英国巴斯大学论文代写 体育教育

Keywords:英国巴斯大学论文代写 体育教育

在体育前景方面，列入的规定是混杂的。主要的负面影响是体育教师和助教对AMC和神经肌肉疾病的一般知识基础。这与Crawford(2011)的观点非常一致，她认为体育教师认为他们没有为将SEN学生纳入他们的课堂而进行适当的培训。在我的实习期间，由于情况的进行性，没有相关的CPD或员工培训来满足小学生1的需求。根据Armour等人(2015)的观点，人们普遍认为体育教师持续的CPD很重要。也有人指出，体育教师没有任何接触，学生的1治疗师为了工作，以分析活动在体育。在体育教学中使用TAs是无效的。如果助教要支持教师，很明显，他们应该得到更好的培训和监督(韦伯斯特等人，2010)。学生1s TA在整个小组课上都很有帮助，因为他们可以在班主任的指导下帮助1号学生学习某些技能。然而，当一年级学生被孤立后，由于助教缺乏运动经验，他们被迫自己上橄榄球课，这就影响了教授某些技能的方式，而一年级学生也没有从课程中得到最多的收获。如果助教有相关的指导和指导，以便能够教授某些技能，如投掷和接球，那么学生1就能从这堂课中学到更多。计划也是混合的，在大多数课程中，老师会当场计划，虽然有时这样做是有效的，但一般来说，如果老师提前计划，就没有那么有效了。这方面的一个例子是在附录4中，老师们没有计划将学生1纳入课堂的不同活动。事实上，这节课和前面提到的橄榄球课是一样的，老师认为1号学生可以参加，但是，由于天气原因，1号学生不能参加，所以他走进教室和助教进行了一对一的讨论。通过观察1号学生，他们看起来没有在整个小组环境中那么快乐，进步也没有那么大。
英国巴斯大学论文代写 体育教育
In terms of a PE perspective provisions for inclusion was mixed. The main negative was the general knowledge base PE teachers and TAs had over AMC and neuromuscular conditions. This is very much in line with Crawford (2011) who state that PE teachers feel they have not had suitable training in preparation for integrating SEN pupils into their classes. During my placement, there was no relevant CPD or training for staff to meet the needs of Pupil 1 due to the progressive nature of the condition. According to Armour et al, (2015) it is widely argued that continuing CPD for physical education PE teachers is important. It was also noted that the PE teachers didn’t have any contact with Pupil’s 1 therapist in order to work with in order to analyse activities in PE.The use of TAs in PE was ineffective. If TA’s are to support teachers it is clear that they should be supported by better training and monitoring (Webster et al, 2010). Pupil 1s TA was helpful during a whole group lesson as they could help with inclusion for Pupil 1 under the instruction of the class teacher to support certain skills. However, when Pupil 1 became isolated and was forced to do a rugby lesson on their own, due to the TAs lack of experience in a sporting setting this affected the way that certain skills were taught and Pupil 1 didn’t get the most out of the session. If the TA had relevant instructions and coaching in order to be able to teach certain skills such as throwing and catching then Pupil 1 would have got more out of the lesson.Planning was also mixed, during most lessons teachers would plan on the spot and while sometimes this did work, generally it wasn’t as effective then if teachers planned ahead. An example of this is in appendix 4, where the teachers didn’t plan for differentiated activities to include Pupil 1 into the lesson. This lesson was, in fact, the same rugby session as mentioned above and the teacher assumed that Pupil 1 was able to join in the session, however, due to the weather the pupil was unable to take part and went inside to do a one-on-one session with the TA. From observing Pupil 1 they didn’t look as happy and didn’t make as much progress than in a whole group environment.