is about 60 miles from New York City.  According to “Basic Educational data systems day”, the district population is 4,630 students with a class average of 23.  As a previous student of the school district I was proud to read their report card.  On the other hand a subject which is missing from the report card needs some change in this district.  Physical Education, which is not on the New York State report card, is lacking many beneficial aspects here in Carmel. The curriculum consisted of the tired six, including basketball, football, hockey, volleyball, ping pong and soccer.  If students within this district took the regents no one would be eligible to pass, students didn’t even get a chance to participate in nine activities, let alone be competent in six and proficient in three.  
               Due to the No Child Left Behind Act, districts have to report based on if students are proficient in different subjects.  These subjects include English language arts and Mathematics.  In the elementary and middle level students will also be tested on Science.  The secondary level will be tested on graduation rate for the third indicator.  Each subject has their own criteria to earn “district in good standing”, if this goal is achieved, the district is considered to be making adequate yearly progress.  
               The subjects of English language arts and Mathematics are the first two subject listed on the districts report card.  The district is accountable for the participation criterion and the performance criterion.  The participation criterion holds a percentage of students mandated to take the tests throughout each level of education, 95% is the overall census for each level.  The performance part of English language arts is measure by an annual measurable objective, 30 or more enrolled students have to exceed or equal this standard to achieve good standing.
               Although these criterions are similar to ELA and Mathematics, they have their differences.  Participation is measured by two grades in each level, 4th grade is responsible for elementary level and 8th grade for middle level.  Forty students have to take both of these examinations; this is the criterion to achieve a good standing mark from the state.  Similar to English and Math, performance is based upon exceeding or equaling a score, State Science Standard or Science Progress Target make up New York’s Science standard.  Like Elementary and Middle levels of education, secondary education is assessed based on standards, Graduation Rate Standard and Graduation Target Process is what the State holds this district to, which measures around 80%.  Levels one, two and three are all reasonable and all districts should be successful in scoring Adequate Yearly Process. 
               Proud to say I was a former Ram, Carmel has marked good standing throughout the report card.  Academics are not the problem in Carmel; in fact many students attend respectable Universities upon graduating.  Due to phenomenal athletics and no assessment from the State Physical Education goes unnoticed and viewed as not important.  This is depressing to see because I know how much positive can come out such an important subject, a strong physical education program will only improve what Carmel has to offer.           

Most don't know this but Physical Education is ready to be accepted into the regents’ family. We have everything planned out and have been on the door step of success for years. With help we can make this dream come true. Most are asking why, who cares? This is benefiting each child in New York State; this will be a way to asses’ teachers in the physical education field. Once a regent test is implemented, it will be impossible to only roll the ball out and do six activities throughout the year, not one student will pass. This will push away lazy physical education teachers who do not really care about students, more dedicated students can take their place and watch their students reach level four on the regents.

-Albert A. Mercado

the teacher I WILL be

(Bulletin board I made about “How to keep your heart healthy.”)

The values one believes in comes to light throughout the way people live their life and treat others.   As an individual grows these beliefs change due to personal experiences and unique thoughts.  It is evident not all people develop proper beliefs; most just need a role model to steer them in the proper direction. A spark to ignite this positive thought process which will then produce the physical lifestyle that will generate success and health is what I can offer as a Physical Educator.    
            All children are delicate and the slightest statement or experience can change ones beliefs.  As an educator I want my precious time with each class to count, every second in that 45 minute period I want students gaining knowledge.  Let it be known that Mr. Mercado’s physical education class not only produces physically fit students but also honest, hard working, trust worthy, accountable, courageous leaders with integrity.  Educating students on character is by far the biggest accomplishment I have set for myself.  Once an educator has students with character, vital concepts like life time fitness and nutrition will be taught with ease.  Realizing not all students will be taught values from guardians or parents, it is my calling to instill proper attitudes and thoughts in the future adults of our country. I love effecting student’s lives in a positive manor; it is a passion of mine and I feel physical education is an ample environment to character build. 
            Obesity is an ongoing endeavor Americans deal with on a daily basis; lack of education can cause one to suffer from this horrible disease.  Students are the infantry of this war on obesity; some have been captured by this horrible enemy but can still fight back with weapons of knowledge and commitment. As an educator I see myself as a high ranking leader who has proper education and skills to mentor these students to be physically fit. My classroom will not be that of a boot camp but will be welcoming for all students, adapted daily for each individual.  Winning and score is not a priority but self expression is imperative and encouraged.  Baseline formative and summative assessments will be taken to determine implications of class data.  Untypical sports and activities will be played to alter perception or sport and to level the playing field.  Students will not only work with another they will act as teachers and insight thoughts and ideas they have personally absorbed.  This is just a taste of what I have in store for my future students; my plan keeps growing due to personal growth and experiences. 
            The outcome of a well rounded physical education program will produce physically and mentally healthy students with established values and admirable characteristics.  As a physical educator I will do whatever it takes to be known as one of the greatest teachers who have impacted many lives.  I want students to look back on their education and not only remember content but remember life lessons to pass on to upcoming generations.  I would love to be a part of the destruction of the obesity misfortune and have my students’ live long healthy lives.  With my dedication and passion of physical education my goals will be set and a new generation of physical educators will be born from my insight, just like I am connecting the cycle for my professors and role models.   

Thursday, January 12, 2012

Final Day of Observation in Highland Middle School

Today is the last day of my observation experience.  Where did the time go? I felt like this time went by way to fast.  Overall it was an amazing experience, my host teachers and host schools were very welcoming, they helped me so much.  Since last class we worked on lower body and kicking, I wanted to go back to upper body and work on throwing.  I decided to use a game I learned at the state conference this year.  It is a variation of baseball.  Most the same rules the only real difference is there is no bat. The “batter” is allowed to throw the ball instead of hit the ball.  I started the game off where the pitcher has the ball and under hand pitches the ball to the “batter”.  If the batter drops the ball its strike one, if the pitcher throws the ball far away from the batter and he doesn’t touch it, its ball one.  Three strikes you’re out and four balls you take a base.  There is no bunting, so the ball has to land outside the three point arc, which was about 8 ft from home base. If the batter throws two fouls or hits the ceiling they are out.  Home runs are the back wall above the matt. We only had one home run all day!  No sliding, leading, stealing or pegging. We used a rubber ball with bells inside of it, it was more difficult to field and catch.  Using different size balls will make the game harder or easier.  When I explained the game the students thought it would be so easy, once we started playing they realized it is harder than it seems.  We had some very close games and even a tie during one period.  Very rarely does someone strike out, so everyone feels like they are participating.  In the dugout I encourage the students to cheer and make chants.  The game goes fast because mostly everyone catches the first pitch, so people aren’t sitting out very long.  I think Highland middle school enjoyed this game and every time we ended a game they wanted to pay longer.  This is something they can play outside during recess because there is no need for a bat and the rules are very easy.  This works on throwing and catching in many different ways.  Also running and teamwork, students would talk in the dugout where to throw the ball next to better the chance of advancing the running on base.  I am thankful for having a host teacher who allowed me to use my imagination and explain all the rules.  This helped me a lot and gave me more confidence in my self.  I was sad to leave the school but I am looking forward to a new semester and know there will be more experiences and more schools in my future. 
For more information about this baseball variation, go to
-Albert A. Mercado