PED 211 - Physical Education for Elementary Schools

Chapter 4

The many skills and movement concepts of physical education cannot be learned through one teaching model, strategy, or method.

There is no ideal style of teaching, no single set of concepts or learning principles, and no best motivational technique that will guarantee success for all children in all situations.

So, we must know a variety of teaching strategies and techniques, and know when to apply them.

Learning style-

1. Individual learning- based on the premise that teaching should be adapted to the unique abilities and special needs of the learner.

   Individual educational programs- usually require for students with disabilities.

   Individualized instruction in PE adjusts the learning to the student.

2. Personalized learning- the student's involvement with others in the learning environment is used.

   This may involve a relationship with the teacher or a cooperative situation with other students.

   This enhances the dignity and self image of each child and increases each child's learning efficiency.

3. Observational learning- teachers have to be good demonstrators in an atmosphere where the students can pick up the skill, with the teacher explaining/discussing the skill to enhance performance.

Teaching styles- it is wise to memorize the tables in the book that go along with this information.

1. Command method- the teacher makes all the decisions (step by step going over how to shoot the basketball in a mass grouping).

   Organization- scattered or in semicircle so everyone can see. The students all watch, and then practice the skill of the teacher's choice.

   The children do not get to choose the activity or how it should be practiced.

   This is the most effective way to teach a specific movement skill. It is also good if the skill level is low, or if class discipline is low it is used to gain control.

2. Task method- it's the same as command except that the learning task can move from beginner to advanced levels of performance for each skill.

   This method also allows for variations in the time learners need to acquire the same skill. An example of this is a basketball skill circuit (dribbling, passing, and shooting).

   It recognized individual differences in ability and in rates of learning.

3. limitation method- an example of this method is to have the students perform a gymnastic movement sequence (freedom of choice by the student) with the limitations that 2 balance activities be performed during each trip across the mat (teacher limits the activity).

4. Guided discovery method- the students find their own answer to your question. There may be many different movement answers to you question. The students have freedom.

5. Free exploration method- children gradually learn to be self directed. You really need to be able to trust that this group will stay into the lesson.

Techniques of effective teaching

1. Structure the lesson- helping children organize where the lesson content fits into their own learning experiences.

   It involves:

   1. Meaningful learning- relating new material to what was already taught.
   2. Student understanding why they are doing the lesson on that day.
   3. Practice- why it's necessary and how it connects with the next lesson.

   Teachers need to have classroom structure and routine, which establish an environment in which students learn how the teacher will manage the class.
   (Open book to page 75)

2. Variety- there is less disruptive behavior when more varied activities and materials are used (stations, using a selection of equipment and creative activities)

3. Monitor time on task- the amount of learning time devotes to the task.

   (Turn to page 76)

4. Provide for success in each learning task- if a child has success, he or she will be motivated to move to the next level or skill.

5. Use student ideas and contributions- an example of this is having students fill out a self image questionnaire, and one student asks if we are going to share this with the class.

6. Communicate effectively- the most important skill a teacher must use and understand. Why?

   1. Communicate what is learned and quality of performance, along with the main points of the skill.
   2. Learners should be able to ask questions and seek clarification.
   3. Keep students on task.

   Always be positive.

   Learn to use nonverbal cues effectively for children to continue to be motivated.

7. Develop an effective questioning strategy- 70 to 80 percent of questions usually are low level requiring a simple recall of facts.
8. develop positive personal characteristics (page 79, and table 4.6)
9. Adjust the learning environment- this requires a shifting of 4 environment variables a teacher can control.
   1. rules
   2. space
   3. number of participants
   4. amount and type of equipment

Assignment: adjust the 4 variables for two of the following lessons involve these activities:

1. basketball
2. football
3. soccer
4. badminton
5. softball