ࡱ> .2- bjbj 4ee HH8 ]&$5xR@];RX-0]`,<]H h: Manage student behaviour for physical activity While you may be enthusiastic about physical activity, you might be put off by the thought of managing a class of pupils excited or unmotivated at the prospect of being active. Managing student behaviour for physical activity involves the same techniques as those in the classroom. Here are some of those techniques some of which you may be using already: Set clear expectations about how you want students to behave. Establish clear consequences and feedback so that students know what will happen if they choose not to behave appropriately. Define acceptable behaviour by asking students to repeat instructions or demonstrate appropriate behaviour. Establish a stop and listen signal but do not overuse it: Use your voice. Call stop or kia tau in a loud clear voice or make it interesting by using another phrase (perhaps from a topic you are studying). Clap your hands. Use clap patterns that students can repeat, or a set number of claps for stop. Hold your hand up. Students see this signal and stop and hold their hand up also. Use a whistle. One whistle could mean stop, two to put down equipment and gather in closer. Start a new activity by jumping up and down, hopping or stamping. Students join in until everyone is performing the same action. Give clear and concise instructions. For example, say When I call out push play you need to stop immediately, put down your equipment and look at me. Ensure that all students have stopped and are listening. Establish how they need to show they are listening. For example they may need to: put down their equipment and quietly move in closer look at the person who is giving the instruction remain quiet when the teacher is talking. Make sure the students can all see you clearly. Have the students move in close and sit in a semi-circle. Make sure theyre not facing into the sun. Set clear boundaries by using equipment or parts of the environment. Walk around the area before starting the activity or get a child to demonstrate where the boundaries are. Reduce the boundaries if working inside. Let students know the consequences for moving outside the boundaries. Try not to use sitting out as a consequence encourage participation and activity.     ./ B C 8 X h i r s EFyzijҢhX=jhX=U h hkCJOJPJQJaJh~CJOJPJQJaJ h hCJOJPJQJaJh CJOJPJQJaJ hhCJOJPJQJaJh%,h*_aJ8 hG_aJ8*/ C ! Fzjgd & Fdgd*_ & Fdgd & Fdgddgd &d PO gd*_ & Fdgd*_21h:pk. A!n"n#n$n% ^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH 8`8 /Normal_HmH sH tH Z@Z / Heading 1$<@&5CJ KH OJQJ\^JaJ DA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List hoh /Heading 2 Char356CJOJQJ\]^J_HaJmH sH tH u@O@ /Style2CJOJQJ\^JaJZOZ yPSPARC 2"$x@&]^gdyP5CJOJQJpo"p *_Sport NZ Title45@B*CJ8KHOJQJ_HaJ4mH phTsH tH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] -   8@0(  B S  ?nsF3./ ;xf‚h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH ;x          ~TB@C*_X=G_ k@ssssh@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial7.@CalibriA. Arial Narrow7. [ @Verdana?= *Cx Courier New;WingdingsA$BCambria Math"1h*G*GRR!nn4! 2qHX)?/2!xxaT Action plan templateSarina Ibbotsonkims Oh+'0Hx    (08@Action plan templateSarina IbbotsonNormalkims7Microsoft Office Word@@|@ jR՜.+,D՜.+,D hp  SportNZ Action plan template Title\'@$8LXlx     $DXx !"#($4%@&L%AuthoritativeVersionTargetAudience SubactivityPRAType ActivityProject Function FunctionGroup KnowHowType RecordID CategoryValue VolumeFinancialYearEntity_ModerationStatus Resource CategoryName DocumentTypeTestAggregationStatus PraDate2PraDateTriggerRelatedPeopleReadOnlyStatus PraDate3PraDateDisposal PraText3 Narrative Key WordsCase PraText2! PraText5" PraDate1#OriginalDocument$ PraText1% PraText4& RecordType0 Internal ResourcesDoc ResourcesNACommunity SportsNANA638964NANA2014-15 0Active Schools Tool KitPrimary School Sport PublicationActive Schools Tool KitNormalOpenNormal  !"#$&'()*+,/01d56789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcefgRoot Entry F]3 1Table WordDocument4SummaryInformation(DocumentSummaryInformation8%MsoDataStore V]XRCIE1WQWDHR2==2V]Item PropertiesSXW2HOGJFSI4U==2 V]Item  4Y_PropertiesHPTRDEK0SS5OA==2 V]Item PropertiesOCompObj%r  !"#$& This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision. DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q