Outcome Goal: To run under 14.45

Process Goals: To not run with friends, and to use self-talk as much as possible.

Reflection:

At the beginning, I felt sick and unfit because I was not used to running, so I knew I had to get back into shape, and also I broke my leg not long ago, my leg wasn’t that used to running yet. So I did some running outside school as well to improve my skills. Also while I ran, I did self-talk such as “you can do it” and stuff like that which encourages me psychologically. Also, my mum helped me with self-talk because she also knows a lot about psychologically as well. But overall, I enjoyed running, and I had a good time, and I was happy that the students from Ishinomaki came. This made me happy that I would be able to run with other students who were less fortunate than us.

Here are some strategies I used to help improve my goals above:

Self-talk: This was probably the most important because this encourages me mentally because even if your body is tired, if you say things which are positive, this helps you to keep pushing forward.

Wearing Appropriate Shoes: At the beginning, my shoes were quite worn out, and they didn’t have proper padding in them, so I changed to some more comfortable shoes.

Running Styles: When I run, I learned to stand straight, and to not swing my arms or flop my legs in the air because this makes people run slower because your are less streamlined, and more air will hit your body, and slowing you down by a lot.

My Progress During the unit:

Week 1: 16.44

Week 2: 15.56

Week 3: 14.48

As you can see so far, I am improving.

Week 4: 14.46

Week 5: 14: 47

Week 6: 14: 36

So, I was improving most of the time, and I managed to accomplish my Outcome goal!!

Self-Score out of eight.

6/8

I think this because I worked hard most of the time, but maybe I think I should have done more running outside of school.

Thank you for reading.

George Wood

Outcome goal: For me to get under 15 minutes.

Process goal: goals are to run two laps without walking, and to keep a steady pace going through the whole run.

G7 U1 International Games – Rubric

• Community & Service

• Internationalism – World cultures combine for the good of human kind.

• How does the world play?

Individually, students are to watch at least one half of a game from the Rugby World Cup and answer the presented questions.

What level did I operate on today? (0-8) and Why do I think this?

G7 U1 International Games – Rugby World Cup assignment.

Due Date:- Thursday 22nd September 2011

You have found this assignment on the PE Blog. Please copy and past the assignment and rubric into you’re blog. Do the assignment and assess yourself on the rubric. Email me you’re blog when finished… by Thursday the 22nd.

1. Watch at least one half of a game from the Rugby World Cup.
Which game(s) did I watch?

I watched the Rugby World Cup game which was Japan against the All Blacks.
2 Write a brief introductory paragraph (about 4 sentences) starting with “The aim of Rugby Union is to….”

The aim of Rugby Union is to play another team from another country, and try and win against them by scoring. The main type of scoring is called a try. The game goes for 80 minutes, and the players can only do backwards passes. They can also kick the ball over the H while they are running, and that is called drop-goal. If a person gets a try by putting the ball over the white line at the other side of the field, they can kick it, to convert it. If it goes over the H, they get an extra 3 points. People can stop other people by tackling them. You are allowed to kick or punch people as well, but you are not allowed to argue with the umpire. At 40 minutes, there is half-time, and the players get a break for about 15 minutes. Then the players come back on, but now they are facing the opposite way. At the end, the team with the most points win.

3. The world cup running at the moment in New Zealand is the game of Rugby Union. Briefly (no more than 4 sentences) describe the difference between Rugby Union and Rugby League.

There are not that many differences, but there are some. Rugby Union has 15 players on the field, but Rugby League only have 13. Also, Rugby Union tends to be more free-flowing, but Rugby League is more stop-start. Another difference is in Union when a player is tackled (their progress is physically halted by the opposition) the ball is recycled by a ruck (if the ball is on the ground) or by a maul (if the ball is held up off the ground). But in League when a player with the ball is tackled the referee will halt play and it is restarted when the tackled player stands, places the ball on the ground and rakes it back with his foot to the player (dummy-half) behind them.

5. Choose one of the following to explain in detail: Knock on, Offside, Scrum, Line Out or Hooker.

Offside: Within a completed tackle, all except two members of the defending team must walk back at least 10 metre’s from where the tackle was originally made. This distance is marked by the referee. Within the play-the-ball tackle, defenders are allowed to go closer to put pressure on the other team, and to also shorten the distance to where they can play with the ball. If a defender fails to to retreat 10 steps during a play, then he will taken offside and this will result in a penalty to the other team. Also, if a defender gets too close to the ball before it is played, then the other team will also get a penalty.
6. In brief (no more than 4 sentences), explain where Rugby Union originated and how a pacific island nation came upon it.

The game of rugby has been said to be an accient. There was once a boy called William Web-Ellis, and he was playing a game of soccer. When all the sudden he picked up the ball and runs with it. In 1863 Rugby Union was formed in England. The game of rugby was introduced to New Zealand by Charles John Monro from New Zealand who went to London and whilst he was there he learned about the game of rugby and when he came home he introduced it to Nelson College.

7. What examples of Internationalism are evident throughout the RWC?

People from different countries go to other countries to watch the Rugby World Cup games. For example, if someone from Japan came to New Zealand to watch the world cup final, that Japanese person could explore New Zealand, and that person could become more an internationally minded person.

8. Identify an occasion in the RWC where an opportunity to learn about another culture was evident.

This is similar to question 7, but another way is for example, if Australia were going to play South Africa in South Africa, Australia would probably arrive at South Africa early, to do more training. But, they could also spend some time exploring South Africa, and then they would have a chance to learn new cultures, and spend some time with the South African people.

9. Give evidence of an occasion in the RWC where two or more communities have come together in good spirit?

At the end of the game people in the crowd and people playing on the field shake hands and say well played. Also, in the game I watched which was between NZ and Japan, before the game began, they had a moments silence because both countries had had major natural disasters. They both had earthquakes, and both countries lost many people in the earthquake, so I think that that is a good example where the two countries have something in common, and they respect each other for that.

10. Millions of dollars are spent on this event. Do you think it was money well spent? Yes/No, Why/Why Not

I have mixed feelings about this. I think that it is good for countries to have an opportunity to come together and play sport, and interact, but at the same time, there are millions of starving children in Africa, Pakistan, and people who can’t afford food. So I think that they should still have the world cup, but I think they should make it smaller, and spend a little bit less money on it, and they should give some of that extra money left to the people in poor countries who need it just as much.

Thanks,

George

I think that I really enjoyed cross country even though I was’t very keen at the beginning. I really liked the way we could use iPod’s for motivation. I learnt how to do self-motivation which I thought helped a lot.  I thought seeing the famous japanese runner was inspiring as well. I thought that helped a lot as well. While we were practicing, I thought I was improving, and I enjoying it a lot. Even though I didn’t get first, I still felt happy after the race.

APPROACH SELF SCORE
How did you feel you were able to utilize some of the mental strategies such as self talk into your running and understand the importance. (A2) 5/8
How much training we’re you able to do outside of your scheduled PE times? (A3) 5/8
How seriously did you take your goal setting? (D6) 7/8
How do you think you performed during the whole XC unit? (C1) 7/10
I am aware of my strengths and weaknesses in cross country running and I aim to develop this area of learning. (D4/5) 6/8

On Wednesday 10th of November, we had the cross country day. The whole scholl had been practicing fo the event.My grade (grade 6) had to run 2.59km. Which is 2 laps around Neigeshi Park.

We started practicing around 4 weeks before the actuall day. I found doing 2 laps was a bit of a challenge, but then I started to get used to it. In my first practice run, I came 30th, and my time was 15:23 minutes. Some people needed some motivation, so they listened to thiey iPod’s. I didn’t need one.

Every time I ran, I thought that I was improving.

On the final day, no one was allowed to listen to music. We all had have self-motivation. I came 26th, and my time was around 14:00 minutes. There was a big improvment from the beginning.

Overall, I thought cross country was a good experience, and I think some people have learnt a lesson: Never give up.

Thanks,

George Wood