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PE and Sport

Sports Morning at Victoria School, January 2017

 

The Sports Ambassadors were invited to take part in a Sports Morning at Victoria School. Each activity was led by groups of students from Victoria School to give our children an insight into a variety of new sports and leadership responsibilities. It was an incredible experience for our children to see the amazing skills of students with additional needs and how expertly they communicated and led the sessions. Our Sports Ambassadors returned to school with an immense enthusiasm to promote excellent communication and inclusion through sport at Longfleet. 

 

Teddy, one of our Sports Ambassadors, has written a report to summarise the morning at Victoria School:  

 

Wheelchair Volleyball 

Wheelchair Volleyball was the first sport I did during the trip. It was basically volleyball but with wheelchairs. It was so intriguing to see how children with different needs play this sport. (Our team lost!)

 

Wheelchair Football

Wheelchair football was one of the most fun things I’ve ever done! By now we were decent at using the wheelchairs. I was a goalkeeper for our team but then I swapped out with Emma. After I swapped, I was playing up front to score goals. I had 2 attempts for a shot but the goalkeeper saved them. After that, one of the students from Victoria School passed to me and I scored!

 

After the volleyball and football, we had a short 15 min break. During this time we had drinks and biscuits, Yum! After the break, we helped set up the next 4 sports! (Wheelchair basketball, table cricket, Botchers and Curling)

 

Wheelchair Basketball

For me this was definitely the best sport today. We started rolling around dribbling the ball and scoring baskets! (Well, 1 for my team)

 

Table Cricket

Table cricket is pretty self-explanatory, Cricket on a table (like table tennis)!

We had to move certain characters to stop the ball hitting the edges of the table.

 

Boccia 

Boccia is where someone throws the “Jack Ball” somewhere like the center or edge of the area. Then the team leaders will take turns to pick themselves or someone else on their team to throw / bowl their ball. The aim is to get your ball closest to the “Jack Ball.

 

Curling

Where you use curling rocks and slide them across the floor onto the target mat!

Whoever gets the most points at the end wins!

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Sports Day 2016 frown

 

Congratulations to Green House who romped to victory once again this year!

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Longfleet Olympic Day 

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Team GB Gymnasts in the Making!

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Talent Squad: Try our new game

Safety Guidelines for PE

All staff and children must make sure that the safety of themselves and others around them, and is a key part of all PE activities. These guidelines should be followed and be made aware to all staff and children involved. They are taken as a reference guide from The Association for Physical Education: 'Safe Practice in Physical Education & School Sport' 2008 edition.

Gymnastics

 

  1. Clothing:
    • Children should be dressed appropriately with Indoor kit (House T-shirt and shorts)
    • Footwear: ‘Bare feet’ is advised for gymnastic activities. Trainers must not be worn. If the child needs to wear footwear for medical reasons, then plimsolls should be worn.
    • All watches must be removed for PE.
    • Earrings must NOT be worn for PE. Children should come into school without earrings on PE days or they must be removed by the pupil/parent for PE (except for religious reasons). The use of micro-pore tape is no longer recommended.
    • Long hair must be tied back.
    • All jewellery must be removed (except for religious reasons). If it cannot be removed, all efforts should be made to cover e.g. bracelet covered with a wristband.
  2. Hazards:
    • Any specific hazards that are present must be considered by the teacher and be made explicit to the children.
  3. Stop Signals
    • Each class and teacher should have agreed stop signals for use in PE.
  4. Lifting and Handling Equipment safely
    • All apparatus should be lifted by the ‘long side’.
    • Children should face the direction of travel.
    • Lifting should be done with the knees and not the back.
    • Apparatus should never be lifted above head height.
    • Apparatus should be lowered gently.
    • When using apparatus, mats should only be placed where a landing is expected.Mats should be carried and not dragged.
    • Teachers should make it clear to the class how high they can go on the wall bars, appropriate to the activity and age of the children. Teachers will use the different colours on the large apparatus as a guide when the new wall bars are installed.

 

Additional Notes

  • When teaching PE, teachers should at least wear suitable footwear and preferably change completely in suitable clothing.
  • Any safety concerns should be immediately reported to the PE Subject Leader.

Dance

 

  1. Clothing:
    • Children should be dressed appropriately with Indoor kit (House T-shirt and shorts)
    • Footwear: ‘Bare feet’ is advised for dance activities. Trainers must not be worn. If the child needs to wear footwear for medical reasons, then plimsolls should be worn.
    • All watches must be removed for PE.
    • Earrings must NOT be worn for PE. Children should come into school without earrings on PE days or they must be removed by the pupil/parent for PE (except for religious reasons). The use of micro-pore tape is no longer recommended.
    • Long hair must be tied back.
    • All jewellery must be removed (except for religious reasons). If it cannot be removed, all efforts should be made to cover e.g. bracelet covered with a wristband.
  2. Hazards:
    • Any specific hazards that are present must be considered by the teacher and be made explicit to the children.
  3. Stop Signals
    • Each class and teacher should have agreed stop signals for use in PE.

 

Additional Notes

  • When teaching PE, teachers should at least wear suitable footwear and preferably change completely in suitable clothing.
  • Any safety concerns should be immediately reported to the PE Subject Leader.
  • When using Tape/CD players, teachers must not leave trailing leads.

Outdoor Games (inc Athletics and Outdoor Adventurous Activities)

 

  1. Clothing:
    • Children should be dressed appropriately with school PE kit.
    • Tracksuits may be worn in colder weather.
    • Footwear: Strong trainers with appropriate and sufficient grip should be used for playground and field activities.
    • Children should wear shin pads for activities in football and hockey.
    • All watches must be removed for PE.
    • Earrings must NOT be worn for PE. Children should come into school without earrings on PE days or they must be removed by the pupil/parent for PE (except for religious reasons). The use of micro-pore tape is no longer recommended.
    • Long hair must be tied back.
    • All jewellery must be removed (except for religious reasons). If it cannot be removed, all efforts should be made to cover e.g. bracelet covered with a wristband.
  2. Hazards:
    • Any specific hazards that are present must be considered by the teacher and be made explicit to the children.
  3. Stop Signals
    • Each class and teacher should have agreed stop signals for use in PE.

 

Additional Notes

  • When teaching PE, teachers should at least wear suitable footwear and preferably change completely in suitable clothing. Whistles are also advisable.
  • Any safety concerns should be immediately reported to the PE Subject Leader.
  • Children may carry equipment to cupboards or stores but it is the adult’s responsibility to place the equipment safely and in an organised way.

Swimming

  1. Equipment and clothing:
    • Swimming goggles are not considered essential unless swimming at competition level. If worn, the children should be able to fit the goggles correctly.
    • Swimming trunks/suits should be tight fitting. Loose clothing is not advised.
  2. Hazards:
    • Any specific hazards that are present must be considered by the teacher and be made explicit to the children, including wet surfaces, ladders and ropes. Signs around the pool should warn of potential risks.
  3. Adults:
    • A suitably qualified adult should be present at the poolside who is able to perform a rescue and administer CPR. This should usually be a lifeguard at the centre.
    • A minimum of 2 people should be on the poolside when teaching swimming. One of these people must be a member of school staff.
    • The swimming teacher must have the appropriate qualifications (see 5.2.9 in AFPE manual for details)
  4. Stop Signals
    • Each class and teacher should have agreed stop signals for use in PE.

Participation

Every effort should be made by school staff and pupils to ensure that every child takes part in PE as much as possible.

If a child cannot take part physically due to lack of correct kit or injury, they should be involved in some other way linked to the learning involved in that lesson. Depending on age and suitability, the following activities could be used:

 

Observing
Making notes on children showing particularly good technique or skills (linked to the learning that is taking place)

 

Resourcing
Setting out and managing the resources for activities

 

Officiating
Assisting the staff with the officiating of any skills, activities or game e.g. scoring, judging, umpiring, time keeping

 

Incorrect or lack of kit
To encourage ‘full participation’ in lessons, if a child does not have the correct kit, the following procedures should be followed:
1st time: A note home to the parent / carer explaining the lack of correct kit.
2nd time: Contact the parent / carer either in person or by telephone.
Discuss any issued relating to the child not having kit.
3rd time: Pass on to Phase leader to contact the parent/carer.

 

Injury
If a child is not able to take part due to an injury, there should be a signed note from the parent / carer (unless the injury has happened in school prior to the lesson). If there is not a note, please follow the procedure:
1st time: A note home to the parent / carer explaining the child was injured but had no note.
2nd time: Contact the parent / carer either in person or by telephone.
Discuss any issued relating to the child not having a note.
3rd time: Pass on to Phase leader to contact the parent / carer.

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