In deze samenvatting worden een aantal hoofdstukken uit het boek onderwijs in bewegen op de basisschool uitgewerkt. Deze stof was in leerjaar de toets stof voor het vak didactiek.
Christel van Hassel, Academie voor Lichamelijke Opvoeding, Hogeschool van Amsterdam
Samenvatting
Onderwijs in bewegen op de
basisschool
,Christel van Hassel, Academie voor Lichamelijke Opvoeding, Hogeschool van Amsterdam
Inhoudsopgave
Hoofdstuk 1: Een goede les bewegingsonderwijs..................................................................................4
1.4 Vijf pijlers.....................................................................................................................................4
1.4.1 Fysieke en emotionele veiligheid (p.26)................................................................................4
1.4.2 Iedereen kan meedoen (p.27-28).........................................................................................4
1.4.3 Uitdagend en gevarieerd (p.28)............................................................................................4
1.4.4 Actief en intensief (p.28).......................................................................................................5
1.4.5 Met plezier (p.29-30)............................................................................................................5
Hoofdstuk 2: Leer-kracht van het kind...................................................................................................5
2.3 Willen en kunnen.........................................................................................................................5
Inleiding (p.53-54)..........................................................................................................................5
2.3.1 Motivatie (p.55)....................................................................................................................6
2.3.2 Mindset (p.57-60).................................................................................................................7
2.3.3 Angst in bewegingssituaties (p.60-63)..................................................................................8
Hoofdstuk 3: Leer-kracht van de leerkracht..........................................................................................8
3.1 Leidinggeven is leiding nemen.....................................................................................................8
Inleiding (p.70)...............................................................................................................................8
3.1.1 Instructie voor het opstarten van de les (p.70-71)................................................................8
3.1.2 Vormen van instructie vooraf (p.71-73)................................................................................9
3.1.3 Leerhulp of extra instructie tijdens de les (p.73-74).............................................................9
3.1.4 Vormen van leerhulp en extra instructie tijdens de les (p.74-78).........................................9
3.2 Organisatorische aspecten.........................................................................................................10
Inleiding (p.78-79)........................................................................................................................10
3.2.1 Organisatievormen (p.79-90)..............................................................................................11
3.2.2 Groeperingsvormen (p.91-96).............................................................................................12
Hoofdstuk 9: Leerhulp.........................................................................................................................13
Inleiding (p.207-209)....................................................................................................................13
9.1 Differentiëren, leerhulp en brede zorg (p.210-213)...................................................................13
9.2 Leren met externe focus (p.214-215).........................................................................................14
9.3 motorische leercirkel opnieuw bekeken....................................................................................15
Inleiding (p.215-216)....................................................................................................................15
9.3.1 MLC in de praktijk (p.216-219)............................................................................................15
9.4 Deliberate practice.....................................................................................................................16
9.4.1 De lat steeds iets hoger (p.219-221)...................................................................................16
9.5 De theorie van de schakelstukken (p.222-224)..........................................................................16
, Christel van Hassel, Academie voor Lichamelijke Opvoeding, Hogeschool van Amsterdam
9.6 Praktijktheorie over tijd, tempo en richting (TTR) (p.225-228)..................................................17
9.6.1 Een activiteit bijstellen (p.228-230)....................................................................................17
9.6.2 Leerhulp met TTR (p.230-231)............................................................................................18
9.7 Fijne motoriek en schrijven........................................................................................................18
9.7.1 Inleiding (p.231-232)...........................................................................................................18
9.7.2 De relatie tussen motoriek, sensoriek en cognitie (p.232)..................................................18
9.7.4 Indeling fijne motoriek (p.232-237)....................................................................................19
9.7.5 Schrijven met de hand (p.237-241).....................................................................................20
9.7.6 Fasen van schrijven met de hand (p.241-242)....................................................................20
9.7.7 Tips: wat kun je oefenen in de klas? (p.242).......................................................................21
9.8 Kijken naar bewegen (p.243).....................................................................................................21
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller ccjvh. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $5.82. You're not tied to anything after your purchase.
