reading reflection 89

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There are seven half a page (single space) reflection.

(1) A TPSR–Based Kinesiology Career Club for Youth in Underserved Communities. Author: David Walsh *(HPR: Assignment 13)

Question to Answer: Helping kids envision their positive possible futures is a unique and different goal for a physical activity program. In what ways do you believe the four phase progression would be effective for 9th and 10th graders? Briefly describe the phases in your answer.

(2) Offering A TPSR Physical Activity Club to Adolescent Boys

Labeled “At Risk” in Partnership with a Community-Based Youth Serving Program. Author: Paul M. Wright *(HPR: Assignment 14)

Questions to Answer: In what ways was the Y-CAP in-line with shared objectives and values of Paul’s TPSR program? How will you handle challenges faced programs in an organization—including other PE teachers in your school—that might not have the same values, goals, and ideas as you do?

(3) (Active + Healthy Magazine pages 34-37): Sports, Responsibility, and Gangs: Strategies for Reconnecting. Author: Mike Buckle. *(HPR: Assignment 16)

You read the initial publication on this program in the first TPSR-based course you took from me. This article provide a bit more insight into the program. Mike is a graduate of both our undergraduate and graduate Kinesiology programs. He has now completed a Ph.D. in Psychology from the University of Oregon and is a Sport Psychologist at Stanford University.

Questions to Answer: What unique challenges are presented when working with such an at-risk population like gang members? What are your thoughts about the impact Mike had using TPSR?

(4) (Active + Healthy Magazine pages 38-42): Strategies for Using

Summer Camps as a Platform for Teaching Personal and Social Responsibility to Youth. Author: Jenn Jacobs *(HPR: Assignment 18)

Jenn is now a Sport Psychology Professor at NIU. Summer Camps offer another avenue for teaching kids youth development concepts.

Questions to Answer: What are your thoughts about Jenn’s summer camp? What strategies that she described seem crucial for having a successful developmental camp?

(5) (Active + Healthy Magazine pages 43-46): Project Effort:

Creating Responsible Leaders through Values-Based Learning. Author:

Tom Martinek *(HPR: Assignment 20).

Tom describes how high school is where many kids hit the “brick wall”. They either skip school, show up and do nothing, or drop out. His programs aim to help kids during high school.

Question to Answer: Briefly describe the various programs described. What parts do you think are the most important for helping kids?

(6) (Active + Healthy Magazine pages 47-50): Life Skills in Action: Promoting Exchange and Transfer at the “Three Point Line”. Authors: John McCarthy, Val Altieri, Fritz Ettl, and Jake Cooper. *(HPR: Assignment 22).

The authors take on the topic of Level 5 “transfer”.

Questions to Answer: Describe their on-going reflective loop. What parts of their strategies do you find useful for your own future physical education classes?

(7) ) (Active + Healthy Magazine pages 51-54): Teaching Personal

and Social Responsibility in Competitive Sport. Authors: Gloria Balague and Cristina Fink. *(HPR: Assignment 24).

Gloria is currently the Sport Psychologist for the Chicago Bears and Cristina is the Sport Psychologist for an elite soccer academy and a professional soccer team.

Question to Answer: What did you learn about the idea of TPSR potentially impacting competitive sport?

 
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