The purpose of Jag Check is to screen for scoliosis. At the school I was assigned to, Fairhope and Daphne Middle school, Jag Check is already in place and it is used to check the students of the 7th and 8th grades.
As aforementioned, I was assigned to students in grades seven and eight. The test was only meant for the students below the age of 15. The tests were conducted in between classes. During this time, I engaged the students in a set of practical games. Out of the 25 students, one signified the symptoms and complications associated with scoliosis. After playing basketball for only 20 minutes, the student complained of back problems. He was resting, and when I asked him about the reason, he told me that he was feeling a sharp back pain. Also, when with the ball, I noticed a shift of the waist and trunk to the side. This suggested that he could be having scoliosis. The rest of the students played just well without any incidents or show of abnormal behaviour.
My interactions with the students can be related to the theories advanced by Erickson and Piaget. In accordance with Erikson’s theory, I noted that some students were motivated to achieve a sense of identity. However, some tended to become confused and seemed not to be sure of their desires. Reflecting Piaget’s theory, I noticed that most of the students, especially during the 4 square games, could test hypotheses in a systematic manner. For instance, I heard one student say, “If I make this move, I am more likely to win.” The student went ahead and made the move.
There were three play activities that I observed; basketball, 4 square, and dodgeball. For each, there were gross and fine motor skills depicted. Fine motor skills were especially noted where the students engaged in the 4 square and the dodgeball games. All the students, even the one I identified as having symptoms of scoliosis, were able to make small movements including picking up the dice and the ball. They were all able to use their finger muscles effectively , their toes, and lips particularly well. The same can be said about the gross motor skills. All the students, as inferred from Schl?sser et al., when playing basketball, were able to move their arms, feet, legs and torso particularly well. They could run, fight for the ball, and jump to make a score.
I noted that all the students were industrious and social towards each other regardless of their differences. I determined that such a course was facilitated by the inclusive nature of the school and the engaging schedule that the administration had set for the students. Also, where a student signified that he or she was having a challenge in performing something, others would assist him. For instance, after the student whom I suspected to have scoliosis complained of back pain, other students stopped the game to help him. It was until the ailing student recovered that they carried on with the game. This was essential as it helped the likely scoliosis patient to feel the part of the group. Therefore, even if indeed he has scoliosis, any recovery efforts would be hugely successful due to the support his peers were providing.
I found out that Jag Check is a practical approach for testing scoliosis. It helped me to identify myself with the students, something that promoted active student participation. If I had employed a different approach, perhaps the students would have realized that a test was being done, and act in a manner that would influence the results as explained by. In other cases, they could not have been willing to take part.
If the article was cognitive for you, proceed to read other custom papers on the https://essayswriters.com/ platform. Most of the articles are written by Joanna Webster, a professional writer.