FISTA

Safety guidelines and rules for physical education lessons

2024-08-08T10:26:17+03:00

SAFETY GUIDELINES AND RULES FOR PHYSICAL EDUCATION LESSONS

1 § GOING TO PE LESSONS

In general the students will move between the school and gyms, sports fields and any other locations by themselves, following designated routes and following traffic laws, on foot or by bike (wearing a helmet).

2 § CLOTHES

For every lesson, remember to bring appropriate clothing and a towel for showering afterwards. Taking care of personal hygiene and having the right gear with you is an important part of PE lessons and assessment.
PE lessons will always be indoors if the temperature is under -17 C°

3 § BEHAVIOUR IN P.E.

During the lessons we will work in varying pairs, groups and teams. You can’t always choose your own group but you must still be able to willingly and agreeably cooperate with everyone.
Sometimes the sport in question requires independent working alone or in a small group eg. skiing, orienteering, jogging. When working without direct supervision; follow the guidelines given here ie. traffic regulations, safety guidelines and by your teacher in the briefing before the task.
You don’t have to like all sports we try out at school. However, think about how you express your opinion during class as negative comments will take away from other students’ enjoyment. Positivity breeds positivity.
Your behavior during class and in P.E. related environments (e.g. Wilma and Teams) is the single most important aspect of assessment at the end of the term; everything mentioned above affects your grade.

4 § IN THE GYMS

You can spend time in the gyms during breaks only with the teacher’s permission
Only indoor shoes in gym (no outdoor shoes)
indoor sports shoes or barefoot in the gyms, no wearing socks only as it is a safety risk
Leave jewellery, glasses, watches and other items that might break in the changing room at school, otherwise they’re your responsibility. Your teacher will tell you when to use your phone, otherwise, keep it in it's designated place away fromt the lesson.

5 § LESSONS

We will meet in front of the school gym every lesson, unless otherwise instructed.
Bringing your own snacks to school is allowed and even recommended on days when you have PE lessons. However, you must make or buy them before coming to school as the school rules forbid going to shops during the school day. Breaking this rule leads to detention.
If there’s a double lesson there will be no break in between. If the last lesson of the day is a PE lesson, the school day ends wherever the lesson was held.

6 § OTHER INSTRUCTIONS

If the student cannot attend PE or swimming lessons due to illness or other reason, the guardian will inform the teacher via Wilma in advance.
No candy, gum or juice during PE lessons.
If you are the last person to leave Koulukatu sports field, remember to return the key to the caretaker
In general we do not use mobile phones during PE lessons, and the school is not responsible if they break during class.
During some lessons the students can choose to use their phones to explore sports apps (e.g. orienteering, map services, sports trackers) but this is always voluntary. Even in this case the student is still responsible for their own phone.
The school is not responsible for lost property. Think carefully about what personal property you need to bring to school.

P.E.

2017-08-08T20:52:03+03:00

Physical education

The objective of physical education is to influence positively to the pupil’s physical, psychological and social capacity and welfare and guide the pupil to understanding the significance P.E. has on health. Physical education offers the pupil skills, knowledge and experiences, on the basis of which it is possible to adopt a sportive lifestyle. P.E. is an active subject in which games and skills lead to spontaneous interest. This requires taking individual opportunities for development into consideration. Physical education and learning experiences strengthen the pupil’s self-knowledge and lead to tolerance. P.E. instruction emphasizes communality, responsibility, fair play and safety. Safe traffic behaviour must be highlighted in connection with physical education. P.E. instruction is based on national sporting tradition. Teaching and assessment must pay attention to natural conditions and seasons, local conditions, opportunities offered by the local environment and school and the pupil’s special needs and health.

http://koulut.tampere.fi/fista/Curriculum_EN_FISTA.pdf

0 kommenttia

Instructions for substitute assignment in P.E.

2018-05-15T19:01:16+03:00

Students who are unable to participate in P.E. classes because of ilnessess, accidents, impediments, disabilities or other physiological reasons can substitute their participation in P.E. by following their rehabilitation schedule and keeping a journal of the process.

Write the journal after every practise/exercise
Write down: Exercise moves you did? How many repetitions you did? How much weight did you have? What was the mood for the training? Are you making progress?
Keep also track on how much you sleep: Write down how many hours you slept last night? How was the sleep quality?
Keep the journal for one month and then hand it in to your teacher
It is a good idea to get a notebook where you keep the journal

Fiksusti kouluun 18.5.

2021-05-10T14:26:31+03:00

Fiksusti kouluun -ohjelman puitteissa olemme tekemässä ”Minun koulumatkani” -nimisen dokumentaarisen esittelyvideon (kesto 60-90s), jonka tarkoituksena on esitellä positiivisesti suomalaisen koulumatkan moninaisuutta eri vuodenaikoina. Tarkoituksenamme on kuvata koulumatkojen eri kulkutapoja erilaisissa ympäristöissä Suomessa syksyllä, talvella ja keväällä. Videon tuottaa tuotantoyhtiö BraveTeddy Turusta. Olemme kuvanneet syksyn videon Turussa ja Paraisilla, jossa kuvattiin 2-luokkalaisia ja 6-luokkalaisia pyöräilemässä sekä yläkoululaisia kävelemässä (videon näette täällä). Talven video kuvattiin Oulussa, jossa nähtiin talvella pyöräilyä yli -20 asteen pakkasessa sekä kyläkoulun potkukelkkailijoita (videon näette täällä).

Olemme suunnitelleet kevään videon kuvauksia toukokuulle (18.5. tai 20.5.) ja haluaisimme kuvata videon Tampereella kaupunkiympäristössä. Kevään videossa kuvattaisiin yläkoulun oppilaita matkalla bussipysäkille ja mahdollisuuksien mukaan bussissa sekä koulumatkansa skeittilaudalla kulkevia oppilaita. Pyytäisin teidän apuanne kuvauksiin liittyen seuraavasti:

Koulu jonka oppilaita haluaisimme olisi joko Sammon tai Juhannuskylän koulun (Tammerkosken yksikön) yläkouluoppilaita. Pystyisikö Miina/Mikko selvittämään saataisiinkin koulun oppilaita kuvattavaksi (speksit alla)?
Onnistuisiko videon yhden osion kuvaaminen bussissa (tämä pitäisi tehdä kuvattavien osalta ilman maskia)?
Haluaisimme kuvata myös oppilaiden nousemista bussiin. Tarvitaanko lupa bussin kuvaamiseen pysäkiltä? Tämä olennaista varsinkin, jos emme voi kuvata itse bussissa

Casting-speksit oppilaiden osalta:

Yksi 2-3 yläkouluoppilaiden porukka, joka liikkuu bussilla ja kävelee/pyöräilee pysäkille. Tyttöjä ja poikia
Yksi 2-3 yläkouluoppilaiden porukka, jotka skeittaavat koulumatkaa (ja mahdollisesti käyttävät myös skeittiparkkeja)

Kuvauspäivä:

Ensisijaisesti ti 18.5., varapäivä to 20.5. Yhdellä oppilasporukalla menisi kuvauksiin aikaa n. 3 h, eli toinen porukka kuvataan aamupäivällä (esim. 8-11) ja toinen iltapäivällä (12-15)

Tuotantoyhtiö hoitaa kuvausluvat sekä kuvattavien oppilaiden tarkemmat ohjeistukset. Kuvattavat oppilaat saavat korvaukseksi tuotepaketin (juomapullon, juoksuvyön, buffihuivin).

Kaikista kolmesta vuoden ajasta tehdään erillinen vuodenaikavideo ja sen lisäksi kevään kuvauksen jälkeen koostetaan koko materiaalista lopullinen tuotos. Videota on tarkoitus jakaa myös kansainvälisesti.

Terv. Joonas N

Joonas Niemi, asiantuntija
Fiksusti kouluun -ohjelma
___________________________

UMA Workspace, Lautatarhankatu 10, 00580 Helsinki

joonas.niemi@likes.fi

050 505 2769

www.fiksustikouluun.fi

Description of expertise in P.E.

2018-08-08T12:38:35+03:00

Description of students expertise in sports

Swimming:

- Student is able to swim according to the Nordic Swimming skills test

- Student can perform the following swimming techniques correctly: Backstroke, breaststroke, crawl

- Student can save a drowning victim

- Student can dive into the water head first, continue the motion into a dive and after surfacing continue swimming

- Student obeys the security guidelines of a swimming hall and behaves in exemplary and responsible manner

- Student is able to swim according to the Nordic Swimming skills test

- Student can perform the following swimming techniques, but has shortcomings in technique: Backstroke, breaststroke, crawl

- Student can save a drowning victim

- Student can dive into the water head first, continue the motion into a dive and after surfacing continue swimming

- Student obeys the security guidelines of a swimming hall and behaves in responsible manner

- Student is not able to swim according to the Nordic Swimming Skills Test

- Student can perform some the following swimming techniques, but has shortcomings in technique: Backstroke, breaststroke, crawl

- Student can not save a drowning victim

- Student can not dive into the water head first, nor continue the motion into a dive and after surfacing is unable to continue swimming

- Student disobeys the security guidelines of a swimming hall and endangers others with misbehaviour

Ball games:

- Student knows how playing stances and postures vary according to different ball sports and is able to use them naturaly in the game

- Student can play in different roles in the field and can chance roles according to the situation (for example denfender - striker, field player - goalie)

- Student knows how to move in the field to create open space and opportunities and his actions refine team work

- Student can control the playing equipment (ball, puck, stick), can pass, shoot and drible and is able to adapt these techniques smoothly during the game

- Student knows how playing stances and postures vary according to different ball sports but forgets them during the game

- Student can play in different roles in the field but can not chance roles spontaneously during the game (for example denfender - striker, field player - goalie)

- Student knows how to move in the field in order to advance the game and his actions do not hamper the team work

- Student can control the playing equipment (ball, puck, stick), can pass, shoot and drible but isn't always able to adapt these techniques during the game

- Student does not recognise how playing stances and postures vary according to different ball sports

- Student can not play in different roles in the field hence he sticks with the first assumed position

- Student can not move in the field according to the rest of the team and his actions hamper the team work

- Student is not able to control the playing equipment (ball, puck, stick) nor is able to use these techniques during the game

Track and field:

- Student can jump, run and throw well and undestands the different physical qualities required in varying events

- Student acknowledges the dangers involved in each different track and field event and prevents dangerous situation with his own actions and also guides others into safe working manners

- Student works during the class independently, takes initiative and also encourages others into working better

8

- Student can jump, run and throw but doesn't always undestand the physical requirements of varying events

- Student acknowledges the dangers involved in each different track and field event and prevents dangerous situation with his own actions

- Student works during the class independently and takes initiative

- Student can either jump, run or throw and doesn't undestand the physical requirements of varying events

- Student acknowledges the dangers involved int each different track and field event but does not prevent dangerous situations with his own actions

- Student does not work during the class independently and does not take initiative

Cross country skiing:

- Student can perform the techniques of the skiing style of his choice (Mogren, Wasberg, Offset skate, Double-poling, diagonal stride) and uses them accordingly

- Student has the right weatherproof gear with him in the class

- Student works during the class independently, takes initiatives and also encourages others into working better

- Student can perform some of the techniques of the skiing style of his choice but isn't always able to use them accordingly

- Student has the right weatherproof gear with him in the class

- Student works during the class independently most of the time

- Student is not able to tell the diference between various skiing techniques

- Student does not have the right weatherproof gear with him in the class

- Student needs constant motivating and directions during the class

Skating and rink games:

- Student can skate forward and backwards and knows also how to skate with both inner and outer part of his blades

- Student is able to use different skating techniques according to the situation and requirements

- Student has the right weatherproof gear with him in the class

- Student can skate forward and backwards

- Skating is smooth, but different changing situation during the game bring notable challenges to basic skating technique

- Student has the right weatherproof gear with him in the class

- Basic skating technique is lacking

- Skating outside of the game is significantly challenging

- Student does not have the right weatherproof gear with him in the class

Gymnastics:

- Student knows and is able to perform basic techniques on different apparatus (pullover, basic balance skills, skin the cat, supported head-/handstand, sommersault on trampoline etc.)

- Student takes safety of others into consideration while exercising on the apparatus

- Student works during the class independently, takes initiatives and also helps and supports other students

- Student knows and is able to perform some of the basic techniques

- Student takes safety of others into consideration while exercising on the apparatus

- Student works during the class independently

- Student knows and is able to perform only couple of the basic techniques

- Student requires constant motivating and also endangers other students with his behaviour

Orienteering:

- Student knows even the more advanced skills and can choose good routes based on the height diagram and terrain displayed on the map

- Student knows all the signs on the map

- Running in the forest is easy and quick

- Student knows the basic skills of orienteering: Reading and positioning the map, use of compass

- Knows the most basic signs on the map and can read the height diagram

- Can independently find checkpoints and orienteer with the aid of the map

- Can not read and position the map nor use the compass.

- Can not locate himself on the map

- Does not know the most basic signs on the map

- Does not understand the correspondedness of the map on terrain

- The teacher does not dare to let student loose in to the forest with a pair