Tuesday, October 21, 2014

Who Put the BAD in the Badminton!

Grade 10: How does our Personal and Social Behaviour Impact our Performance in Physical Activity? 

Oi Grade 10!

Thinking back to your experiences so far in our net and wall activities, I wonder, what actions have you taken to demonstrate leadership, fair-play, teamwork and communication?

Take a look at the following videos of singles and doubles badminton play. What actions do you see that demonstrate the players' abilities to be leaders, play fairly, be inclusive and also communicate with others in a positive and constructive way?

Badminton Highlights - 2014 World Championships Men's Singles

Badminton Highlights - 2014 World Championships Men's Doubles

Badminton Highlights - 2013 World Championships Mixed Doubles

Thinking critically about your personal and social behaviour within the PE setting...

Use the following enduring understanding and essential questions in order to help guide your progress as we begin doubles badminton play:

Enduring Understanding
  • A double team's decisions and actions determine their level of success in a badminton match

Essential Questions
  • What decisions and actions impact the success of a game?
  • How does receiving and giving feedback impact the ability to work collaboratively as a team?
  • How does peer teaching and/or coaching impact the development of movement fundamentals?
  • How does knowledge of basic procedures in doubles play affect the success of a team?

Team Building

Based on your rankings at the completion of our singles round robin badminton tournament, you will be placed in partners for doubles badminton play. I wonder, how could you take action and demonstrate leadershipfair-playteamwork and communication while working in partners? 

Use the personal and social behaviour rubric that is shared in our folder for PE in order to track your progress. I wonder, what core values are you also practicing during your participation in this unit?

Badminton Rules and Procedures


Please see diagram below
  • Serving starts on the right side within the boundaries of the service court (no touching lines)
  • When the server’s score is even (0,2,4), serving starts on the right side; when the server’s score is odd (1,3,5), serving starts on the left side
  • Both feet must be stationary on the court while serving and the receiver may not move until the server hits the shuttle
  • The server must make initial contact with the shuttle below the server’s waist with the racket head clearly below the hand holding the shuttle
  • Serving takes place in a continuous motion
  • When the serving team scores, the server switches service court sides and serves again
  • Each time a team gains the serve, the first serve is made from the right service court
  • 15 points wins a game; if the score reaches 14-14 the side that reached 14 first can choose either to play to 15 or set the game to 17
  • In best of three game play, teams switch sides at the end of the game and in the middle of the third game (first team to 8 points)
  • A shuttle remains in play until it hits the...
    • floor
    • ceiling
    • outside the court
    • player or the player’s clothing
    • gets stuck in the net
    • net and drops on the hitter’s side
  • In addition to serving faults, faults also occur in play when the shuttle...
    • passes through or under the net
    • does not pass the net
    • is caught or held
    • is hit twice in a row by the same player
    • both partners hit the shuttle before it is returned to the other side
  • A player commits a fault when he/she...
    • hits the shuttle when it is on the opponent’s side of the net
    • touches the net with his/her racket, clothing or any part of his/her body
    • obstructs an opponent’s stroke
    • has his/her racket or any part of the body over or under the net - exception: a racket can cross the net without touching it on a follow-through as long as contact with the shuttle was made first
  • A let is a situation that calls for a halt in play - it occurs when the...
    • shuttle remains suspended on top of the net
    • server and receiver commits faults
    • server serves before the receiver is ready
    • shuttle comes apart
  • When a let is called, no score is counted for that play and the point is replayed

Court Dimensions

Image licensed under Creative Commons by "Jeri Pennanen". Link


Image licensed under Creative Commons by "Cmglee". Link

Friday, October 3, 2014

Team Handball Blog Post Example

Headline - create your own headline that synthesizes the important elements of team handball

Can An Active Participation Affect Your Leaning In Handball?

Artifact - take screen shots of your motor skills self-assessment

Reflection on the following questions - copy and paste from your motor skills self-assessment into the blog post body
  1. What evidence could you provide that supports your self-assessment? 
Some of the evidence that I have to prove my choices in grade is the way I decide how to act in certain situations. In my opinion, the kinds of motor skills one has depends on the way one acts when challenges appear in their way. In detail, most of my grades are mostly 4s and 5s because I thought that I could totally push myself further to do better in PE. Most importantly, I need to push myself to participate in all types of ways. I need to participate verbally and physically. Most of the times, I don't actually do my best in terms of physical activities. As a result, I demonstrate adequate improvement; however, I would need to do not only better, but to do the best I could.

  1. Based on your participation during this unit, assess yourself on each of the following learning habits (1-poor, 2-adequate, 3-good, 4-excellent) - responsible, curious, inclusive, risk-taker/perseverance -  what makes you say that for each one?

During this PE unit, I mostly represented the learning habit curious. I represented curious because I tried participating with new people in terms of passing in handball. Most of the times, my friends are in my group; however, not always its possible for me to be with whomever I want. Since most of my groups included people I didn't interact with before, I tried to be inclusive and see how they would act during game situations. Further, the thing that most impresses me about my new groups is that I found out personalities that I haven't seen before. Some people seemed more of leaders and great decision takers, taking me to think that if I get more curious in the future, it can lead me to a great knowledge within meeting people and participating more.  

I highlighted a 5 because I don't push myself enough to do the best I can, yet I do demonstrate mastery while doing our activities.

Labels - PE, Grade 8, SLC, learning habits

Wednesday, October 1, 2014

Quest 5 - Sleep... It Does Your Body Good!

Sleep and Your Health

Oi Grade 6!

Every living thing sleeps. Some animals spend as many as 20 hours a day sleeping! I wonder, what makes sleep so important? Considering your busy schedules, what factors could influence when it is time for you to sleep and how often do you choose when to go to bed? 

As we explore Quest 5, Sleep... It Does Your Body Good!, consider the following guiding questions and use the information we will learn to complete the sleep document that is shared in our folder for Health. 

Guiding questions...
  • What is sleep?
  • Why is sleep important?
  • How is sleep connected to physical activity?
  • What strategies could we use to get better sleep?

What can Tim and Moby teach us about sleep? 

What do you see-think-wonder about sleep?

Challenged Success... What is it?

The purpose of this study was to identify areas in our school culture that contribute to or detract from a healthy learning environment.

What were the outcomes of Challenged Success?
  • Develop policies and strategies that help students, teachers and parents nurture growth and manage stress in ways that truly align with our school's mission and core values

What can Tim and Moby teach us about stress? 

What do you see-think-wonder about stress?

What does sleep have to do with Challenged Success?

Take a look at the graph below. What does this graph tell us about the sleeping habits of Middle School students? I wonder, what is your average hours of sleep each night? What could you do to ensure you get enough quality sleep?

Why sleep?

Sleep helps our bodies and brains grow. I wonder, what are some ways that sleep helps our bodies and brains develop?

Click on the image below to learn about why sleep is important for your body and brain...

How does sleep work?

While we are sleeping, our bodies and brains are busy getting ready for a new day. Click on the following images to learn more about how sleep works. I wonder, what new understandings did you gain about sleep?

How much sleep do we actually need?

You can be at your best when you get enough sleep! I wonder, what happens to our bodies and brains if we get enough sleep? What happens if we don't? What is the difference between good or quality sleep and sleep deprivation?

Click on the image bellow and watch the video to find out!

Sleep Deprivation and Physical Health
  • Impairs brain functions
  • Increases risk of seizures
  • Changes in breathing and heart rate
  • Increased sensitivity to pain
  • Hormonal changes
  • Weight gain
  • Shorter lifespan
  • Increased risk of the following
    • diabetes
    • cancer
    • heart disease
    • strokes
    • depression

Sleep Deprivation and Learning

Lack of quality sleep or deprivation has negative outcomes on school performance...
  • Irritable
  • Grumpiness
  • Falling asleep in class
  • Judgement impairment
  • Interpretation of events is affected
  • A decrease in the following
    • learning - processing speed and attention span
    • working memory - actively holds multiple pieces of information
    • memory recall - ability to access your long-term memory

When you get enough sleep, higher academic and athletic success!

How can we get better sleep?

Take a look at the following tips for getting better sleep. I wonder, which tips do you currently follow? Which tips do you need to practice more?

What are some other recommendations?

Sleep environment
  • Use bright lights during the day and avoid bright lights near bedtime
  • Phones and computer screens keep the brain awake, so store digital devices outside of the bedroom
  • Make your bedroom comfortable!
  • If your pets wake you at night, limit their access when you sleep
  • Looking at the time can stress you, so turn your clock around
  • Use your bed only for sleeping

Sleep behaviours
  • Sunlight exposure everyday
  • Maintain a sleep schedule
  • Relax before sleep time - allow 30-60 minutes of winding down time
  • Avoid or limit naps
  • Take a warm bath or shower before sleeping
  • If thinking about tasks, make a list and don't lie in bed thinking it

Making Connections

I wonder, from our learning experiences so far, what connections could you make to our enduring understanding and the following essential questions:

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Essential Questions
  • What are health benefits from physical activity?
  • How do our choices affect our health and safety?