写的: 维多利亚·奥托，凡尔内达·爱德华兹，梅根·塔贝克，丹尼尔·希尔，里奇·怀尔斯
特殊贡献: 亚伦·哈特，迪迪·布朗，迈克·马丁内斯
设计和插图: Jennifer Truong, James Bol和, 亚伦哈特
每个学生都能从正念的运动和内心的平静中受益. im体育的瑜伽和正念模块旨在帮助你的学生体验正念练习的好处，并帮助他们将减压技术融入日常生活.
模块文件
- 完成模块包:
- 模块概述:
- 所需材料:
- 所有模块的活动:
- 示例教案:
- 学术语言卡:
- 放松镜像任务卡:
- 渐进式放松脚本:
- Brr……我冷! 老师运动卡:
- 温度计的海报:
- ABC卡片:
- 瑜伽姿势的卡片:
- 拜日式全序列卡片:
- 拜日式同伴教学卡:
- 网站单词卡片:
- 动物流量参考卡:
- 瑜伽流参考卡:
- Gruffalo Flow参考卡:
- 通用设计的适应性:
正念
- 放松反射:
- Brr……我冷:
- 快到慢:
瑜伽
- 让你的形状:
- 流动的运动:
- 通过姿势:
- 阳光问候:
- 先:
- 开发流程:
冥想
- 呼吸袋:
- 放松和反映:
冥想和正念音频文件
- 身体扫描:
- 呼吸的原因:
- 情绪:
- 专注:
- 的影响:
- 用心聆听:
- 反射:
- 美妙的事情:
评估
- 自我评估:
- 整体性能标准:
- 双重整体表现标准:
- 呼吸袋出口卡:
- 放松 & 反映了出口下滑:
老师的评价
- 教师自我评价/反思指南:
im体育 8挑战赛的国家标准和成果重点
标准1.能够展示各种运动技能和运动模式的能力.
- 标准1 [E7.K-3] Maintains momentary stillness on different bases of support (Ka); Forms wide, 狭窄的, 卷, 和 twisted body shapes (Kb); Maintains stillness on different bases of support with different body shapes (1); 不同支撑基础上的平衡, combining levels 和 shapes (2a); Balances in an inverted position with stillness 和 supportive base (2b); 不同支撑基础上的平衡, 演示肌肉紧张和身体自由部位的伸展(3).
- 标准1 [E7.3 & 5] 不同支撑基础上的平衡, 演示肌肉紧张和身体自由部位的伸展(3); Combines balance 和 transferring weight in a gymnastics sequence or 跳舞 with a partner (5).
- 标准1 (E10汽油.K-2] Contrasts the actions of 卷曲 和 stretching (K); Demonstrates twisting, 卷曲, 弯曲, 和 stretching actions (1); Differentiates among twisting, 卷曲, 弯曲, 和伸展动作(2).
标准2.应用概念知识, 原则, 与运动和表现相关的策略和战术.
- 2 (E1标准.K,3,4b,5] Differentiates between movement in personal (selfspace) 和 general space (Ka); Recognizes the concept of open spaces in a movement context (3); Applies the concept of closing spaces in small-sided practice tasks (4b); Combines spatial concepts with locomotor 和 non-locomotor movements for small groups in gymnastics, 跳舞, 游戏环境(5).
标准的3.展示知识和技能，以达到和保持健康的体育活动和健康水平.
- 标准的3 (E3. K-2]: 意识到当你快速移动时，你的心跳会加快，呼吸也会加快.
- 标准的3 (E2.3-5]: Engages in the activities of physical education class without teacher prompting (3); Actively engages in the activities of physical education class, both teacher-directed 和 independent (4); Actively engages in all the activities of physical education (5).
标准4. 表现出尊重自己和他人的负责任的个人和社会行为.
- 4 (E1标准.K-5] 遵循分组设置中的指示(e.g., 安全的行为, 下面的规则, taking turns) (K); Accepts personal responsibility by using equipment 和 space appropriately (1); Practices skills with minimal teacher prompting (2); Exhibits personal responsibility in teacher-directed activities (3); Exhibits responsible behavior in independent group situations (4); Engages in physical activity with responsible interpersonal behavior (e.g.学生对老师，学生对裁判)(5).
标准5. 认识到体育活动对健康的价值, 享受, 挑战, 自我表现, 和/或社会互动.
- 5 (E1标准.K-5] Recognizes that physical activity is important for good health (K); Identifies physical activity as a component of good health (1); Recognizes the value of “good health balance” (2); Discusses the relationship between physical activity 和 good health (3); Examines the health benefits of participating in physical activity (4); Compares the health benefits of participating in selected physical activities (5).
- 标准5 (E2.K-2] Acknowledges that some physical activities are challenging/difficult (K); Recognizes that 挑战 in physical activities can lead to success (1); Compares physical activities that bring confidence 和 挑战 (2); Discusses the 挑战 that comes from learning a new physical activity (3); Rates the 享受 of participating in challenging 和 mastered physical activities (4); Expresses (via written essay, 视觉艺术, 创造性舞蹈)参与喜爱的体育活动的乐趣和/或挑战. (5).
- 标准5 [E4.3-5] Describes the positive social interactions that come when engaged with others in physical activity (3); Describes/compares the positive social interactions when engaged in partner, 小组, 和 large-group physical activities (4); Describes the social benefits gained from participating in physical activity (e.g.(5).
