Teaching Strategies For Physical Education

TEACHING STRATEGIES FOR PHYSICAL EDUCATION

Why Different Strategies for Different Curriculum Areas? “Strategies are primarily concerned with how subject matter is presented.” Learning teaching strategies for different curriculum areas is a key component to a developing teachers education. Teaching strategies play a key role in educating students, without strategies or a range of strategies,

students

are

left

to

educate

themselves. A good definition of a strategy in a physical

education sense can be taken from Dowell (1975) where a teaching strategy is an “overall design or procedure a teacher uses to transmit subject matter to students, it may include one or more techniques and methods of teaching process.”

Teaching strategies is a very broad topic, to teach anything there has to be a strategy. Physical education is a unique subject because of its physical

component,

this

uniqueness

profound effect on teaching strategies used.

has

a

HOW STUDENTS LEARN MOTOR SKILLS, AN ESSENTIAL PART OF PHYSICAL EDUCATION.

Motor skills are skills associated with actions the body performs, for example writing is a motor skill. Physical education focuses on motor skills that are based around sports, leisure

and

physical

education

curriculum

because all practical is based on fine and gross motor skills.

1. THE MOTOR PROGRAM THEORY This theory believes there is a stored program for each activity, it is the role of the teacher to manipulate the program to bring results.

2. THE MOTOR SHEMAS THEORY This

theory

believes

there

are

stored

program for skills but they are not specific and the teacher has to build upon the initial foundation to improve the skill.

3. THE DEVELOPMENT MODEL THEORY This model or theory believes motor learning and physical education are developmental and sequential. It is the child that teaches themselves motor skills it is the teachers role to refine and improve skills at a faster rate.

4. THE DYNAMIC SYSTEMS MODEL This model or theory believes motor learning and physical education are developmental and sequential. It is the child that teaches themselves motor skills it is the teachers role to refine and improve skills at a faster rate.

5. THE DYNAMIC SYSTEMS MODEL This model incorporates the motor program and motor shemas theories. The theory believes movement patterns are inborn and it is the role of the teacher to massage the skills out of the child.

TEACHING STRATEGIES ASSOCIATED WITH PHYSICAL EDUCATION

THE LECTURE STRATEGY This strategy is mainly used when teaching the theory of physical education. The lecture strategy is useful when introducing a new unit of work, it can introduce the rules and cover basic skill and techniques.

THE DISCUSSION STRATEGY The discussion strategy should be used as an immediate follow up to the lecture. Students are given the chance to ask questions and put forward their ideas related to the topic. To do this the strategy is most useful in small groups so each student gets a chance to voice their opinions.

THE LECTURE-DEMONSTRATION STRATEGY Another strategy that is closely related to the lecture strategy is the lecture-demonstration strategy.

This

techniques

of

strategy the

uses

lecture

all

the

strategy

and

incorporates a physical demonstration. The demonstration can be taken by a teacher, student

or

a

group

of

important issue with choosing

students.

The

students to take demonstrations is that they are doing the activity correctly and providing a good example for other students to base their learning on.

THE PRACTICE STRATEGY A strategy that is commonly used in physical education

is

the

practice

strategy.

This

strategy utilizes the useful tool of feedback to improve development in students learning. The practice strategy is where students get to physically do the skill put to them in the lecture or theory.

THE INQUIRY STRATEGY

This strategy gives students the chance to become involved in the teaching of the learning

process.

It

tries

to

promote

reflective thinking and self refinement.

THE PROGRESSIVE-PART STRATEGY The progressive-part strategy is a strategy that is used with mainly younger students.

THE PART- WHOLE STRATEGY This is similar to the progressive-part except there isn’t as major emphasis on each stage and two or more stages can be combined to one stage.

THE WHOLE- PART- WHOLE STRATEGY The whole-part-whole strategy is a strategy that is greatly used by teachers of physical education. As the name of the strategy implies, students do a skill as a whole, they then learn the basic in parts and then do skill as a whole again.

PUTTING STRATEGIES INTO PRACTICE

THE PART-WHOLE STRATEGY  Part 1 – the grip: teach students how to grip the ball.  Part 2 – the arm movement: the arm is

brought

behind the back so the hand is

behind the forwards and is

head, the arm then moves extended out in front of

the body.  Part 3 – the release: the ball is released as the

arm

and wrist are fully extended.

 Part 4 – weight transference: the weight is shifted front leg,

from the back leg to the simultaneously with

the arm.  Part 5 – leg movement: as the weight is transferred to leg, simultaneously

the back leg to the front with the arm.

 Part 6 – doing the skill as a whole.

THE WHOLE- PART- WHOLE STRATEGY  Organize an activity where students can throw at a target. This is the only instruction that should be given. The teacher observes the students from this decides what part of the skill they will begin their instruction.  The teacher then follows the part-whole strategy. Depending on the classes previous experience of

throwing and their ability the teacher will instruct from a part that matches their ability with one of the parts described in the part – whole strategy

above.

Once the students have attempted the



skill and

been through the skill in parts

they do the skill as with

the

benefit

a whole again, this time of

feedback

refinement in the part strategy.

and