Archive for the ‘Bullying Prevention’ Category


How to Teach Social Skills in PE: Grades 3-6

Tuesday, October 6th, 2015

Physical activity environments are natural settings for peer interaction and the development of social skills. By the very nature of game play or active participation, students discover how to work in a group, how they compare with others, how “winning” and “losing” affects them, how to follow rules, and how to strategically problem-solve. In addition, teaching social skills is an important aspect to bullying prevention in physical education and around campus.

A primary objective of SPARK is to create positive movement experiences that last a lifetime. Nurturing a student’s self-perception and self-image is a critical variable when teaching students to value physical activity. Negative experiences in PE class may impact a person well into adulthood.

Teaching social skills is not unlike teaching sport or fitness skills. Students should understand the “learnable pieces,” practice them in authentic situations, receive feedback, and process their learning.

Take the following steps when teaching social skills to students:

1. Define the skill.

Discuss why it is important. For example, help students understand that “Encouragement” is a gift you give to others. It delivers empathy, support, motivation. If you encourage someone, you’ve committed a selfless, powerful act.

2. Teach the skill

Discuss strategies to address it. Use a t-chart to instruct each social skill and obtain student input. Ask students,

“If we heard encouragement during class, what might it sound like?”

Hear their responses, shape and supplement as needed, list on the t-chart.

Then ask, “If we saw encouragement during class, what might it look like?”

Shape and list. Post the completed t-chart where students can see it every day.

An example of a t-chart for the skill “Encouragement” might look like this:

Encouragement

What does it sound like?

What does it look like?

“You can do it!” Thumbs-up
“Don’t give up!” High-five
“Keep trying!” Pat on the back

3. Provide opportunities to practice the skill.

Remind students you will be looking for their ideas, along with the proper mechanics of the respective sports skill. (E.g., “Step toward your target before passing, and don’t forget to encourage your partner if she needs it.”)

4. Process use of the skill. Ask questions such as:

“Did someone encourage you today? How did it feel? Did you have more fun playing with a partner that encouraged you?”

Processing questions can be posed while students stretch during cool-down, gather equipment, transitioning from 1 activity to another, recording scores, etc.

The following teaching cues provide suggestions for facilitating social skills discussions:

3rd Grade Teaching Cues

Responsibility: “What might your personal and group responsibilities be in this class?” (E.g., Listen and follow directions, give your best effort, maintain a positive attitude even if the activity that day isn’t your favorite, etc.)

Helpfulness: “Will you offer to be a partner to someone who needs one? Invite others to join your group? Assist with putting away equipment?”

4th Grade Teaching Cues

Encouragement: “Encouraging others is a sign of personal strength and confidence. See if you can make at least 1 encouraging statement every class.”

Acceptance of Personal Differences: “Can you respect people that may be less skilled than you in an activity? Will you work to build them up instead of put them down?”

5th Grade Teaching Cues

Competition: “Whether your group is ahead or behind when our time ends is not important. How you handle it is. What are appropriate ways to behave when ahead? When behind?”

Positive Disagreement: “It’s easy to lose your cool. It takes courage and self-control to keep it. Can you settle your differences by listening and talking? Use rock, paper, scissors to decide.”

6th Grade Teaching Cues

Shares Ideas: “When we work in groups, do you pitch in and play a supportive role? Do you raise your hand and contribute to discussions? Offer creative ideas to your partner or group?”

Compromise: “If you have a disagreement during class, do you try and find a way to create a win-win solution that all parties can feel good about? Be the first to give a bit, and strive for an agreement that the other person is first to give next time.”

Provided by the SPARK PE 3-6 Program.  Click Here to learn more about SPARK 3-6 PE.

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How to Teach Social Skills in PE: Grades K-2

Thursday, October 1st, 2015

A goal of all physical activity providers is to create a physically and emotionally safe and supportive environment; one in which children learn and have opportunities to practice positive social interactions. To achieve this goal, teaching social skills, not just during SPARK PE sessions, but school/program wide, is highly recommended.

There are two social skills per grade level in the SPARK PE K-2 program; a total of 12 from Kindergarten through 5th grade. It is recommended that teachers introduce a new social skill each semester (two per year). However, feel free to repeat and reinforce previously learned skills from any grade level. Teach these social skills in grades K-2 to help your students create a safe environment in PE and on the playground and prevent bullying.

Tips for Teachers

Provided by the SPARK PE K-2 Program.  Click Here to learn more about SPARK K-2 PE.

1. Introduce the social skill

  • Define/discuss the skill (e.g., kindness)
  • Establish the need for the skill in society
  • Introduce the T-Chart by asking group, “What might ‘Kindness’ sound like? What might it look like?” Be ready to offer several responses in each category.
  • List student answers (with yours) on the chart. Post it and monitor their use of “Kindness.”

2. Process (after students have the opportunity to demonstrate they are kind during class)

  • “Who was kind to someone today?”
  • “How do you feel when someone is kind to you?”

Kindergarten

Kindness

  • “We like smiles! Will you share a smile with a friend? When someone is kind to you, how does that make you feel?”

Caring

  • “Everyone needs to know they are loved and cared for. How can you show others in our class YOU care about them?”

Grade 1

Courtesy

  • “Will you remember to say please, excuse me, and thank you – share and take turns?”

Showing Appreciation

  • “When someone shares their beanbag, or invites you to join their group, how could you show your appreciation for them?”

Grade 2

Self Control

  • “Will you stay calm in a stressful situation? Can you avoid using bad language?”

Respect for Others/Equipment

  • “Can you treat each person and our PE equipment with great care?”

Sample T-Chart

Courtesy

Hear

See

“Please and thank you” Inviting someone to join you


“Excuse me” Letting a person go first
“I’ll share my ball with you” Passing to everyone

Tips to Prevent Bullying in Recess

Monday, September 28th, 2015

Two Boys Fighting In School Playground

Bullying can threaten students’ physical and emotional safety at school and affect their ability to learn and concentrate in class. Opportunities for bullying are found all over the school campus but in this blog we’ll focus on steps we can take to prevent bullying during recess.

Recess is the time when students get a break in their day to connect with their friends, participate in unstructured physical activity and get some sunshine and fresh air. Kids look forward to recess and are excited to get outside to play, but it is not a positive experience for everybody. With a large number of kids and a limited number of adults, recess has a lot of time and many opportunities for bullying to occur. It doesn’t have to be that way.  Here are some strategies to prevent bullying at recess and allow all kids to move and have fun.

Provide age-appropriate activities and equipment

  • Students should feel comfortable participating and have access to developmentally appropriate games, equipment and facilities
  • Need some ideas? Ask your PE teacher for activities and check out the SPARKabc’s program, including resources for recess.

Provide a variety of activities

  • Teach students a variety of activities to play during recess because they spend so much less time outdoors they haven’t learned the types of activities to do during unstructured times- outside of team sports
  • Set up activities for students to encourage them to participate in a new game- maybe something they haven’t experienced before

Active supervision

  • Encourage supervisors to be mobile, constantly moving around the playground area so they are visible and kids know that they have support nearby
  • Teach students how to identify problems and the process for communicating issues with recess supervisors

By keeping students engaged and active we can work to prevent bullying before it starts so kids can be physically active, have fun and feel successful during every school day.

For additional bullying prevention resources, visit the new School Specialty Blog: http://blog.schoolspecialty.com/tag/bullying/

For additional recess resources, read this article on the SPARK Blog: http://www.sparkpe.org/blog/the-importance-of-recess/

Tips to Prevent Bullying in Physical Education

Thursday, September 24th, 2015

High school sports

Bullying can threaten students’ physical and emotional safety at school and affect their ability to learn and concentrate in class. Opportunities for bullying are found all over the school campus but in this blog we’ll focus on steps we can take to prevent bullying during physical education class.

There have been numerous studies about bullying in PE and one of the common findings is that children who are bullied during physical education class are less likely to be active.  Not only less active in their current PE class, but as adults later in life as well.

Why does bullying occur and what does it look like in physical education?  Students get picked on for being overweight, having lower skills than others and for being picked last when it is time to choose groups or teams.  Types of bullying include verbal attacks, excessive aggressiveness, or exclusion or avoidance during activities. As a teacher, with so much activity going on and kids moving around the gym, it can be challenging to always see or hear it happening in your classes.  So instead of reacting to the problems, how can we prevent them?

Choose activities that keep all students active

  • When students are engaged in activity they are moving and having fun which reduces the amount of time they have to watch and critique others.  Bullying happens during down time so keep transitions short and lessons active!

Assign groups and partners before class

  • This reduces the chances of the same person always being left out, picked last, or stuck with the same partner or group every time

Teach and reinforce social skills

  • By increasing appropriate behavior, we can teach kids how to demonstrate the social skills we expect of them.  Teach these skills throughout the school year and look for examples of them during the lessons that you teach.

For additional bullying prevention resources, visit the new School Specialty Blog: http://blog.schoolspecialty.com/tag/bullying/