UNIT FIVE

THE TEACHING STRATEGIES IN

PHYSICAL EDUCATION

Judith G. Montuya

Necessity for well-understood methods

According to studies, it has alsoaffected the attitudes of individuals towardsphysical education. While it is true that someof the usual methods of teaching maybeaffective in teaching the cognitive phase ofphysical education, this may not beapplicable in teaching the psychomotorphase of the program.

TWO PARTS:

Methods in teaching the cognitive phaseMethods in teaching the psychomotor phase of physical education

TEACHING THE COGNITIVE PHASE OF PHYSICAL EDUCATION

LECTURE- the only justification for the use of lecture as

a method of teaching is when there is a special topicwhich needs to be presented with authority, andwhen there is a dearth of textbooks or referencematerials.

QUESTION AND ANSWER- also known as Socratic Method. An effective way

to hold the attention, arouse interest of the pupils, keepsthe topic or problems in mind, serve to ascertain theextent of knowledge, and promote discussion is theeffective use of the question and answer method.

Socrates- a Greek philosopher, used this in teaching hispupils

-this requires skill of the teacher in the art ofquestioning so that the pupil is led to arrive at a conceptor generalization.

GROUP DISCUSSION- can be a good way to stimulate the interest

of the pupils to interact with other members of thegroup. This facilitates permanency of learning.

-will also challenge thinking and thus developreasoning power

-The role of the teacher in this method is toencourage the shy and the timid children toparticipate by not allowing the extroverted ortalkative students to dominate the discussion.

DEMONSTRATION- instruction or information on physical

education can be made more effective ifdemonstrations are provided to enhance learning orretention.

-It must be well planned and the equipmentand materials to be used must be organized at theplace where demonstration is to take place.

PROJECTS- can be prepared by the students and

placed on display.-can be an effective way to provide

opportunities to discover the talents of childrenin the field of creativity.

PROBLEM-SOLVING- the teacher should have the ability t help

children identify their problems confronting them,explore alternative solutions and select the bestsolution based on the best knowledge availableand in keeping with personal values.

HOMEWORK- must be an outgrowth of the

lesson. A skill which has not beensatisfactorily mastered may cause theteacher and students to make anagreement that the practice of the skillshould be done as part of the child’shomework.

TEACHING THE PSYCHOMOTOR PHASE OF

PHYSICAL EDUCATION

TWO GENERAL METHODS;

Whole-Part MethodPart-Whole Method

WHOLE-PART METHOD

- it is more meaningful for thelearner to see the movement activity inits entirety first and then its parts,rather than the parts first and then thewhole activity. Sometimes called whole-part-whole method because of thesecond demonstration of the skillpattern after the analysis of the parts.

GESTALT THEORY- student gains an insight into

the whole activity and so he formshis objective for learning. He makesan analysis of the parts that make upthe whole. This favors thepermanency of learning.

PART-WHOLE METHOD- the premise of this method

of teaching is that the part ismore important than the wholesince the parts make up thewhole.

THORNDIKE- (stimulus-response theory)

learning the parts and masteryof these parts lead to learningthe whole activity.

SPECIFIC TEACHING SUGGESTIONS AND

PROCEDURES

A. Teaching suggestions in developing skills

1. Know the skill to be taught and the standards of performance.

2. Have the skill demonstrated to the class.

3. Have the class evaluate the elements of correct form displayed by the demonstrator.

4. Give time and space for practice of the new skill.

5. Evaluate the achievement madeconsidering individual progresscommensurate to his ability.6. Have the skill applied now incomplex situations as in games,rhythmic activities, etc.7. Encourage the children, praisehonest efforts, and avoid drudgery.

B. SUGGESTIONS IN LEADING STORY PLAYS

1. Help children work out and adaptstory plays based on stories orincidents familiar to them.

2. Try to have the children portray thestory vividly.

3. Suggest the movements sometimes,allow the children to suggest themovements at other times.

4. Emphasize the vigorousaction of the whole body withlarge and free movements.5. Relate the story play to allphases of school work.6. Use no formal commands.

C. STEPS IN TEACHING A NEW GROUP GAME

1. Put the class into formation.2. Introduce and motivate the game.3. Explain the game clearly in the

fewest words possible.4. Demonstrate or have a trial game.5. Ask for questions to clear up hazy

points, if any.6. Play the game.

D. STEPS IN TEACHING A LEAD-UP OR SPORTS-TYPE GAME

1. Introduce and motivate theactivity.

2. Explain briefly the organizationand skills needed in the activity.

3. Analyze the activity for its skillelements. If possible, show thecorrect form of the skill.

4.Ask questions to testunderstanding and to avoidpossible difficulties.5. Have a trial game.6. Play the game.

E. Practical hints to the play leader:

1. Know the game thoroughly beforeattempting to teach it.

2. Complete all preparations for anevent before starting to introduceit. Boundary lines, starting lines,balls, etc. must be preparedbeforehand.

3. Never attempt to teachanything until quiet and attentionare absolute.4. Explain a game briefly and tothe point. Children want action.5. If an activity is going badly, stopit, iron out the difficulty and thenstart again.

6. Keep things moving for the entireplay period, never allowing the class tolag. If enthusiasm dies and players getcool it will take time to get theminterested again.7. Maintain a general condition oforder. Don’t tolerate disorder but don’thold the class in strict discipline. Ahappy medium of the two extremes isbest.

8. Develop the spirit of play by makingthe activities as funful as possible,rousing enthusiasm, stimulating thespirit of completion, and keeping thingslively.

9. Always insist on fair play; enforce therules.

Teaching Procedures for Stunts

Approach in the Primary Grade Level

1. The story approach in beginning stuntsStarting young children with stunts can

be very well done by presenting a dramaticstory situation. Basing on pupils previousexperiences, the teacher makes the childrenimitate their own conception of themovements of characters in the story he isgoing to relate. As the story is being presentedor related, the children move about to imitatethe movements of a character just mentioned.

2. The problem or Questionapproach

To stimulate the imaginationand help children explore stuntactivities, the teacher may post aproblem or ask some questionswhich she can weave into a storyor series of actions.

3. The game approach Children love to play games and this

makes the game approach veryappealing to our young children.Games which require the performanceof a difficult task can be verychallenging to the child.

Approaches in the Upper Elementary or High School Level

The Whole-Part-Whole Method in Teaching Stunts

1. Describe the stunt clearly for the children to visualize the picture in its entirety.

2. Demonstrate the stunt as a complete activity.

3. Describe and demonstrate the series of related individual positions that make up the whole activity.

4. Describe and demonstrated the whole stunt again showing the correct form as possible.

5. Have the children establish standards of performance based on the demonstration.

6. Have them try and practice the stunt by themselves.

Safety Precautions:

1. Tennis shoes or rubber shoes are advisableto be worn.

2. A sufficiently large area is recommendedso that the children can be away from wallsor furniture.

3. Mats should be used wherever possible. Agrassy lawn can be a good substitute.

4. The play area should be safe from hazards.

Suggestions in Conducting Stunts and Tumbling’s

1. Divide the class into squads or smallgroups, the members of each groupabout the same age, size, weight, orability.

2. Select squad leaders who should beinstructed to assist through the trials.

3. Learn to recognize signs of fear orhesitation. A pupil gains self-confidence bygiving a helping hand at first and graduallyleaving him alone as he improves.4.Guard against overstraining pupils. Bealert for signs of fatigue or illness.5. Introduce the spirit of rivalry andstimulate interests in competition by havingeach child keep a record of hisaccomplishment.

Suggestions for Teaching and Conducting Exercises

1. Study and practice the exercise yourselfbefore teaching it to the class. Beprepared to demonstrate it accuratelywhen necessary.

2. Put class into formation before startingthe exercise.

3. In teaching an exercise, have the class respondto commands, then by counts. This is the time tocorrect wrong execution of the command and is atest on the ability to respond properly. Then theexercise can be done rhythmically in 16 or 32counts.

4. the class at different angles Insist on goodposture and good performance.

Important Points to Consider in Creating Exercise1. Have in mind the developmental needs of the

children. 2. Observe progression of exercises. Start with easy

movements and gradually have more complicated ones.

3. Variety of movements or combinations may add interest and will also involve more muscle.

4. Have an exercise or combination in 16 or 32 counts.

5. Observe symmetry and unity in creating exercises for different groups.

Suggestion for Teaching and Conducting Balance Beam Exercises

1. Teach how to mount and dismount correctly.2. Try the exercises on the floor first before doing

them on the beam. Give corresponding count or counts for every movement.

3. Pair off the children, one acting as support while partner performs on the beam with inside hands joined.

4. Have the exercise tried on beam without any help, but spotters must be ready to assist.

5.Have two or three beams side at considerable distances and an exercise performed by two or three children on the beam with inside hands joined.

6.Have an exercise performed singly in slow tempo first, then in normal tempo.

7. Observe progression of exercises.

Teaching Procedure in Pyramid-Building

1. Review fundamental positions which may be combined in various ways to build individual poses.

2. Review also stunts which may serve as poses, such as handstand, shoulder stand, etc.

3. Teach commands which unify the movements of the group.

4. Begin with simple formations and gradually progress to more complex structures.

5. Always begin a figure with the group standing in a straight line formation side by side.

6. At a signal, the performers walk to their assigned place and stand waiting ready to mount.

7. At next signal, the top children mount supportedby the performers who maintain erect orkneeling positions in the complete pyramid.

8. At last signal, performers who do not supportothers and who assume position completingmotionless attitude should prevail for a fewseconds.

9. Once in position, an absolutely motionlessattitude should prevail for a few seconds.

10. Dismount on signal and then the group returnsto original straight line formation.

Teaching Suggestions for

Rhythmic Activities

Fundamental Rhythms

1. Select music characteristic of the fundamentalmovements to be performed. Music witheven rhythm can be good for walking orrunning, while music with uneven rhythm canbe suitable for light lifting movements.

2. Let the children listen to the music so theycan mentally relate the activity to the musicbefore trying it.

3. Occasionally, and when necessary, ask thechildren to clap the rhythm.

4. Let the children try the activity informallyaround the play area.

5. After the class has tried the activity, selectseveral who do it well to show it to theothers.

6. Give help to those who cannot do well.Avoid embarrassing or frightening thechild.

7. In teaching combinations, discuss first thetwo movements to be combined, thenput these two together with the music.

Rhythmic InterpretationsA. Mimetic Rhythms

1. Select the subject or idea to be imitated on thebasis of its actual functioning in the life and mindof the child. It would be best if the idea comesfrom the children.

2. Discuss with the children the subject for imitationor interpretation to the end that they can relatethe rhythmic activity to their own understandings.Discuss also the needs and feelings which might beexpressed in relation to the character of animal orsubject to be interpreted.

3. After listening to the music, the entiregroup might try the activity at the sametime.

4. Praise those who show originally todiscourage imitating others.

5. Trying out the “best ideas” expressed bythe children may provide opportunitiesfor the child to develop his ownstandards in judging good expressions aswell as for comparing his ideas withothers.

B. Dramatized Rhythms1. Select nursery rhymes, poems, stories, or

songs which are significant to the interestof the child at the time. The material mayhave been taken up in Language Arts or inany other subject.

2. Select music that fits the rhythmic phrasesof the dramatization.

3. Discuss the story or poem as a whole withthe class so that the children can get thewhole picture of the plot, the characters,the needs and feelings, the action, etc.

4. Let the children suggest what partmay be adapted to rhythmic work.

5. Permit the free expression of manyideas, accompanied by groupdiscussions on the qualities of each inrespect to what is needed on thebasis of the standards discussed.

6. Plan with the children how the partsare assembled for presentation.

Singing Games

1. The song for a singing game may betaught during the Music period.

2. Have the children express what themusic means to them by clapping or byany bodily movement.

3. Encourage originality in interpretationand let the children suggest appropriateactions.

4. Encourage individual suggestions, havethe class select the movements mostappropriate for the grade .pupils may beguided in such a way that the game will takeform as the directions indicate.5. Necessary skills should be practiced togain enjoyment and satisfaction as a resultof correct performance.6. Freedom of movement should be stressedat all times.

Folk Dancing A. The selection of Dances

1. Is there any possibility of integrating it with related classroom work?

2. Is it suitable for the rhythmic and social development of the group?

3. Are the steps and figures of the dance within the ability of the class?

4. Are there social and recreational possibilities of the dance?

B. The Presentation of Dances1. Set the stage for the dance. This is done by

discussing with the children the backgroundof the dance, the customs, life, mood ormusic of the people from whom itoriginated. This will provide understandingand appreciation and also properexpression in dancing.

2. Have the children listen to the music.Always give a motive or motives forlistening. Clapping the rhythmic patterns oraccent of the music may help improve abetter sense of rhythm.

3. Teach new terminologies, if any that areto be used in giving directions so that theywill become familiar with these descriptiveterms.

4. Describe the step first rather thandemonstrate to give children practice ordrill in following directions.

5. After teaching a new figure, have the childrendance from the beginning to have a feeling ofcontinuity.

6. Provide enough practice or drill but avoid toomuch of it, just enough to insure satisfaction orenjoyment.

7. Be loyal to traditional steps. The creative elementin folk dancing is in the imaginativeinterpretation or self-expression but not theinvention or changing of steps.

Suggestions for Teaching and Leading MarchingManeuvers

1. Test your ability in marching before leadingyour class.

2. Be an unquestioned leader and secureabsolute order.

3. Require precision of movements asprescribed.

4. Stay at strategic positions where you canview or see the entire class at a glancewhen conducting the activities.