Teaching of physical education at nursery school
Learning journey
Paula Castañer 3ºA
What will you find in this diary?
In this diary, you will find all the activities carried out during the first term in the Teaching of Physical Education at Nursery School sessions.
INDEX
Movement, expression and coordination
Pedagogical installations
Pedagogical installations
Hector Cabrera
First session
Installations + art
Sessions
Sessions
01
FIRST SESSION
4th of November
First session
In this first session, we did two warm-up activities and also a motor skills story. Activities:
These activities were a good start to the first session, as they helped me get energised and into the swing of things right from the start. With the zipzap, I improved my attention and speed; with the motor story, I improved my body language and creativity; and with the counting, I improved my listening and group cooperation.
Zip zap
Count
Motor skills story
Circus animals
Example
What are educational instalations?
Information
Finally, to conclude the first session, an educational installation was set up using cubes, ropes, and balls.
02
SECOND SESSION
11th of November
Installations + art
In the second session, the class was divided into three groups. The teacher gave each group two artistic images and explained the meaning of those compositions. Through these creations, we had to build an installation, which we would then play with.
In this Physical Education activity, we worked in a different and creative way. I found it interesting how, based on artistic images and their meaning, we had to create an installation and then play with it. It was an original experience that combined movement, creativity, and teamwork.
Group 1
Create the installation
Experimentation
Final result
Group 2
Create the installation
Experimentation
Final result
Group 3
Create the installation
Experimentation
Final result
Group 4
Create the installation
Experimentation
Final result
03
THIRD SESSION
18th of November
Movement, expression, and coordination
In this session, each group had to create an activity or game to work on each concept, which were:
1. Basic motor skills: running, jumping, walking and throwing.
2. Non-verbal and body language.
3. Spatial orientation
4. Ability to catch and throw
Personal assessment
To end the session, we did a relaxation activity in pairs, in which we had to massage our partner using churros.
04
FOURTH SESSION
25th of November
Sessions
In the fourth session, each group specialised in one of the concepts mentioned above and each conducted a complete session, which contained:
Activities
Relaxation
Warm-up
Group 1:
Andrea Chinchilla, Laura García, Lydia Crespo, Lara Sarrión and Natalia Almonacil.
Body control and awareness
Activities
Warm-up:
Relaxation
Group 2:
Noelia Blasco, Esther Jurado, Ángela Csaballs, Ángela Santamarí, Andrea Ruiz and Aitana Soria.
Body expression
Activities: three corners based on different styles of music.
Warm-up:
Relaxation
- Mindfulness session with relaxing music
Group 3:
Laura Navalón, Estela Abad, Aitana Sospedra, Judith Manñó and Brigitte Canet.
Temporality and spatiality
Warm-up:
Activities
- Playing with space and movement
- Moving to the rhythm of the music
Relaxation
05
FIFTH SESSION
2th of December
Sessions
In the fifth session, we continued with the activities of the following three groups.
Group 4:
Víctor Secaduras, Nacho González, Sara Pamblanco, Sandra Izquierdo and Paula Castro.
Basic motor skills
Activities
Warm-up:
- Conductor of the orchestra
Relaxation
Group 5:
Paula Castañer, Lucía Román, Anna Moreno, Carmen Magraner and Raquel Magraner.
Basic motor skills
Activities
Warm-up:
Relaxation
Samuel Alcantud, Natalia Moreno, Héctor Santos, Paula Velasco and Andrea García.
Group 6:
Manipulative skills
Activities
Warm-up:
Relaxation
Throughout these sessions, the different activities carried out allowed us to put ourselves in the role of teachers and gain practical experience in planning, organising and implementing physical education activities.
Most of the games and activities clearly reflected the objectives we were aiming to work on, such as coordination, attention, body language, spatial orientation, teamwork and relaxation.
In addition, the sessions were well structured, combining warm-up, main activity and cool-down, which encouraged varied, dynamic practice that was consistent with the content we were working on.
Reflection
Role playing
06
SIXTH SESSION
8th of December
Visit by Hector Cabrera
In the next session, we were visited by Héctor Cabrera, a Paralympic javelin thrower, who came to share his personal story and his journey in sport with us.
Personal reflection
+ Information
07
SEVENTH SESSION
9th of December
Pedagogical installations
In the last two sessions, each group designed an educational installation based on a specific theme, such as winter, the environment or dinosaurs.
First, we put it into practice in a school with children aged 3 to 6, and then we carried it out with our colleagues.
This allowed us to see if the proposal worked and to observe how the students interacted with the materials and with each other.
Pedagogical installations
Group 1:
Andrea Chinchilla, Laura García, Lydia Crespo, Lara Sarrión and Natalia Almonacil.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Group 2:
Noelia Blasco, Esther Jurado, Ángela Csaballs, Ángela Santamarí, Andrea Ruiz and Aitana Soria.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Group 3:
Laura Navalón, Estela Abad, Aitana Sospedra, Judith Manñó and Brigitte Canet.
Materials
Installation
Interactions
Closure of the activity
08
eighth SESSION
16th of December
Pedagogical installations
Group 4:
Víctor Secaduras, Nacho González, Sara Pamblanco, Sandra Izquierdo and Paula Castro.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Group 5:
Paula Castañer, Lucía Román, Anna Moreno, Carmen Magraner and Raquel Magraner.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Samuel Alcantud, Natalia Moreno, Héctor Santos, Paula Velasco and Andrea García.
Group 6:
Materials
Installation
Interactions
Closure of the activity
Personal reflection
Based on the experiences gained during facility-based physical education sessions, there is a need to reflect on the educational value of this type of approach and its contribution to a methodology that differs from traditional physical education.
Practicas innovadoras
Final reflection
Throughout the course, I have come to understand that Physical Education goes far beyond physical exercise and traditional methodologies. The different sessions, especially those based on facilities, have allowed me to discover new ways of teaching and learning, where the body, creativity, reflection and experimentation play a fundamental role.
These experiences have helped me to appreciate the importance of designing meaningful proposals, adapted to the students and their interests, capable of integrating cross-curricular content such as care for the environment, cooperation, and body expression. As a result, this course has contributed to enriching my teaching vision, reinforcing the idea of a more inclusive, motivating Physical Education focused on the comprehensive development of students.
¡THANK YOU!
Aspects we liked or that worked well
Aspects we would change or that have not worked
VS
In this activity, the group was divided into two teams and the objective was to shoot the ball into the opposing team's basket.
He told us about his childhood and how his parents realised from a very early age that he had a visual impairment, as he himself explained that he could only see blurry shapes and was unable to recognise people's faces. Throughout the talk, he told us about his sporting career and how he got involved in Paralympic sport. He also highlighted the difficulties and obstacles he had to face, such as injuries and several medical procedures, which at times prevented him from training normally or even participating in certain Paralympic Games. Even so, he stressed the importance of perseverance, effort and personal improvement in order to continue pursuing his goals.
To conclude the session, he told us about the book he has written about his own life story and how he overcame adversity. At the end of the talk, we had the opportunity to purchase a copy and have it signed, which made the experience even more personal and meaningful.
Aspects we liked or that worked well
Aspects we would change or that have not worked
VS
Participants are divided into two groups, and each pair up within their team. The teacher will indicate which part of their body each pair should use to hold the balloon. They will move to the wall bars and climb them. Upon descending, they will return, repeating the circuit and passing the baton to the next pair. The team whose pairs complete the course before the opposing team wins.
To end the session, I do a relaxation and calming activity. We stand in a circle and, to the rhythm of the song ‘Damaris massages’, we take turns giving a massage to the person in front of us.
In addition to following the song, my colleagues show us the different actions so that we can all imitate them and do them correctly.
Finally, we got into pairs and were given a sheet of paper on which we had to draw what we had done during the activity, with whom and with what materials. When we had finished, we had to explain to the others what our drawings meant.
We stood in a circle and passed a ball around, which we called ‘the bomb’, while the music played.
When the music stopped, the person holding the bomb was eliminated and had to sit on the floor.
Héctor Cabrera's talk was a very enriching experience, as it allowed us to learn first-hand about the reality of a person with visual impairment and his journey in Paralympic sport. Through his story, we were able to understand the importance of effort, perseverance and the ability to overcome difficulties, both personal and sporting.
Furthermore, his testimony helped us to reflect on the value of sport as a tool for inclusion, motivation and personal development, showing that limitations do not prevent us from achieving our goals if we have perseverance and support. This session gave us a more human and realistic view of sport and reinforced the importance of transmitting values such as respect, empathy and equal opportunities through physical education.
In the modern corner, we did a role-playing game: part of the group were bikers and the other part were surfers, and we performed movements in keeping with our characters through music.
This installation is based on winter with the aim of working on the theme they were studying at school.
One person stands with their back to the group and says ‘English chick’ while the others move towards them.
When they suddenly turn around, everyone must remain completely still; anyone who moves must return to the starting point. The aim is to reach the person leading the game without being seen moving.
This installation is based on sustainability, a concept they were working on at school at the time. For this reason, they have used recycled materials, thus promoting care for the environment.
This installation was related to dinosaurs. The boxes simulated a volcano and the threads simulated lava.
Aspects we liked or that worked well
Aspects we would change or that have not worked
VS
The first game, called "Fishing," involves dividing into two groups. Each group will have a hoop which they must throw and try to land on the cones. Once they land a hoop, they run forward to a mat. They must roll across the mat and place the cone at the end of the course, then return to pass the baton to a teammate. The more cones each team lands on, the more points they earn. The team with the most points wins.
In this activity, the class was divided into three groups, each of which had two mats. All the members of each group had to place these mats on the floor to make a path and collect the hoops. Once all the hoops had been collected, we had to throw them at the bottles and score a basket.
The class was divided into two groups, positioned on either side of ropes laid out on the floor.
The activity worked like a chain: one person was in charge of throwing the balls along the ropes, while another person completed the circuit by jumping over the ropes and dodging the balls.
At the same time, the people at the end of the line collected the thrown balls and brought them back to the start so that the activity could continue without interruption.
When the person completing the circuit finished, the roles were reversed so that everyone could participate continuously.
In this activity, the class was divided into three groups. We took turns, each of us had to run to the net and pick up a straw or a cone and sort it by its corresponding colour. In this activity, the cones were worth 5 points and the straws were worth 1 point, so the group with the most points would win.
In this game, we stood in a circle and one person left the space.
Meanwhile, we chose a leader who demonstrated different movements, and the rest of the group imitated them.
The person who had left returned to the centre and had to observe carefully to guess who the leader of the group was.
The game continued, changing leaders and participants.
In this activity, we stood in a line, side by side.
The first person started a movement (for example, a wave) and it was passed from classmate to classmate until it reached the end of the line.
Then, the person who had started moved to the end of the line and the next person created a new movement.
Finally, we got into pairs and were given a sheet of paper on which we had to draw what we had done during the activity, with whom and with what materials. When we had finished, we had to explain to the others what our drawings meant.
This installation is based on winter with the aim of working on the theme they were studying at school.
In this one, there were hoops of different colours scattered around the gym. We were given instructions such as “behind the green hoop”, “inside the red circle” or “next to the blue hoop”, and we had to move quickly to get into the indicated position. In this way, we worked on spatial orientation and the ability to react to instructions.
This installation is based on nature, the environment and insects, with the aim of promoting care and respect for the environment around us.
One player acts as “Simon” and gives orders that must only be obeyed if they begin with the phrase “Simon says...”.
If someone obeys an order without that phrase, they are eliminated or lose their turn. The winner is the person who manages to follow the instructions correctly for the longest time.
We lined up and took turns completing an obstacle course.
First, we jumped through hoops, then we ran around cones, then we did a somersault or a free jump on the mat, and finally, we grabbed a ball and threw it into the basket. When we finished the course, we ran back to the end of the line.
In this activity, the class was divided into two groups, one group was the polluter and the other was the non-polluter. The corks simulated the objects that pollute and the hoops were used to sort them by colour. Therefore, the non-polluting group had to sort the corks of the same colour into a net and leave them in the hoop of their colour, and the polluting group had to prevent that from happening.
Aspects we liked or that worked well
Aspects we would change or that have not worked
VS
To work on these concepts, a miming game was played in which the groups had to represent a word with their bodies. In addition, another activity was carried out which consisted of performing a movement that the person in front had to imitate and then add a new one. In this way, the movements were linked together, similar to the game of telephone, but using the body. Finally, the last person had to perform all the movements that had been passed on to them.
In the contemporary corner, we used strips of tissue paper and, as the music played, we made slower or faster wave movements, adapting to the rhythm.
We did an activity with mats in which, while music was playing, we walked freely around the space. When the music stopped, we had to run quickly to a mat and, together with the classmates who arrived there, create a body shape. In each round, the mat with the least original shape was eliminated.
Carrying out installations in Physical Education has allowed me to understand the importance of moving away from a traditional methodology based solely on the repetition of exercises. Through these proposals, I have been able to observe how the use of different spaces and materials promotes more active, creative and meaningful learning. These sessions, focused on topics such as sustainability and dinosaurs, demonstrated that physical education can integrate cross-curricular content and promote not only physical development, but also reflection, motivation and student engagement. In this sense, installations are presented as an educational tool that enriches teaching practice and contributes to a more comprehensive and inclusive education.
To end the session, I do a relaxation and calming activity. We stand in a circle and, to the rhythm of the song ‘Damaris massages’, we take turns giving a massage to the person in front of us.
In addition to following the song, my colleagues show us the different actions so that we can all imitate them and do them correctly.
This installation simulates a city through boxes lined with warm and cool tones. The main objective is to distinguish colours and introduce students to different geometric shapes.
In this activity, the balloon was not allowed to fall to the ground, and if it did, a punishment was imposed, such as doing a burpee. As time went by, more balloons were added, which increased the difficulty and also the punishments.
In this activity, we ran around a designated area of the gym and, as we moved, we called out the name of the person we were going to pass the ball to. After a set amount of time, the person with the ball had to do an exercise such as a squat.
To finish, we paired up and were given a sheet of paper on which we had to use confetti to represent what we had done during the activity, with whom and with what materials. When we had finished, we had to explain to the others what our drawings meant.
This is a movement and attention activity in which one person leads the game by showing the colours of the traffic lights.
Red: everyone must stand completely still.
Yellow: turn around once.
Green: jump.
Learning journey
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Transcript
Teaching of physical education at nursery school
Learning journey
Paula Castañer 3ºA
What will you find in this diary?
In this diary, you will find all the activities carried out during the first term in the Teaching of Physical Education at Nursery School sessions.
INDEX
Movement, expression and coordination
Pedagogical installations
Pedagogical installations
Hector Cabrera
First session
Installations + art
Sessions
Sessions
01
FIRST SESSION
4th of November
First session
In this first session, we did two warm-up activities and also a motor skills story. Activities:
These activities were a good start to the first session, as they helped me get energised and into the swing of things right from the start. With the zipzap, I improved my attention and speed; with the motor story, I improved my body language and creativity; and with the counting, I improved my listening and group cooperation.
Zip zap
Count
Motor skills story
Circus animals
Example
What are educational instalations?
Information
Finally, to conclude the first session, an educational installation was set up using cubes, ropes, and balls.
02
SECOND SESSION
11th of November
Installations + art
In the second session, the class was divided into three groups. The teacher gave each group two artistic images and explained the meaning of those compositions. Through these creations, we had to build an installation, which we would then play with.
In this Physical Education activity, we worked in a different and creative way. I found it interesting how, based on artistic images and their meaning, we had to create an installation and then play with it. It was an original experience that combined movement, creativity, and teamwork.
Group 1
Create the installation
Experimentation
Final result
Group 2
Create the installation
Experimentation
Final result
Group 3
Create the installation
Experimentation
Final result
Group 4
Create the installation
Experimentation
Final result
03
THIRD SESSION
18th of November
Movement, expression, and coordination
In this session, each group had to create an activity or game to work on each concept, which were:
1. Basic motor skills: running, jumping, walking and throwing.
2. Non-verbal and body language.
3. Spatial orientation
4. Ability to catch and throw
Personal assessment
To end the session, we did a relaxation activity in pairs, in which we had to massage our partner using churros.
04
FOURTH SESSION
25th of November
Sessions
In the fourth session, each group specialised in one of the concepts mentioned above and each conducted a complete session, which contained:
Activities
Relaxation
Warm-up
Group 1:
Andrea Chinchilla, Laura García, Lydia Crespo, Lara Sarrión and Natalia Almonacil.
Body control and awareness
Activities
Warm-up:
Relaxation
Group 2:
Noelia Blasco, Esther Jurado, Ángela Csaballs, Ángela Santamarí, Andrea Ruiz and Aitana Soria.
Body expression
Activities: three corners based on different styles of music.
Warm-up:
Relaxation
Group 3:
Laura Navalón, Estela Abad, Aitana Sospedra, Judith Manñó and Brigitte Canet.
Temporality and spatiality
Warm-up:
Activities
Relaxation
05
FIFTH SESSION
2th of December
Sessions
In the fifth session, we continued with the activities of the following three groups.
Group 4:
Víctor Secaduras, Nacho González, Sara Pamblanco, Sandra Izquierdo and Paula Castro.
Basic motor skills
Activities
Warm-up:
Relaxation
Group 5:
Paula Castañer, Lucía Román, Anna Moreno, Carmen Magraner and Raquel Magraner.
Basic motor skills
Activities
Warm-up:
Relaxation
Samuel Alcantud, Natalia Moreno, Héctor Santos, Paula Velasco and Andrea García.
Group 6:
Manipulative skills
Activities
Warm-up:
Relaxation
Throughout these sessions, the different activities carried out allowed us to put ourselves in the role of teachers and gain practical experience in planning, organising and implementing physical education activities. Most of the games and activities clearly reflected the objectives we were aiming to work on, such as coordination, attention, body language, spatial orientation, teamwork and relaxation. In addition, the sessions were well structured, combining warm-up, main activity and cool-down, which encouraged varied, dynamic practice that was consistent with the content we were working on.
Reflection
Role playing
06
SIXTH SESSION
8th of December
Visit by Hector Cabrera
In the next session, we were visited by Héctor Cabrera, a Paralympic javelin thrower, who came to share his personal story and his journey in sport with us.
Personal reflection
+ Information
07
SEVENTH SESSION
9th of December
Pedagogical installations
In the last two sessions, each group designed an educational installation based on a specific theme, such as winter, the environment or dinosaurs. First, we put it into practice in a school with children aged 3 to 6, and then we carried it out with our colleagues. This allowed us to see if the proposal worked and to observe how the students interacted with the materials and with each other.
Pedagogical installations
Group 1:
Andrea Chinchilla, Laura García, Lydia Crespo, Lara Sarrión and Natalia Almonacil.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Group 2:
Noelia Blasco, Esther Jurado, Ángela Csaballs, Ángela Santamarí, Andrea Ruiz and Aitana Soria.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Group 3:
Laura Navalón, Estela Abad, Aitana Sospedra, Judith Manñó and Brigitte Canet.
Materials
Installation
Interactions
Closure of the activity
08
eighth SESSION
16th of December
Pedagogical installations
Group 4:
Víctor Secaduras, Nacho González, Sara Pamblanco, Sandra Izquierdo and Paula Castro.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Group 5:
Paula Castañer, Lucía Román, Anna Moreno, Carmen Magraner and Raquel Magraner.
Materials
Installation
Interactions
Closure of the activity
Pedagogical installations
Samuel Alcantud, Natalia Moreno, Héctor Santos, Paula Velasco and Andrea García.
Group 6:
Materials
Installation
Interactions
Closure of the activity
Personal reflection
Based on the experiences gained during facility-based physical education sessions, there is a need to reflect on the educational value of this type of approach and its contribution to a methodology that differs from traditional physical education.
Practicas innovadoras
Final reflection
Throughout the course, I have come to understand that Physical Education goes far beyond physical exercise and traditional methodologies. The different sessions, especially those based on facilities, have allowed me to discover new ways of teaching and learning, where the body, creativity, reflection and experimentation play a fundamental role. These experiences have helped me to appreciate the importance of designing meaningful proposals, adapted to the students and their interests, capable of integrating cross-curricular content such as care for the environment, cooperation, and body expression. As a result, this course has contributed to enriching my teaching vision, reinforcing the idea of a more inclusive, motivating Physical Education focused on the comprehensive development of students.
¡THANK YOU!
Aspects we liked or that worked well
Aspects we would change or that have not worked
VS
In this activity, the group was divided into two teams and the objective was to shoot the ball into the opposing team's basket.
He told us about his childhood and how his parents realised from a very early age that he had a visual impairment, as he himself explained that he could only see blurry shapes and was unable to recognise people's faces. Throughout the talk, he told us about his sporting career and how he got involved in Paralympic sport. He also highlighted the difficulties and obstacles he had to face, such as injuries and several medical procedures, which at times prevented him from training normally or even participating in certain Paralympic Games. Even so, he stressed the importance of perseverance, effort and personal improvement in order to continue pursuing his goals.
To conclude the session, he told us about the book he has written about his own life story and how he overcame adversity. At the end of the talk, we had the opportunity to purchase a copy and have it signed, which made the experience even more personal and meaningful.
Aspects we liked or that worked well
Aspects we would change or that have not worked
VS
Participants are divided into two groups, and each pair up within their team. The teacher will indicate which part of their body each pair should use to hold the balloon. They will move to the wall bars and climb them. Upon descending, they will return, repeating the circuit and passing the baton to the next pair. The team whose pairs complete the course before the opposing team wins.
To end the session, I do a relaxation and calming activity. We stand in a circle and, to the rhythm of the song ‘Damaris massages’, we take turns giving a massage to the person in front of us. In addition to following the song, my colleagues show us the different actions so that we can all imitate them and do them correctly.
Finally, we got into pairs and were given a sheet of paper on which we had to draw what we had done during the activity, with whom and with what materials. When we had finished, we had to explain to the others what our drawings meant.
We stood in a circle and passed a ball around, which we called ‘the bomb’, while the music played. When the music stopped, the person holding the bomb was eliminated and had to sit on the floor.
Héctor Cabrera's talk was a very enriching experience, as it allowed us to learn first-hand about the reality of a person with visual impairment and his journey in Paralympic sport. Through his story, we were able to understand the importance of effort, perseverance and the ability to overcome difficulties, both personal and sporting. Furthermore, his testimony helped us to reflect on the value of sport as a tool for inclusion, motivation and personal development, showing that limitations do not prevent us from achieving our goals if we have perseverance and support. This session gave us a more human and realistic view of sport and reinforced the importance of transmitting values such as respect, empathy and equal opportunities through physical education.
In the modern corner, we did a role-playing game: part of the group were bikers and the other part were surfers, and we performed movements in keeping with our characters through music.
This installation is based on winter with the aim of working on the theme they were studying at school.
One person stands with their back to the group and says ‘English chick’ while the others move towards them. When they suddenly turn around, everyone must remain completely still; anyone who moves must return to the starting point. The aim is to reach the person leading the game without being seen moving.
This installation is based on sustainability, a concept they were working on at school at the time. For this reason, they have used recycled materials, thus promoting care for the environment.
This installation was related to dinosaurs. The boxes simulated a volcano and the threads simulated lava.
Aspects we liked or that worked well
Aspects we would change or that have not worked
VS
The first game, called "Fishing," involves dividing into two groups. Each group will have a hoop which they must throw and try to land on the cones. Once they land a hoop, they run forward to a mat. They must roll across the mat and place the cone at the end of the course, then return to pass the baton to a teammate. The more cones each team lands on, the more points they earn. The team with the most points wins.
In this activity, the class was divided into three groups, each of which had two mats. All the members of each group had to place these mats on the floor to make a path and collect the hoops. Once all the hoops had been collected, we had to throw them at the bottles and score a basket.
The class was divided into two groups, positioned on either side of ropes laid out on the floor. The activity worked like a chain: one person was in charge of throwing the balls along the ropes, while another person completed the circuit by jumping over the ropes and dodging the balls. At the same time, the people at the end of the line collected the thrown balls and brought them back to the start so that the activity could continue without interruption. When the person completing the circuit finished, the roles were reversed so that everyone could participate continuously.
In this activity, the class was divided into three groups. We took turns, each of us had to run to the net and pick up a straw or a cone and sort it by its corresponding colour. In this activity, the cones were worth 5 points and the straws were worth 1 point, so the group with the most points would win.
In this game, we stood in a circle and one person left the space. Meanwhile, we chose a leader who demonstrated different movements, and the rest of the group imitated them. The person who had left returned to the centre and had to observe carefully to guess who the leader of the group was. The game continued, changing leaders and participants.
In this activity, we stood in a line, side by side. The first person started a movement (for example, a wave) and it was passed from classmate to classmate until it reached the end of the line. Then, the person who had started moved to the end of the line and the next person created a new movement.
Finally, we got into pairs and were given a sheet of paper on which we had to draw what we had done during the activity, with whom and with what materials. When we had finished, we had to explain to the others what our drawings meant.
This installation is based on winter with the aim of working on the theme they were studying at school.
In this one, there were hoops of different colours scattered around the gym. We were given instructions such as “behind the green hoop”, “inside the red circle” or “next to the blue hoop”, and we had to move quickly to get into the indicated position. In this way, we worked on spatial orientation and the ability to react to instructions.
This installation is based on nature, the environment and insects, with the aim of promoting care and respect for the environment around us.
One player acts as “Simon” and gives orders that must only be obeyed if they begin with the phrase “Simon says...”. If someone obeys an order without that phrase, they are eliminated or lose their turn. The winner is the person who manages to follow the instructions correctly for the longest time.
We lined up and took turns completing an obstacle course. First, we jumped through hoops, then we ran around cones, then we did a somersault or a free jump on the mat, and finally, we grabbed a ball and threw it into the basket. When we finished the course, we ran back to the end of the line.
In this activity, the class was divided into two groups, one group was the polluter and the other was the non-polluter. The corks simulated the objects that pollute and the hoops were used to sort them by colour. Therefore, the non-polluting group had to sort the corks of the same colour into a net and leave them in the hoop of their colour, and the polluting group had to prevent that from happening.
Aspects we liked or that worked well
Aspects we would change or that have not worked
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To work on these concepts, a miming game was played in which the groups had to represent a word with their bodies. In addition, another activity was carried out which consisted of performing a movement that the person in front had to imitate and then add a new one. In this way, the movements were linked together, similar to the game of telephone, but using the body. Finally, the last person had to perform all the movements that had been passed on to them.
In the contemporary corner, we used strips of tissue paper and, as the music played, we made slower or faster wave movements, adapting to the rhythm.
We did an activity with mats in which, while music was playing, we walked freely around the space. When the music stopped, we had to run quickly to a mat and, together with the classmates who arrived there, create a body shape. In each round, the mat with the least original shape was eliminated.
Carrying out installations in Physical Education has allowed me to understand the importance of moving away from a traditional methodology based solely on the repetition of exercises. Through these proposals, I have been able to observe how the use of different spaces and materials promotes more active, creative and meaningful learning. These sessions, focused on topics such as sustainability and dinosaurs, demonstrated that physical education can integrate cross-curricular content and promote not only physical development, but also reflection, motivation and student engagement. In this sense, installations are presented as an educational tool that enriches teaching practice and contributes to a more comprehensive and inclusive education.
To end the session, I do a relaxation and calming activity. We stand in a circle and, to the rhythm of the song ‘Damaris massages’, we take turns giving a massage to the person in front of us. In addition to following the song, my colleagues show us the different actions so that we can all imitate them and do them correctly.
This installation simulates a city through boxes lined with warm and cool tones. The main objective is to distinguish colours and introduce students to different geometric shapes.
In this activity, the balloon was not allowed to fall to the ground, and if it did, a punishment was imposed, such as doing a burpee. As time went by, more balloons were added, which increased the difficulty and also the punishments.
In this activity, we ran around a designated area of the gym and, as we moved, we called out the name of the person we were going to pass the ball to. After a set amount of time, the person with the ball had to do an exercise such as a squat.
To finish, we paired up and were given a sheet of paper on which we had to use confetti to represent what we had done during the activity, with whom and with what materials. When we had finished, we had to explain to the others what our drawings meant.
This is a movement and attention activity in which one person leads the game by showing the colours of the traffic lights. Red: everyone must stand completely still. Yellow: turn around once. Green: jump.