PE at key stages 3 and 4 (Year 10/11)
Unit 4: Dance activities: Advanced
Section 3: Knowledge and understanding of fitness and health
|
|
Objectives |
| Children should learn: |
- to monitor exercise and fitness levels for themselves and/or others related to their dances
- to devise, implement and monitor their own and/or others' exercise, conditioning and fitness programmes using principles of safe and effective exercising
- to recognise and evaluate the impact fitness has on performance in dance, and dancing has on personal fitness
|
Activities |
|
Outcomes |
|
Children: |
- Teach pupils about the movement principles underpinning specific dance techniques,
eg correct alignment and posture.
- Help pupils learn to structure their practising for their preferred style of dance.
- Teach pupils conditioning exercises that will prepare their bodies for the dances and techniques.
- Help pupils to identify how general fitness and body conditioning affects performance.
- Teach pupils how to design, implement and monitor body-conditioning programmes suitable for their dances. Teach them how to adapt them as needed. Help them to evaluate how regular dancing affects their fitness and health.
|
|
- use their knowledge of dance to structure and monitor their own practice programmes for their chosen style of dance to improve their own performance
- monitor, evaluate and adapt their programmes as they recognise the need
|
|
Points to note |
Teaching approaches
- Engage pupils in learning mainly through physical activity in every lesson.
- Warming-up and cooling-down activities should help pupils to remember and reflect on previous work and prepare them for what they need to do next.
- Give pupils opportunities to discuss, explore and play with dance and movement ideas. They should be given enough time to practise and develop their movements and ideas.
- Give pupils specific feedback about what they do and how they do it, with information to improve the quality of their performance.
- Give pupils opportunities to choose whom they want to work with and to adapt partner work to suit any gender combination.
- Give pupils opportunities to teach others.
- Pupils need to experience composing for themselves and others.
- Databases with visual images could be used as stimuli for dances. Pupils could research dance crazes on CD-ROM and the internet.
- Pupils could devise an end-of-unit video or presentation of all the dances studied and contribute to narration and costume design.
- Pupils could video their dance work and use this to evaluate and improve their performances.
- There is an increasing range of commercially produced video resources, and if you have an ERA licence you can use off-air recordings for educational purposes. See 'Resources' for suggestions.
Safety
- Are pupils wearing appropriate footwear for high-impact work?
- Are pupils comfortable in their clothing and is it suitable for the activity?
- Is the space safe and clear enough to work in?
- Are pupils aware of other pupils when moving?
- Have all pupils warmed up and cooled down?
|
|
|
This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
|
|
|
