Major 16 Module

MAJOR 16 – PROCESS OF
TEACHING PE AND
HEALTH
This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE
MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

Major 16 – Process of Teaching PE and Health
First Edition, 2021

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Learning Module Development Team
Assigned Chapter Title Author/s

The Teaching of Physical
Chapter 1
Education and Health
Chapter 2 Teaching Approaches
Chapter 3 Planning The Curriculum
Management Of
Chapter 4
Instruction
Teaching Physical
Chapter 5
Education

Evaluators:

Dr. Donabel A. Dizon, Instructor
Dr. Paulino Juan Laguer, Instructor


Course Overview
Introduction
This course provides students with opportunities to study, discuss, organize, and practice
instructional methods for teaching PE and Health in the K-12 PE and Health curriculum. Its
explores various processes in teaching PE and Health. A demonstration teaching employing
various instructional strategies and methodologies is expected in the course.
Deals with concepts, principles and theories for the proper identification of the different types
of disabling conditions. It includes competencies in the teaching of the physical and motor
needs of students with disabilities. A 20-hour practicum includes observation of special
education classes in any private or public schools and the preparation of modified physical
education activities program address the physical, emotional, mental and social needs of
students with disabilities.
Course General Objectives
At the end of the course, the students will be able to:
1. Employ different methods and techniques in teaching physical education and health;
2. Apply high standards and efficient skills in teaching;
3. Formulate and construct lesson plan;
4. Implement a lesson plans through teaching demonstration;
5. Develop instructional materials; and
6. Plan and teach physical education and health.
Course Details:
 Course Code : Major 16

 Course Title : Process of Teaching PE and Health
 No. of Units : 3 units
 Classification : Lecture – based / Performance
 Pre-requisite / Co-Requisite : None
 Semester and Academic Year : 1st Semester, AY 2021 - 2022
 Schedule : Tuesday & Thursday, 2:00 PM – 3:30 PM
: 3:30 PM – 5:00 PM
 Name of Faculty : Agnes A. Rosales
 Contact Details Email: agnesamancio6@gmail.com
Mobile Number: 0921-548-5263
FB Account: Agnes Amancio Rosales
 Consultation :

Learning Management System
The University LMS will be used for asynchronous learning and assessment. The link and
class code for LMS will be provided at the start of class through the class’ official
Facebook/Messenger Group.
 Edmodo
 Google Classroom
 University LMS
Assessment with Rubrics
Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

individual/group outputs using synchronous and/or asynchronous modalities or submission of
SLM exercises. Rubrics are also provided for evaluation of individual/group outputs.
Major examinations will be given as scheduled. The scope and coverage of the examination
will be based on the lessons/topics as plotted in the course syllabus.

LM01-NGEC
0323
Module Overview
Introduction
Physical Education (PE) develops students' competence and confidence to take part in

a range of physical activities that become a central part of their lives, both in and out of
school. A high-quality PE curriculum enables all students to enjoy and succeed in many kinds
of physical activity.
Preparing teachers for their service in modern education is a challenge for Higher
Educational Institutions and it is understandable that there will be differences between
nations and cultures because of their individual traditions and historical backgrounds. In this
context Physical Education is a complex process which is determined by various social,
biological and, critically, pedagogical influences. The aim of this module is to provides some
information on the idea of teaching physical education, and gives some insight into the basic
means of the teaching/learning process.
TABLE OF CONTENTS
Chapter 1:
THE TEACHING OF PHYSICAL EDUCATION AND HEALTH
1.1. The Legal Basis of Teaching PE and Health

1.2. Teaching Physical Education
1.2.1. Learning Outcomes\
1.2.2. Learning Strands
1.2.3. Key Stage Strands
1.2.4. Grade Level Standards
1.3. Physical Literacy or Physical Fitness?
1.3.1. The Fundamental and Significant Aspects of Physical Literacy
1.3.2. The Concept Embraces Much More Than Physical Competence
1.3.3. Five Components of Health
1.4. Principles of Teaching PE, Approaches, Methods
1.4.1. Types of Practice
1.4.2. Methods of Practice
1.5. Teaching Health
1.5.1. Conceptual Framework
1.5.2. Learning Area Standard for Health
1.5.3. Key Stage Standards
1.5.4. Grade Level Standards
1.5.5. Characteristics of the K to 12 Health Curriculum
1.5.6. What is the scope of Health as a subject?
Chapter 2:
TEACHING APPROACHES
2.1. Co - Operative Learning in Sport Studies

2.2. Critical Thinking in Sport Studies
2.2.1. Critical Thinking Model
2.2.2. Critical Thinking Provides Opportunities for Teachers and Students

2.3. Hellison’s Model
2.3.1. The Levels of Personal and Social Responsibility
2.3.2. Strategies That May Encourage Awareness of Personal and Social
Responsibility
2.3.3. The Personal and Social Responsibility Model Provides Students with
Opportunities
2.4. Mosston’s Spectrum of Teaching Styles
2.5. Sport Education
2.5.1. The Sport Education Model Provides Students Opportunities
2.5.2. Teaching Games for Understanding
Chapter 3:
PLANNING THE CURRICULUM
3.1. Planning the Teaching/Learning Process

3.2. The Importance of Planning and Preparation in Teaching
3.3. Creating A Simple Lesson Plan in Five Easy Steps
Chapter 4:
MANAGEMENT OF INSTRUCTION
4.1. Learning Aims, Objectives and Outcomes

4.2. Structure and Organization of the Teaching/Learning Process
4.3. Schemes, Units of Work and Single Lessons
4.4. Technical Aspects of Planning the Teaching /Learning Process

Chapter 5:
TEACHING PHYSICAL EDUCATION
5.1. Teaching Approaches, Strategy, Methods and Techniques in PE

5.2. Preparing for Teaching and Learning
5.3. The Process of Teaching and Learning
5.4. Major Parts of a Lesson
5.5. Teaching Styles
5.5.1. The Command Style
5.5.2. The Practice Style
5.5.3. The Reciprocal Style
5.5.4. The Self-Check Style
5.5.5. The Inclusion Style
5.5.6. The Guided Discovery Style
5.5.7. The Divergent Style
5.5.8. The Learners Design
5.5.9. The Learners Initiated
5.5.10. Self-Teach

PROCESS OF TEACHING PE AND
HEALTH
Chapter 1
The Teaching of Physical
Education and Health

Chapter 1
The Teaching of Physical Education and Health

Introduction
An individual’s physical and mental well-being is the concern of two similar areas of
education: health education and physical education. Both deal with habits of exercise, sleep,
rest, and recreation. Since physical well-being is only one aspect of a person’s overall health,
physical education is often thought of as a part of health education.
Health education is an activity aimed at the improvement of health-related knowledge,

attitudes, and behavior. It is used in schools to help students make intelligent decisions about
health-related issues. There are many ways to teach health in schools. Usually instructors
create and facilitate learning experiences that develop the student’s decision-making skills.
Above all, teachers provide health information and a concern for factors that influence the
quality of life.
Specific Objectives
At the end of the lesson, the students should be able to:

1. Discuss and understand the legal basis of Physical Education;
2. Identify teaching physical education in terms of learning outcomes and learning
strands;
3. Enumerate and explain principles of teaching PE, approaches, and methods; and
4. Embrace teaching as a vocation, mission, and profession.
Duration
 6 hours (4 hours’ discussion and 2 hours assessment)

1.1 THE LEGAL BASIS OF TEACHING PE AND HEALTH
It is declared policy of the state to give “give priority to education, science and
technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social
progress, and promote total human liberation and development” (Article II, Section 17)
The state recognizes the vital role of the youth in nation-building and shall promote and
protect their physical, moral, spiritual, intellectual, and social well-being (Sec.13) •The state
shall protect and promote the right to health of the people and instill health consciousness
among them (Sec.15)
The state shall protect and advance the right of the people to a balanced and healthful
ecology in accord with the rhythm and harmony of nature (Sec. 16) • The state shall give
priority to education, science and technology, arts, culture, and sports to foster patriotism and
nationalism, accelerate social progress, and promote total human liberation and development
(Sec. 17)
1.2 TEACHING PHYSICAL EDUCATION
 The Curricular Philosophy of the K to 12 PE Curriculum Fitness and

movement education content is the core of the K to 12 PE Curriculum.
 It includes value, knowledge, skills and experiences in physical activity
participation in order to:
 Achieve and maintain health-related fitness (HRF) as well as optimize
health.
 In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action.
1.2.1 Learning Outcomes
 The K to 12 PE Curriculum develops the student’s skills in accessing,

synthesizing and evaluating information, making informed decisions,
enhancing and advocating the skills underpin the competence, confidence and
commitment required of all students to live an active life for fitness and health.
 The K to 12 PE curriculum prioritizes the following standards:
 HABITUAL PHYSICAL ACTIVITY PARTICIPATION to achieve and
maintain health-enhancing levels of fitness.
 COMPETENCE IN MOVEMENT AND MOTOR SKILLS requisite to
various physical activity performances.
 VALUING PHYSICAL ACTIVITIES for enjoyment, challenge, social
interaction and career opportunities.
 UNDERSTANDING VARIOUS MOVEMENT CONCEPTS,
PRINCIPLES, STRATEGIES, and TACTICS as they apply to the
learning of physical activity.
1.2.2 Learning Strands

 Body management which includes body awareness, space awareness,
qualities and relationships of movements and how these are used
dynamically in various physical activities.
 Movement skills related to the fundamental movement patterns and
motor skills that form the basis of all physical activities.
 Games and sports consisting of simple, lead-up and indigenous games;
as well as individual, dual and team sports in competitive and recreational
settings.
 Rhythm and dances include rhythmical movement patterns; the
promotion and appreciation of Philippine folk dance, indigenous and
traditional dances as well as other dance forms.
 Physical fitness includes assessment through fitness tests and records,
interpreting, planning and implementing appropriate programs that
support fitness and health goals.
 The acquisition of physical literacy serves as the foundation for lifelong
physical activity participation which is critical to maintaining and
promoting health. Thus, the health strand in the SHS is seamlessly
integrated in the PE curriculum. The strand optimizes the learner’s
potential health and well- being and contributes to building healthy,
active communities. Thus, the course title, Health-Optimizing PE or H.
O. P. E.
 Standards for Teaching PE and Learning Area Standard for PE:

 The learner demonstrates understanding of the concept of physical fitness
and physical activity in achieving, sustaining and promoting an active life
for fitness.
1.2.3 Key Stage Strands
 K-12 The learner demonstrates understanding of movement concepts and

skills in preparation for active participation in various physical activities.
 The learner demonstrates understanding of principles in movement and
fitness for active participation in various physical activities.
 The learner demonstrates understanding in integrating physical activity
behaviors in achieving an active lifestyle.
1.2.4 Grade Level Standards
 Grades 1- 3 The learner demonstrates understanding of body

awareness, space awareness, qualities of effort and movement
relationships through participation in enjoyable physical activities.
 Grades 4-6 The learner demonstrates understanding of the importance
of physical activity and physical fitness through participation in and
assessment of physical activities.
 Grade 7 The learner demonstrates understanding of personal fitness in
achieving an active lifestyle.
 Grade 8 The learner demonstrates understanding of family and school
fitness in sustaining an active lifestyle.
 Grade 9 The learner demonstrates understanding of community fitness
in sustaining and promoting an active lifestyle.

 Grade 10 The learner demonstrates understanding of societal fitness in
promoting an active lifestyle.
1.3 PHYSICAL LITERACY OR PHYSICAL FITNESS?
 There are different terms that are used in the Conceptual Framework for PE.
We see “physical literacy” which is exemplified by a graduate who lives an
active life for fitness and lifelong health. In the write up of the framework, the
term is health-related fitness.
 Physical and Heath Education, defines physical literacy as: • Individuals who
are physically literate, move with competence and confidence in a wide variety
of physical activities in multiple environments that benefit the healthy
development of the whole person.
 Physically literate individuals consistently develop the motivation and ability to
understand, communicate, apply and analyze different forms of movement.
•They are able to demonstrate a variety of movements confidently,
competently, creatively, and strategically across a wide range of health-related
physical activities.
 These skills enable individuals to make healthy, active choices that are both
beneficial to and respectful of their whole self, others and their environment.
1.3.1 The Fundamental and Significant Aspects of Physical Literacy are:
 Everyone can be physically literate as it is appropriate to each individual’s

endowment.
 Everyone’s physical literacy journey is unique.
 Physical literacy is relevant and valuable at all stages and ages of life.
1.3.2 The Concept Embraces Much More Than Physical Competence
 At the heart of the concept is the motivation and commitment to be active.

 The disposition is evidenced by a love of being active, born out of the
pleasure and satisfaction individuals experience in participation.
 Physically literate individual who values and takes responsibility for
maintaining purposeful physical pursuits throughout the life course
 Charting of progress of an individual’s personal journey must be judged
against previous achievements and not against any form of national
benchmarks.
1.3.3 Five Components of Health:
Related Fitness

Physical fitness is defined as “a set of attributes that people have or
achieve that relates to the ability to perform physical activity.” (USDHHS,
1996)
 Cardiorespiratory endurance
 Muscular strength
 Muscular endurance
 Body composition
 Flexibility
1.4 PRINCIPLES OF TEACHING PE, APPROACHES, METHODS
The conceptual framework for PE cites five (5) teaching approaches namely;
1. Activity-based
2. Developmentally appropriate
3. Standards-based
4. Integrated
5. Inclusive for the teaching of PE
PE is a movement or physical skill-dominated subject. It is unthinkable to

have a PE class without the students actively involved in the learning process. It
makes use of developmentally appropriate approach in the sense that PE teachers
teach the movement or skills that are appropriate to the students’ developmental
stages.
 PE teaching is also standards-based

 The teaching of PE is also integrated
 The teaching of PE is inclusive.
1.4.1 Types of Practice
 Fixed Practice these are sometimes known as drills and involves repeatedly
practicing a whole skill in order to strengthen the motor programmer.
 Massed Practice this is a continuous form of practice which is best for simple
skills.
 Variable Practice this is used best for open skills and involves repeating a skill
in varying situations.
 Distributed Practice Attempts at the skill are divided up with intervals in
between to allow for rest and mental rehearsal
1.4.2 Methods of Practice
 Whole Method
The skill is first demonstrated and then practiced as a whole, from start to
finish.
The whole skill is first demonstrated and practiced before being broken
down into the constituent parts to practice the individual elements and
improve on these, before putting the whole skill back together.
 Part Method

The parts of the skill are practiced in isolation which is useful for
complicated and serial skills and is good for maintaining motivation and
focusing on specific elements of the skill.
 Progressive Part Method
This is sometimes also known as the chaining method, as the parts of a
skill are practiced individually, in order, before being linked together and
expanded.
1.5 TEACHING HEALTH
 Lifestyle diseases characterize those diseases whose occurrence is primarily based

on the daily habits of people and are a result of an inappropriate relationship of
people with their people with their environment.
1.5.1 Conceptual Framework
The Kindergarten to Grade 12 (“K to 12”) Health Curriculum aims to

assist the Filipino learner in attaining, sustaining and promoting life-long
health and wellness.
The learning experience through the program provides opportunities
for the development of health literacy competencies among students and to
enhance their over-all well- being.
Health Education from Kindergarten to Grade 10 focuses on the
physical, mental, emotional, as well as the social, moral and spiritual
dimensions of holistic health.
Health Education emphasizes the development of positive health
attitudes and relevant skills in order to achieve a good quality of living. • In
order to facilitate the development of health literacy competencies, the teacher
is highly encouraged to use developmentally-appropriate, learner-centered
teaching approaches.
1.5.2 Learning Area Standard for Health:
 The Kindergarten to Grade 10 (K to 12) Health Curriculum aims to assist the

Filipino learner attaining, sustaining, and promoting life-long health and wellness.
1.5.3 Key Stage Standards
 K-12 The learner demonstrates an understanding and observance of healthy habits

and practices in achieving wellness.
 The learner demonstrates an understanding of how changes, which are part of
growth and development, impact health practices that help achieve and sustain
optimum health and well-being. •
 The learner demonstrates an understanding of key health concepts related to the
achievement, sustainability and promotion of wellness as it improves the quality
of life of the individual, the family and the larger community.

1.5.4 Grade Level Standards
 Grade 1 The learner demonstrates an understanding of the essential concepts

related to nutrition and personal health as well as knowledge in injury prevention,
safety and first aid, as factors in facilitating the development of healthy habits and
practices among individuals.
 Grade 2 The learner demonstrates an understanding of personal health; family
health; the prevention and control of diseases and disorders; as well as injury
prevention, safety and first aid, which are factors that facilitate the development of
healthy habits and practices.
 Grade 3 The learner demonstrates an understanding and knowledge in the

following nutrition; prevention and control of diseases and disorders; consumer
health; and community and environment health- factors which help in facilitating
the development of healthy habits and practices.
 Grade 4 The learner demonstrates an understanding of nutrition; prevention and
control of diseases and disorders; substance use and abuse; and injury prevention,
safety and first aid, leading to the achievement of optimum health and well-being.
 Grade 5 The learner demonstrates an understanding of the nature of personal
health; growth and development; substance use and abuse; and community and
environmental health, which helps to achieve optimum health and well-being.
 Grade 6 The learner demonstrates an understanding of personal health, prevention
and control of diseases and disorders; consumer health; and injury prevention,
safety and first aid to achieve optimum health and well-being.
 Grade 7 The learner demonstrates an understanding of growth and development;
nutrition; personal health and injury prevention, safety and first aid to achieve,
sustain, and promote family health and wellness.
 Grade 8 The learner demonstrates understanding of family health and prevention
and control of diseases and disorders (communicable and non-communicable) to
achieve, sustain, and promote family health and well.
 Grade 9 The learner demonstrates understanding of community and environmental
health; injury prevention, safety.
 Grade 10 The learner demonstrates understanding of consumer health; national
and global health trends, issues and concerns; the development of a health plan
and exploration of careers in health to achieve, sustain, and promote health and
wellness.
1.5.5 Characteristics of The K to 12 Health Curriculum:
 Culture-responsive Uses the cultural knowledge, prior experiences and

performance styles of diverse student body to learning more appropriate and
effective (Gay, 2000)
 Epidemiological Relates to the incidence, prevalence and distribution of diseases
in populations, including detection of the sources and cases of epidemics.
 Health and life skills-based Applies life skills to specific health choices and
behaviors.
 Holistic Analyzes the interrelationship among the factors that influence the health
status, the areas of health and the dimensions of (physical, mental, social,
emotional, moral and spiritual) 5. Learner-centered Focuses on the students’

needs, abilities, interests and learning styles with the teacher as facilitator of
learning.
 Preventive Characterizes something that helps people take positive action in order
to prevent diseases and to achieve optimum health.
 Rights-based Advances the understanding and recognition of human rights, as
laid down in the Universal Declaration of Human Rights and other international
human rights instruments.
 Standards and outcomes-based Requires students to demonstrate that they have
learned the academic standards set on specific content and competencies.
 Values-based Promotes an educational philosophy based on valuing of self, others
and the environment through the consideration of ethical values as the bases of
good practice.
1.5.6 What is the Scope of Health as A Subject?
 Growth and development

 Personal health
 Nutrition
 Substance use and abuse
 Family Health
 Disease prevention and control
 Injury prevention and safety
 Consumer Health
 Community and environmental health
References/Additional Resources/Readings
https://www.slideshare.net/SashaiRah/chapter-13-principles-of-teaching-2

Activity Sheet
MAJOR 16 – PROCESS OF TEACHING PE AND HEALTH
ACTIVITY # 1
NAME: DATE:
C/Y/S: SCORE:
A. IDENTIFICATION: Write the word/s or answer in CAPITAL LETTERS on the

space provided.
_________________________________1. The Curricular Philosophy of the K to 12 PE

Curriculum fitness and movement education is the core of the ________________________.
_________________________________2. The State shall protect and advance the right of
the people to a balanced and healthful ecology in accord with the rhythm and harmony of
nature.
_________________________________3. The state recognizes the vital role of the youth in
nation-building and shall promote and protect their physical, moral, spiritual, intellectual,
and social well-being.
_________________________________4. It includes body awareness, space awareness,
qualities and relationships of movements and how these are used dynamically in various
physical activities.
_________________________________5. This is used best for open skills and involves
repeating a skill in varying situations.
_________________________________6. These are sometimes known as drills and
involves repeatedly practicing a whole skill in order to strengthen the motor programmer.
_________________________________7. This is sometimes also known as the chaining
method, as the parts of a skill are practiced individually, in order, before being linked
together and expanded.
_________________________________8. The skill first demonstrated and then practiced as
a whole from start to finish.
_________________________________9. This is a continuous form of practice which is
best for simple skills.
________________________________10. Attempts at the skill are divided up with intervals
in between to allow for rest and mental rehearsal.
B. SUPPLY THE MISSING WORD/S: Write the word/s or answer in CAPITAL

LETTERS on the space provided.
CONCEPTUAL FRAMEWORK
The Kindergarten to Grade 12 (“K to 12”) Health Curriculum aims to assist the
Filipino learner in attaining, 1______________, and promoting life-long health and 2.
___________. The learning experience through the program provides opportunities for the
development of 3_________________ competencies among students and to enhance their
over-all well-being. Health Education from Kindergarten to Grade 10 focuses on the
physical, mental, 4_______________, as well as the social, moral and 5______________

dimensions of holistic health.
C. ENUMERATION: Itemize the following. Write the word/s or answer in CAPITAL

LETTERS below the space provided.
1. What are the four major methods of practice?
2. What are the three key stage strands of the K-12 PE curriculum?
3. Enumerate 5 teaching approaches?
D. QUESTION FOR DISCUSSION: Explain the following.
1. What is physical literacy?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Discuss briefly the fundamental and significant aspects of physical literacy?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Explain the characteristics of the K-12 health curriculum

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________

Assessment Rubrics
Each question will be graded based on this five (5) point rubric.
LEVEL DESCRIPTION
Well written and very organized.

Excellent grammar mechanics.
5 - Outstanding Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Writes fairly clear.

Good grammar mechanics.
4 - Good
Good presentation and organization.
Sufficient effort and detail.
Minimal effort.
Minimal grammar mechanics.
3 - Fair
Fair presentation.
Few supporting details
Somewhat unclear.
Shows little effort.
2 - Poor Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.
Very poor grammar mechanics.

Very unclear.
1 - Very Poor
Does not address topic.
Limited attempt.

Learner’s Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Module : Number: _________ Title : ______________________

How do you feel about the topic or concept presented?
□I completely get it. □ I’m struggling.
□I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or lost?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If No, state your reason?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

How do you want it to be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).

HEALTH
Chapter 2
Teaching Approaches

Chapter 2
Teaching Approaches
Introduction
TEACHING APPROACH It is a set of principles, beliefs, or ideas about the nature of

learning which is translated into the classroom. An approach is a way of looking at teaching
and learning. Underlying any language teaching approach is a theoretical view of what
language is, and of how it can be learnt. An approach gives rise to methods, the way of
teaching something, which use classroom activities or techniques to help learners learn.
Specific Objectives

1. Discuss and understand different teaching approaches;
2. Explain the different teaching styles;
3. Familiarize the different sports education model; and
4. Value the importance of different approaches and methods of teaching in PE and
Health.
Duration
 9 hours (6 hours discussion and 3 hours assessment)

2.1. CO–OPERATIVE LEARNING IN SPORT STUDIES
Co-operative learning is based on the premise that developing an individual's self-
knowledge and self-respect are prerequisites for functioning effectively within group
situations. Considerable amount of teaching and learning in physical education occurs in
small groups and team situations. Successful group experiences can contribute to the
knowledge, self-esteem, and empowerment of individuals as they accomplish group
goals.
A cooperative learning programmed includes the following components:
 Positive interdependence - students work in groups with assigned roles to achieve

common goals;
 Individual accountability - students are equally responsible for the group's success and
can therefore be held accountable.
 Group processing - students reflect on how well their group functioned in working
towards the group's learning goals;
Social skills are incorporated in ways that students can identify their use and purpose.
Cooperative learning involves a deliberate intention of transforming individuals

into committed and productive members of a cohesive team. During this process
individuals are likely to progress through a series of stages.
These can be summarized as:
 forming - students come together and become acquainted.

 storming - students find areas of disagreement and conflict;
 norming - students define areas of agreement and cooperation; and
 performing - students work collegially toward group goals.
Cooperative learning provides students opportunities to:

 be committed to a group;
 learn and apply interpersonal skills;
 take responsibility for both their learning and that of others.
2.2. CRITICAL THINKING IN SPORT STUDIES

In sport studies critical thinking can be used to critically appraise the nature,
meaning, and importance of sport in our society. This appraisal involves examination of
the values, cultures, attitudes, and beliefs, which underpin our notions of sport and affect
students' enjoyment of, and participation in, school physical education programs.
2.2.1. Critical thinking model

Students answer the following questions in relation to a particular sporting
situation.

 How would you describe the particular sporting situation? What are the
hidden messages of this situation?
 What are the issues missing from this situation?
 What are your beliefs about the particular sporting situation?
 Why do you believe these things?
 Whose interests are being served in this situation - who is being
advantaged?
 Whose interests are not being served in this situation - who is being
disadvantaged?
 What needs to change to make this situation more inclusive? How can
you contribute to this change?
2.2.2. Critical thinking provides opportunities for teachers and students

to:
 Reflect on and critically examine different educational ideas and practices

related to sport and games;
 Develop skills of critical thinking to better understand the social and cultural
significance that sport has for individuals and for society;
 Reflect on why we play these sports;
 Reflect on the implications of what is taught and the way it is taught.
An experiential learning approach to sport studies. An experiential learning
approach can enhance students' personal growth through effective participation,
group processes, and openness to new experiences. It includes the solving of
movement and activity problems both individually and within groups and teams.
Rather than the teacher providing information, students are encouraged to

generate information as they progress through a planned sequence. The sequence
involves carrying out actions, observing and reflecting on the effects of those
actions, applying this understanding to new circumstances, and ultimately
generalizing their findings and transferring them to other aspects of their lives.
The role of the teacher is to provide contexts that enable activities to reflect real-
life situations.
A crucial element of the process is de-briefing or processing the experience.

This process provides opportunities for both self-reflection and peer feedback.
Adventure-based learning (ABL) is a form of experiential learning frequently

used in New Zealand schools.
Important elements of ABL around which sport studies games and activities
can be structured are:
 trust-building
 goal-setting
 challenge/stress
 peak experiences
 humor/fun

 problem-solving
Experiential learning provides students with opportunities to:

 participate in sequenced games and activities aimed at improving individual
self-concept and self-efficacy;
 develop decision-making and problem solving ability in physical activities;
 develop interpersonal and co-operative skills through trust and competent
behavior.
2.3 HELLISON’S MODEL
Developing personal and social responsibility in physical education Explicit

teaching is needed to develop the attitudes and values to behave socially responsible.
By using Hellison's developmental levels of personal and social responsibility
teachers can help students to make responsible decisions about their behavior and
involvement in physical education and in their lives beyond the school.
2.3.1. The levels of personal and social responsibility are:

 Level 0: Irresponsibility – students are unmotivated, and their behavior might
include interrupting, verbal abuse, intimidation, and 'putting down' other
students.
 Level 1: Self-control – students may not participate fully, but control their
behavior sufficiently so as not to disrupt the rights of other students to learn
and participate.
 Level 2: Involvement – students are actively involved in the subject matter,
and are willing to try new activities.
 Level 3: Self-responsibility – students are able to work without supervision
and increasingly take responsibility for their own actions.
 Level 4: Caring – students extend their sense of responsibility by cooperating,
giving support, showing concern, and helping others.
2.3.2. Strategies that may encourage awareness of personal and social

responsibility includes:
 Teacher talk – teacher describes student's behavior with reference to the

levels;
 Modelling – teacher models responsible attitudes, values, and beliefs;
 Reinforcement – teacher encourages positive attitudes or behavior, and
enhances student awareness of personal and social responsibility;
 Reflection – students have opportunities to consider their behavior in relation
to the levels;
 Student-sharing – students share their opinions and experiences about their
behavior in relation to the levels;

 Specific strategies – teacher uses specific strategies to increase student
interaction at a particular level (peer-teaching)
2.3.3. The personal and social responsibility model provides students with
opportunities to:
 reflect on their attitudes, values, and behavior;

 appraise the effect their attitudes, values, and behavior have on others;
 aspire to increasing levels of personal and social responsibility.
2.4 MOSSTON’S SPECTRUM OF TEACHING STYLES
This spectrum describes ten distinctive teaching styles based on the degree
that the teacher and/or students assume responsibility for what occurs in the lesson.
 Command: All decisions are controlled by the teacher.
 Practice: Students execute teacher-prescribed movement tasks on their own.
 Reciprocal: Partner helps in some teaching/coaching prescribed by the teacher.
 Self-check: Teacher plans and students monitor their own performance against
criteria.
 Inclusion: Planned by teacher, students monitor personal progress.
 Guided discovery: Teacher provides clues to solving movement problems.
 Problem-solving: Students find answers to problems set by the teacher.
 Individual: Teacher sets content, student plans program.
 Learner-initiated: Student plans programmed, submits evaluation to teacher.
 Self-teaching: Student is teacher and learner, takes responsibility for own
learning.
The first five teaching styles focus predominantly on reproducing what is

known. The last five styles focus on discovery learning. All styles, with the exception
of the first two, are useful in developing personal and social learning outcomes
through increasing student ownership of the learning process.
The last five styles of Mosston's teaching spectrum provides opportunities for
students to:
 take ownership and responsibility for their learning;

 plan and implement the programmed;
 receive personal and specialized skill and behavioral learning
programmed as the teacher becomes free from full class direct
instruction.
2.5 SPORT EDUCATION
The sport education model has several distinctive characteristics:

1. Seasons

A season involves a series of consecutive lessons (for example, 14 to 20), and
involves pre-season activities, practice and competition.
2. Team affiliation
Students become members of teams for the duration of the season and assume
roles of coach, manager, and so on, as well as being players.
3. Formal competition
The competition involves pre-season preparation, in-season competition, and a
culminating event or festival that provides an appropriate climax to the end of the
competitive season.
4. Keeping records
Records may include outcomes of matches and player performance.
5. Festivity
The festivity of sport can be encouraged through a sports notice board, team
photos, uniforms, and honoring the rituals and traditions of the particular sport.
2.5.1. The sport education model provides students opportunities to:
 participate in a realistic context

 explore ideas in, though, and about sport
 develop knowledge and skills, team identity, and social interaction skills
 take ownership and responsibility for their learning
 plan and implement the programmed
 be challenged through peer support, peer encouragement, and trustvalue
their contribution to the team, and
 receive personal and specialized skill and behavioral learning
programmed due to the teacher being free from full class direct
instruction.
2.5.2. Teaching Games for Understanding
The Teaching Games for Understanding (TGfU) model fosters tactical

awareness and skill instruction. TGfU is most effective when student-centered and
game-centered. It asserts that understanding tactics and strategies of a sport should
precede the development and execution of the required skills. Suggested lesson
sequence for teaching games for understanding.
 Game form: Small numbers of players, modified equipment, rules and

playing area.
 Game appreciation: The application and understanding of certain rules of
the game (simplified and modified), so that students develop tactics
appropriate for their skill levels.
 Tactical awareness: Tactics are developed through the gradual
introduction of movement principles (for example, space and time), and
increasingly complex scenarios (for example, creating and denying space,
recognizing their opponents' and team-mates' strengths and weaknesses).

 Decision-making: The teacher facilitates the decision-making process
through questioning, for example "what can you do?", "who could you
pass to?" and "how can you do it?"
 Skill execution: Correct execution of the required skill becomes
important when the student recognizes a need for it. When this happens
the skill and technical instruction is provided. Performance: Performance
includes both technical efficiency and appropriateness of the movement.
 Game: Completion of the preliminary steps culminates in the student's
ability to play the game. Teaching games for understanding provides
students opportunities to: take responsibility for their learning, transfer
understanding about games to other games, and apply cognitive
development to movement experiences.
The social inquiry model can help students to think systematically about
issues in sport by encouraging recognition of their own values and attitudes about the
issue, and the analysis of alternative positions.
The Social inquiry model has six stages.
 Orientation to the case: Students are introduced to the particular issue.

 Identifying the issues: Teacher encourages debate by reviewing facts. In this
stage, students are encouraged to characterize the values involved, and to
identify conflicts between values.
 Taking a position: Students take a position on the issue and articulate their
reasons for taking that position.
 Exploring the stance underlying the position taken: Teacher provides
opportunities to challenge and probe students' positions by asking students to,
for example:
 identify the point at which a value is violated or compromised;
 clarify the conflict between values, through using analogies;
 provide desirable or undesirable consequences of a position.
Refining and qualifying the positions: Students' clarify their reasoning in a

value position. The teacher can prompt students to re-state or revisit their positions.
Testing assumptions about facts, definitions, and consequences: The value positions
are tested by identifying and examining the factual assumptions behind them. The
teacher can encourage students to consider whether their value position would still
hold up under extreme conditions.
The social inquiry model provides opportunities for students to:

 communicate effectively and successfully negotiate their differences,
 explore a range of viewpoints as well as their own, and
 reflect on their own bias and the effect this bias may have on others.

Johnson, D., & Johnson, R. (1987). Learning together and alone: Co-operative,
competitive, and individualistic learning. Englewood Cliffs, NJ: Prentice Hall.
Joyce, B., & Weil, M. (1986). Models of teaching (3rd ed.). Englewood Cliffs, NJ: Prentice-
Hall.
Hellison, D. (1995). Teaching responsibility through physical activity. Champagne Il:

Human Kinetics.
Mosston, M., & Ashworth, S. (1994). Teaching physical education (4th ed.).

Columbus, OH: Merrill Publishing Company.
Bunker, D., & Thorpe, R. (1986). Issues that arise when preparing to teach for
understanding. In R. Thorpe, D. Bunker, & L. Almond (Eds.). Rethinking games teaching.
Loughborough: University of Technology.
Siedentop, D. (1994). Sport education: Quality physical education through positive

sport experiences. Champaign, IL: Human Kinetics.
Joyce, B., & Weil, M. (1986). Models of teaching (3rd ed.). Englewood Cliffs, NJ:
Prentice-Hall.
https://www.slideshare.net/SashaiRah/chapter-13-principles-of-teaching-2

Activity Sheet
ACTIVITY # 2
NAME: DATE:
C/Y/S: SCORE:
I. IDENTIFICATION: Write the word/s or answer in CAPITAL LETTERS on the

space provided.
___________________________1. Students work in groups with assigned roles to achieve

common goals.
___________________________2. Students reflect on how well their group functioned in
working towards the group’s learning goals.
___________________________3. Students are equally responsible for the group’s success
and can therefore be held accountable.
___________________________4. Students work collegially toward group goals.
___________________________5. Students define areas of agreement and cooperation.
___________________________6. Students find areas of disagreement and conflict.
___________________________7. Students come together and become acquainted.
___________________________8. A model that can help the students to think
systematically about issues in sport by encouraging recognition of their own values and
attitudes about the issue.
___________________________9. Teacher describes student’s behavior with reference to
the levels.
___________________________10. Students share their opinions and experiences about
their behavior in relation to the levels
II. ENUMERATION: Itemize the following. Write the word/s or answer in

CAPITAL LETTERS below the space provided.
A. Stages of social inquiry model

1.
2.
3.
4.
5.
6.
B. Suggested lesson sequence for teaching games.
7.
8.s
9.
10.
11.
C. Distinctive characteristics of sport education model.

12.
13.
14.
15.
D. Mosston’s Spectrum of teaching styles.
16.
17.
18.
19.
20.
E. Strategies that may encourage awareness of personal and social responsibility.
21.
22.
23.
24.
25.
III. QUESTION FOR DISCUSSION: Explain the following.
1. Explain the co-operative learning in sport studies.

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2. Explain how Hellison’s model develop the personal and social responsibility in physical
education learners?
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Assessment Rubrics
LEVEL DESCRIPTION


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.


Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________



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HEALTH
Chapter 3
Planning the Curriculum

Chapter 3
Planning the Curriculum

Introduction
Planning the school curriculum in terms of subjects and qualifications is only part of the
process. The experienced curriculum in an excellent school provides a learning experience
that is more than the sum of the qualifications, subjects and activities that are visible on the
school schedule. This is because careful attention in curriculum design and implementation is
given to learning within, across and between the subjects and activities. All teachers and
school staff support the development of the learner attributes and other qualities identified in
the school’s vision. Breadth, balance and coherence need to be built in by design. The
school’s vision and aims will include personal and social outcomes as well as academic ones.
Learning does not begin or end in classrooms, but permeates the school environment and
broader community.
Specific Objectives

1. Discuss and understand how to plan the curriculum;
2. Explain the importance of planning and importance of teaching;
3. Write SMART lesson objective; and
4. Value the importance of curriculum planning.
Duration

3.1 PLANNING THE TEACHING/LEARNING PROCESS
Planning is the beginning of teaching and learning process, before a teacher goes to
the class to deliver any lesson, he plans such lessons while education administrators
make policy and plan the curriculum for the school to implement them. Through
planning for a lesson makes the teaching-learning encounter valuable and productive impact.
Planning work is one of the essential parts of any kind of work if reasonable be
achieved. When planning, no matter whether a single lesson or a unit of lesson, progress is to
the teacher will have to undertake four major task:
 Decide on the learning objectives and outcomes.

 Select appropriate teaching approach (method, content, teaching styles, class
management issues and suitable teaching activities to cover both inner and
cross curricular objectives).
 Prepare a lesson plan (for the size and age of the class, with suitable size and
number of the resources/equipment).
 Decide on the assessment (introducing criteria, monitoring progress and
developing tools for evaluation – all leading to developing pupil’s sense of
self-control and self-evaluation, but also their self-esteem).
Planning the process of physical education lessons, the teacher has to consider such
aspects as aims, objectives and teaching methods as well as forms of classroom management
and the most appropriate forms of assessment. The lesson plan must be an integral part of the
unit of work and of an overall semester working scheme. In order to maintain some
continuity, it must include (refer to) the pupils’ previous educational experiences and prior
knowledge. As the unit of work (the sequences of the subsequent lessons) progresses, the
complexity and practicality of the activities that pupils learn, needs to be increased
although it should still be adapted to suit their ability, age category, size of the class or even
cultural and social backgrounds.
Understanding the importance of cross-curricular objectives and the balance between

the complexity and practicality of the teaching materials seems to be the fundamental factor
affecting the long term effectiveness of the educational process. Contrary misconduct of
professional preparation may lead to accidents, misbehavior of pupils or at the very least,
may lead a to waste of time and illusive gains in terms of education or sport/health-related
skills or knowledge.
PE teachers need to be well prepared before they begin planning the process of
teaching. There is certain information, which the teacher must be aware of prior to the lesson.
This includes the class (year/size/gender), consecutive lesson number in the unit of work (e.g.
1/4 to know whether it is the first lesson in a cycle or maybe the last one 4/4), equipment
required for activity (practical) and resources/materials– worksheets for in class and/or
homework tasks as well as special safety requirements. After considering this general
information, every teacher needs to consider the lesson aims, lesson objectives, relevant links

with the national curriculum attainment targets and cross-curricular links based on previous
experiences.
3.2 THE IMPORTANCE OF PLANNING AND PREPARATION IN TEACHING
One element that makes for effective teaching, is planning. Here are several reasons
that lesson planning is essential:
 It gets you prepared. Some material you might know like the back of your
hand, while other material might be new to you or more complex, and
therefore more challenging to deliver successfully. Planning helps, you get up
to speed so you’re not figuring things out while trying to teach students.
 It boosts your confidence. Confidence in classroom is largely about having

good control. Armed with a plan to impact learning upon you students each
day, you’ll achieve learning objectives more easily and will avoid those
“dead” minutes when you’re stalling or thinking on the fly (and your students
get restless).
 It solidifies you as a professional. When you are observed for performance

evaluations, you will be graded on your effectiveness in the classroom.
Thoughtfully prepared lessons are easy to spot, whereas “off-the-cuff”
teaching can seem disorganized and unimpressive.
 It makes sure lessons are meaningful. Arguably, the most important reason
to plan is that it ensures your students’ time in the classroom is worthwhile. As
their teacher, you should tie all activities to specific learning objectives and
connect your daily lessons to all long-term units. It is vital that everything
flows together so you can help your students achieve grade-level standards.
3.3 CREATING A SIMPLE LESSON PLAN IN FIVE EASY STEPS:
Step 1: Note Down Your Aim
Decide on an aim for your lesson plan. This aim will help you understand
what you should be doing in the PE class for your students to be encouraged to
play. An aim will help you work towards your goal and follow specific rules to
keep the class intact. Teacher lesson plan templates will help you, a teacher, plan
out your daily lessons and use them to run your classes in the best effective way
possible.
Step 2: Try Different Concepts
Introduce new ideas and games for your students. Allow your students to
out in their ideas too, as they might have great suggestions on how to make the
class fun and more interactive. It will help them understand what you are trying to
say about physical education better. Practical knowledge is always better than just
theory classes for learning students.

Step 3: Know Whom You Teach
One of the most important things to know as a teacher knows your

student’s interests, needs, and unique talents. If this is done, it would be easier
for you to make them understand what you want them to know easily,
showing them examples from their life itself for better understanding. Plan
templates in Google Docs can also be of great help in case you want to make a
plan in the form of Google documents. There are many fitness lesson plans
available online for you to check the best one that is most suitable for your
class.
Step 4: Things to Do
Have a list ready of all the materials and resources you will need to teach
the next class ready so that there is no time wasted in searching for them. Try to
introduce new methods of teaching regularly and make your classes fun,
otherwise, students would not want to attend your classes. Make a list of the
different methods you will be using to teach your students.
Step 5: Assessment and Evaluation
It is very important for you to make a fair and equal assessment of all of
your students. Evaluate them on a regular basis and see if they need your help to
improve in any possible way. You can create a monthly lesson plan or a weekly
or a yearly one, based on your requirements.
It is very important for you to make a fair and equal assessment of all of
your students. Evaluate them on a regular basis and see if they need your help to
improve in any possible way. You can create a monthly lesson plan or a weekly
or a yearly one, based on your requirements.
LESSON PREPARATION SHEET
Physical Education
Lesson Plan Rubric
Please use the scores from the Physical Education Lesson Plan Rubric Scoring Guide to
complete these cover sheet.
Unacceptable Acceptable Exemplary

1 2 3
Content Knowledge
Identify key elements of motor skills performance and 1 2 3
include appropriate motor skill sequence. (1.1)
Demonstrate knowledge of state and national standards. 1 2 3
(1.6)
Growth and Development
Identify and develop instruction based in factors that 1 2 3
influence progression and developmental readiness. (2.2)
Diverse Learners

Identify and select appropriate instructional strategies that 1 2 3
meet the needs of diverse learners. (3.1)
Management and Motivation
Explain managerial routines that allow for a well-ordered 1 2 3
learning environment. (4.1)
Organize lesson to best utilize available time, space, and 1 2 3
equipment to ensure effective e learning experience. (4.2)
Planning and Instruction
Identify and develop appropriate instructional goals and 1 2 3
objectives. (6.1)
Identify and select instructional strategies to enhance 1 2 3
student learning based on content, students’ needs and
safety. (6.3)
Designed learning experiences for effective instruction. 1 2 3
(6.4)
Apply pedagogical knowledge in developing an effective 1 2 3
learning environment. (6.5)
Select and identify learning experiences that allow for 1 2 3
curriculum integration. (6.6)
Select and utilize appropriate teaching resources and 1 2 3
curriculum materials. (6.7)
Identify and develop appropriate instructional cues. (6.9) 1 2 3
Select ad utilize direct and/or indirect teaching styles. 1 2 3
(6.10)
Completeness of lesson plan. 2 3
Written clarity and correctness of lesson plan. 1 2 3
Learners Assessment
Select and use a variety of appropriate assessment 1 2 3
techniques. (7.2)
Include students self-and/or peer assessment. (7.3) 1 2 3
Student Teacher: Cooperative Teacher:

School: Grade: Class Size: Period: Time:
Unit: Lesson: Main Theme:
Equipment:
Instructional Objectives – Students have the opportunity to:
Physical Education Teaching Lesson Plan
Psychomotor:
Affective:
Cognitive:
Time Progressive/ Activities Formations/Organization Teaching/ Safety Cues

Introduction:
Body:
Conclusion:

Activity Sheet
ACTIVITY # 3
NAME: DATE:
C/Y/S: SCORE:
A. Individual Activity: For Reflection
1. Think for a moment about your favorite teacher in K – 12 curriculum. Make a mental
list of what made that teacher so special that even years leaving you can still
remember.
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2. Surf the internet for at least 5 inspirational quotes on teachers. Reflect on them.
Memorize one or two.
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3. Make a semi – detailed lesson and detailed lesson plan in PE and Health.
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https://kstatelibraries.pressbooks.pub/EDCI702/chapter/module-6-curriculum-planning/
https://kstatelibraries.pressbooks.pub/EDCI702/chapter/module-6-curriculum-planning/

Assessment Rubrics
LEVEL DESCRIPTION


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.


Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________



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HEALTH
Chapter 4
Management of Instruction

Chapter 4
Management of Instruction
Introduction
Classroom management plays a critical role in creating an environment conducive to

learning. It consists of practices and procedures that teachers apply to establish an
environment conducive to instruction and learning. Research ranks classroom management
near the top of issues that impact effective instruction and student achievement.
Administrator and teacher surveys consistently list disruptive student behavior as the primary
reason for teacher turnover. Ultimately, success in the classroom depends on a classroom
climate that encourages and supports learning. However, a well-managed classroom doesn’t
just happen on its own; it results when a teacher is trained in key competencies and becomes
fluent in them.
Specific Objectives

1. Identify and understand the process of teaching and learning;
2. Understand different teaching styles;
3. Explain the guiding principles in the selection and use of instructional materials and
their implications to teaching and learning.
4. Value the importance of teaching and learning.
Duration

4.1 LEARNING AIMS, OBJECTIVES AND OUTCOMES
When planning a lesson, the teacher needs to have clear and concise aims and
objectives for the pupils. These aims and objectives should interrelate with the content of the
lesson in that the skills that they are teaching the pupils combine with the objectives so that
pupils are able to identify the learning outcomes at the end of the lesson and state whether or
not they have been successful in achieving all the aims and objective given to them from the
start of the lesson. Therefore, it is important to make sure what will be emphasized in the
lesson.
The term learning means changes in our behavior, attitude, knowledge and skills. In
other words, we can say that through learning we can feel permanently changes in our self.
The learning is a type of reinforcement, which may learn a change in behavior enduring by
strengthening and intensifying certain aspect of an individual behavior.
Learning may be described as the process of acquiring the ability to respond

adequately to a situation, which may or may not have been previously a countered. After
analysis, the term learning consists of the following contents:
L – At length
E – It should be affective
A – It should be apparent
R – Relentless
N – Elimination of negative thoughts
I – Implanting
N – Elimination negative internalization
G – Elimination of generalization
4.2 STRUCTURE AND ORGANIZATION OF THE TEACHING/LEARNING

PROCESS
When constructing lesson plans, teachers need to think carefully how they allocate
time for learning (acquiring) a skill, for developing it and in the subsequent lessons, for
mastering it. They also have to propose a mode of evaluation of the progress. This will
determine the structure of the lesson, the methods they use and even the time they spend on
each particular task.
To ensure that the lesson goes ahead in a structured and professional manner the
teacher has to consider the most appropriate use of:
1) Equipment,
2) Organizational methods for teaching lesson,
3) Social skills and etiquette for conduct,
4) Lesson modification: ways to adapt certain lessons and activities to help pupils with
special needs, with other examples changing the size of the playing area, different types of

equipment for lessons or altering rules of game to allow modifications in performance,
expectations and outcomes of the lesson.
5) Safety regulations and identifying potential dangerous hazards that could harm or inflict
injury to students or staff within the lesson,
6) Rules (to be obeyed and followed in particular settings and circumstances),
7) General teaching suggestions and clues that apply to the entire lesson.
4.3 SCHEMES, UNITS OF WORK AND SINGLE LESSONS
Good planning enables pupils (and reassures teachers) to visualize the lesson scenario
in a structured and detailed way. It allows preparation and re-consideration in advance of
every step and phase of the lesson, which smoothens the flow and helps both parties focus on
achieving the objectives and learning outcomes. Furthermore, lesson plans are also useful
after the lesson as they provide a record of progress and can be referred to in order to estimate
the outcomes and the size of the effects. However, to be able to assess the pupils progress, the
teacher needs to develop evaluation strategies (and criteria) prior to the lesson and has to
make them clear to the pupils beforehand. It also provides pupils with a sense of direction
and helps to emphasize the inner and cross-curricular links, providing the teacher has
interwoven them into her/his planning and they are aware of the links.
Therefore, changing the present situation requires actions at multiple levels. To

combat the low status situation of physical education and physical activity have given some
guidelines, which should be considered when planning any changes:
1) Current educational and sociological trends,

2) Rationale for the program,
3) Guidelines for program planning,
4) Organization for the effective teaching,
5) Basis of movement learning and education,
6) Guiding the learning process,
7) Teaching styles, lesson planning and introductory activity,
8) Implementation of physical fitness in the program,
9) Postural consideration,
10) Perceptual-motor competency,
11) Creative play-story games and dramatic plays,
12) Manipulative and apparatus activities,
13) Stunts and tumbling,
14) Combative classroom and game-type activities,
15) Integration with other subjects,
16) General consideration of sport activities such as basketball, football, hockey, soccer,
softball, track and field and volleyball,
17) Facilities and equipment.
These guidelines contain extensive coverage of activity sequences, particularly those

that incorporate perceptual-motor concepts, principles and activities into regular program
activities.
Despite these generic guidelines, some actions need to be undertaken at the roots of
teaching.

4.4 TECHNICAL ASPECTS OF PLANNING THE TEACHING /LEARNING
PROCESS
Planning the learning task is one of the principal actions that a teacher should engage
in, and it is important to know how teachers in the pre-service phase plan learning and
communication tasks and the feedback that they use in the classroom.
There are two main approaches to teaching invasion team sports:
1. Teacher – Centered Approach. Within the teacher – centered approach the direct
instruction methodology is the most common, with the teacher choosing the contents
to be developed and managing the class so that the students have more opportunities
to respond, get involved cognitively and make decisions about the game. Specifically,
the teacher thus designs tasks to develop movement patterns and technical skills that
the student has to reproduce. Initially a technical skill is practiced in an unspecific
manner in tasks which are isolated from the game to be subsequently incorporated
into play. The most commonly used method in direct instruction are unspecific
exercises and simple games.
2. Student – Centered Approach. In the student – centered approach, it can be
highlighted of teaching game for understanding. The TGFU appeared as a practical
teaching model for designing tasks and concentrate the student’s attention as they
look for solutions that will lead them to understanding the technical aspects of the
game. The teacher is responsible for presenting a tactical problem, which has to
develop through a series of tasks or games. The TGFU proposal contains six stages:
play, perception of play, tactical awareness, decision-making, technical
execution, and performance.
Sample of Semi - Detailed Lesson Plan in Physical Education
I. OBJECTIVES:
 Describe the meaning and importance of managing lifestyle and weight
 Determine physical and physiological signs and symptoms that calls for
lifestyle and weight management
 Prepares a Weekly Activity Log to promote physical fitness in managing
lifestyle and weight
 Show appreciation value of recreational activities in improving fitness and
managing lifestyle and weight
II. SUBJECT-MATTER
a. Topic: Active Recreation in Managing Lifestyle and Weight
b. Reference: Physical Education and Health Learner6s Material page 3-47
c. Instructional Materials: Books, manila paper, masking tape, photos, activity
notebook, pen, checklist of healthy and unhealthy practices, worksheet,
reading materials on lifestyle, assessment tool, PowerPoint Presentation
d. Value: Having a Healthier Lifestyle through Participation in Physical
Activities and Eating Healthier foods should be Everybody’s Priority.
III. PROCEDURE

a. Checking of Attendance
b. Collection Assignment
c. Brief Recap
d. Motivation
 Have the students answer individually the Pre-Assessment on page 3-4
of the Learner’s Material (LM). Remind them to answer according to
their lifestyle. Hence their answer will reflect the assessment on their
healthy lifestyle rating and that there is no wrong answer for this. Then
evaluate their results.
e. Lesson Proper
 ACTIVITY
 Group the learners to 5 groups. Have them work-out the
following activity. Make sure to clarify the group’s task.
Provide them the materials needed. Remind them to do the task
in 10 minutes only.
Group 1 - WHAT IS IT FOR YOU?
Group 2 - RACE TO CONNECT
Group 3 - WEIGHT, THERE’S MORE!
Group 4 - SWEATING OFF THE RISKS
Group 5 - LECTURE DISCUSSION
 Presentation of outputs and reporting (maximum of 2 min. each
group)
 ANALYSIS
 Have each group share their thoughts as to how did they find
each activity.
 What do you observe from the activity? Why?
 How did the other group’s activity relate to your
group’s task?
 What does this imply to your lifestyle and physical
fitness?
 What were your realizations?
 ABSTRACTION
 Wrap-up their answers
 Give a lecturette/ discussion on Lifestyle and Managing it and
Participation in Recreational Activities
 APPLICATION
 Have learners work in pairs and let them accomplish the
Weekly Activity Log.

 Then have them elicit their personal reflection on the
knowledge and skills that they have gained by completing the
Introduction Diagram on page 45.
IV. EVALUATION
 Have the students do and answer the following task.

A. Describe the meaning and give the importance of Managing Lifestyle
and Weight.
B. Error Identification: Listen to the statements carefully. If the statement
is False, choose the word that makes the statement false. Is the
statement is True, write Na for “not applicable). Do this in your
Activity Notebook.
(Refer to page 47 for the statement- 10 items)
V. ASSIGNMENT
 Instruct learners to accomplish an Activity Participation for Fitness Advocacy.

(They may refer to page 46 of their LM as their guide.
Sample of Detailed Lesson Plan in Physical Education
I. OBJECTIVES:
At the end of the lesson the student should be able to:
1. Identify the fielding positions in softball
2. Differentiate the responsibilities and characteristics of positions
3. Apply the responsibilities of fielding positions in softball.
II. SUBJECT MATTER:
a. TOPIC: Fielding Positions in Softball
b. REFERENCE: Softball12-wikispaces Softball Field Position
c. MATERIALS: laptop, projector, cartolina, sticker
III. PROCEDURE:
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
(Preparatory Activity)
I am currently … because these activities …

(write the active activities (Write why you are currently
you are involved with now) doing these activities?)
I want to … because these activities

(write the active recreational activities (Write why you want
to be
you want to be involved with in future) involved with these
activities)

CLASSROOM ROUTINE:
 PRAYING
 CHECKING THE ATTENDANCE
A. MOTIVATION
Class, what can you see in the drawing? A diamond
ma’am!
Ok! For example, that is a softball diamond.
What is the missing to complete that softball
diamond? Man or player’s
ma’am!
Very good!
So, what we going to put the missing
Positions in that diamond.
Kindly paste it on their respected positions. (Students go to the blackboard)
Ok let’s check if all those you labelled are correct.

B. PRESENTATION:
Our topic for today is all about fielding positions
in softball.
C. LESSON PROPER:
But before that, let me first introduce the history
of softball.
(Teacher read the history) (students listening)
There are two teams compete in each game.

How many players are there in a team? Nine player’s ma’am.
Ok. It composed of nine players man the field,
And nine batters hit in a predetermined order
for each team know as a batting order or line up.
The nine defensive positions can be grouped into

two general categories.
It is called the INFIELDERS AND OUTFIELDERS.

Infielders are composed of six positions.
Kindly give them class? Pitcher ma’am
What else? Catcher ma’am
Another? 1 st baseman
ma’am
What else? 2 nd baseman
ma’am
Another? 3 rd baseman
ma’am
And last is? Shortstop ma’am
Ok, each of them have their own characteristics

and responsibilities.

Pitcher-pitches the ball from the pitcher’s mound
to the catcher.
Catcher-crouches behind home plate and receives
pitches thrown by the pitcher. Also receives throws
from fielders attempting to make outs at home plate.
1st baseman-“Fields,” or defends, balls hit near the 1st
base line. Receives throws from fielders attempting
to make outs at 1st base.
2nd baseman-Fields balls hit near 2nd base. Receives
throws from fielders attempting to make outs at 2nd
base. Often involved in a double-play
3rd baseman-Fields balls hit near the 3rd base line.
Receives throws from other fielders attempting to
make outs at 3rd base.
Shortstop-Fields balls hit between the second baseman
and third baseman. Covers 2nd base when the ball is
hit to the second baseman.
Any question from the infielder’s class? None ma’am

Ok let’s proceed to outfielders.
Outfielders are composed of 3 positions.
What are they class? Left fielder ma’am
What else? Right fielder ma’am
And? Center
The outfielders have also their own responsibilities.
The three fielder are attempt to catch balls hit into

their portion of the outfield. Balls hit to the outfield
are generally ground balls or fly balls hit past the infield.
D. GENERALIZATION
Class, any question about the fielding positions in softball? None ma’am
Again, how many team compete in each game? 2 teams ma’am
How many positions occupied the infielders? 6 positions ma’am
How about the outfielders? 3 fielders ma’am
IV. EVALUATION
Get one whole sheet of paper. Draw the softball diamond,
label it with their corresponding positions and give their
responsibilities. (students follow instruction)
V. AGREEMENT
Tomorrow, wear your prescribed p.e uniform and lets
apply what you have learned today.
https://www.slideshare.net/erman21/technological-university-of-the-philippines

https://www.academia.edu/31716432/DETAILED_LESSON_PLAN_IN_PHYSICAL_
EDUCATION
https://web.calstatela.edu/faculty/jshindl/cm/Chapter11pedagogy-final.htm
http://pascapbi-3a.blogspot.com/2017/01/the-instructional-management.html

Activity Sheet
ACTIVITY # 4
NAME: DATE:
C/Y/S: SCORE:
A. Make your own instructional materials needed for your demonstration teaching.
(Picture Documentation)
RUBRICS FOR INSTRUCTIONAL MATERIALS
MEETS INADEQUATE
CRITERIA 2 1
1. Material provides a useful table of contents,
glossary, supplemental pages, and index.
2. Layout is consistent.
3.Size and format of print is appropriate.
4.Format is usually appealing and interesting.
5.Visible, neat and clean.
6. Information is accurate.
7. Material contains examples and explanations.
8. Materials focus on the knowledge, skills, and
abilities appropriate to the grade level.
9. Information and directions are clearly written
and explained.
10. Material includes application of skills and
concepts at grade level.
11. The material is focused on the major ideas at
that grade level
12. Material reflects a variety of ways to
differentiate instruction and model content to
support all learners.

Assessment Rubrics
LEVEL DESCRIPTION


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.


Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________



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___________________________________________________________________________
___________________________________________________________________________


___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________

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___________________________________________________________________________

HEALTH
Chapter 5
Teaching Physical Education

Chapter 5
Teaching Physical Education

Introduction
Physical Education (PE) develops students’ competence and confidence to take part in a
range of physical activities that become a central part of their lives, both in and out of school.
A high-quality PE curriculum enables all students to enjoy and succeed in many kinds of
physical activity. They develop a wide range of skills and the ability to use tactics, strategies
and compositional ideas to perform successfully. When they are performing, they think about
what they are doing, they analyze the situation and make decisions. They also reflect on their
own and others’ performances and find ways to improve upon them. As a result, they develop
the confidence to take part in different physical activities and learn about the value of healthy,
active lifestyles.
Specific Objectives

1. Discuss and understand different teaching styles;
2. Identify the different parts of the lesson;
5. Demonstrate different teaching strategies, methods, styles in teaching.
6. Value the importance of teaching and learning
Duration

5. TEACHING APPROACHES, STRATEGY, METHODS AND TECHNIQUES IN PE
The development of positive attitudes toward physical activity requires some sort of
emotional engagement in the process by the pupils themselves. This obviously will not be
enough but it will certainly improve the quality of teaching. Educational processes have to
provide the choice of contents, use a range of resources, and a variety of activities and
teaching approaches. However, one must remember that too many changes at one time can
make pupils (used to “traditional” methods) feel uncomfortable and incapable of
accomplishing the task, which may slow down the progression of acquisition and eventually
break down the structure of a lesson. The “traditionally” structured framework of the lesson
(so-called lesson routine) gives a pupil a sense of security and guidance, which provides them
(and the teacher) with physical and mental support. But on the other hand, it doesn’t
challenge the routine, it is the routine that is monotonous and when it coincides with poor
quality (i.e. unattractive content delivered in a command teaching style) this may result in
children dropping out of after-school physical activity thus, countering what physical
education is all about – developing a physically active life style.
5.1. PREPARING FOR TEACHING AND LEARNING
Diagnosis – getting to know your pupils
During the school year, it is the introductory classes of the first weeks in school
teacher and the pupils a chance to get to know each other and to set the rules and expectations
for the forthcoming school year. In order to do this successfully, the teacher needs to assess
pupils’ abilities and interests, especially when they are coming into contact for the first time
(e.g. pupils coming into a new school). For some teachers, the easiest way to plan the route is
through the various forms of assessing physical fitness.
The teacher will also have to set the expectations for other pupil to accept each other’s
strengths and weaknesses. It is also a good idea to protect one’s privacy during the testing of
fitness, especially when for example it may include skin-fold measuring or body mass
control, particularly with girls, who are often more sensitive about their appearance.
However, this can be easily achieved by a simple play activity.
5.2. THE PROCESS OF TEACHING AND LEARNING
A single lesson is the fundamental link of every educational process. To meet the
needs of modern societies, teaching needs to emphasize more creativeness and self-autonomy
rather that repetition or reproduction. Preparation of a lesson is a very important aspect of
teaching as it sets out a clear, systematic and progressive structure for which the teacher and
the pupils can work together. The content of the lesson plan needs to be progressive – one
task/activity leads up to and links with another so that by the time they are approaching the
end of the lesson, the pupils can demonstrate the skills that they have been trying to learn
(and hopefully have learned). However, the teacher must be aware that some skills, especially
involving intellectual capability like cross-subject tasks will require more time than just one
lesson to be absorbed.

Lesson plans are an integral parts of every teacher’s job. They allow the teacher to
structure the time with the pupils to get the best out of them. A lesson plan is a teacher’s
detailed description of the course of instruction for the individual lesson. By using lesson
plans, teachers can accurately state what the objectives of the lesson are and the pupils should
be able to do (skills), understand (knowledge) by the end of the lesson and how this will
affect their attitude towards their own health-related statues across the life span. The lesson
has clear Intended Learning Outcomes (ILO) described and broken down into sections: the
warm up, main part and then cool down part. Each activity should have a clear description of
how they fulfil the objectives of the lesson.
5.3. MAJOR PARTS OF A LESSON
1. Introduction and warm-up
Remind about previous tasks, explain the intended learning outcomes and topic
for the lesson and set up the first tasks. Gradually raise body temperature and heart
rate.
The warm up is led for three reasons:

 To improve performance,
 To prevent injury,
 To prepare psychologically for the next, more challenging events.
It is worth remembering that in case of cardio-vascular warm up, the teacher

starts with these exercises, which raise the pulse rate slowly (i.e., start moving parts of
the body closest to the heart). This is usually followed by some sort of trot and then
stretching, which forms the second phase of the warm up. There are 3 ways of doing
this:
 Static stretching – easy stretches which are held for about 10-20 secs. These
should be related to the main activity and the main topic of the lesson,
 Ballistic stretching with bouncing stretches of contraction and release,
 Proprioceptive neuromuscular stretching, which is a form of assisted stretches
using the help of another person (mainly done by the top athletes after they
have performed their static stretches, but might be also used by some highly
qualified teachers working with elite sport students).
2. Main part
Usually in the main part, major activities may take a variety of forms. It may vary
in terms of training session e.g. interval training, continuous training, ‘Fartlek’
training, circuit training, weight training or aerobics but the whole idea is to introduce
new skills, revise and practice/master old ones and depending on the focus and strands
(acquiring, selecting and applying or evaluating) organize the rest of the lesson
content.
This part is usually broken into whole-part-whole approach and will relate to the
whole activity in the final part of the lesson. It will obviously vary depending on what
the objectives and intended learning outcomes (ILOs) are (i.e. to lose weight, to win a
class title, to improve current fitness, to have fun and be healthy or to build social
relationships).

Now it is recommended that this part should concentrate on other aspects of
human physical activity such as discovering one’s body and how it changes, with time
and what needs it has and building the relationships with others in range of social
environments, thus making it more physical and health education than physical
training.
3. Conclusion (cool down)
The cool down part gradually returns the body to its normal temperature and
the working pulse rate to the resting pulse rate. It eases down the emotional
excitement of the fun factor of the physical activity. It also helps to prevent long-term
stiffness and soreness in the muscles by dispersing lactic acid. In order to return the
pulse to its resting rate, a similar activity could be used as the one in the warm-up but
with less intensity or an increased number of pupils, equipment, limited space etc.
Starting the lesson, the teacher needs to allow a recap of what has been covered
previously, what learning has taken place and remind pupils of the key words to
consolidate. It is a good idea to use the same pattern during the final moments of the
lesson not only in order to calm down emotions, but also to leave a trace of
information (reinforce) of what has been covered in the lesson.
Teachers should remember that motives for participating might vary as each
individual will vary. Some will want to improve skills and will lose their interest if
there is no progress (i.e. due to the monotonous repetition of the same tasks), others
will enjoy being active and the fun factor will play a crucial role but they will be
discouraged by too much pressure (i.e. if there is an emphasis on winning in racing or
in a game). Allow you to: However, all of them will definitely feel better if they face
a challenge which makes them feel more self-confident.
5.4. TEACHING STYLES:
As a Physical Education teacher, it is extremely beneficial to have a strong

understanding in the different teaching styles as they allow you to:
 Cater for the different ways pupils learn;
 Allows students to learn all the concepts, processes and skills inherent to
physical education;
 Eliminates monotony in the delivery of PE;
 Are useful for planning how students will achieve a given learning
objective.
5.4.1. The command style
The teacher makes all the decisions on the three sets (pre impact, impact and
post impact). The objectives are immediate response to stimulus, accurate and
immediate performance and synchronized performance in a group. of a task so it can
stimulate physical development. The teacher shows care and sensitivity during this
style of teaching; it is not a strict method. An example of this method is Aerobic
dance, where the teacher shows the steps and the learners follow, but they can still
decide what they are going to do.

Example.
Objective: pupils demonstrate the correct technique for the grapevine dance step.
Activities:
1. Demonstrate the starting position
2. Ask the pupils to step and provide them with feedback
3. Ask the pupils to perform other steps and movements Provide them with
feedback.
5.4.2. The practice style
The learner can make decisions on impact set in nine specific areas: postures,
decisions, order of tasks, pace and rhythm, stopping time of task, intervals,
appearances, initialization and, finally, questions for clarification. The learner is
afforded time to perform his/her task individually and privately; the teacher may also
have time to make immediate, private, feedback. An example of this method is a
teacher or student demonstration of a “set shot” in basketball, after which, students go
and practice.
Example:
Objective: Pupils demonstrate the correct technique for dribbling/passing/ trapping

(and also a Combination of the three skills).
Activities:
1. Set up, divide the group into pairs. Each player takes turns dribbling around one
line of cones.
2. In pairs, dribble the ball up and down the field, passing the ball.
3. Play a 4-on-4 mini-soccer game against the divided groups.
4. Mark two areas with four boundary cones. Play a 2-on-2 keep away game. The
team with the ball can dribble and pass anywhere in the marked area. The other
team tries to steal the ball. If the ball goes out of bounds, the ball is given to the
team that did not kick it out of bounds.
5. Provide appropriate reading and writing materials. Read about biomechanical
principle of absorption of force and write a paragraph explaining how it relates to
soccer.
(The teacher can use a circuit form and circulate from station to station, providing
feedback and Indicating when pupils must rotate to the next station).
5.4.3. The reciprocal style

This style revolves around feedback and socialization skills offered by a peer.
A “Triad” comprising a pair of students and the teacher is formed. Communication is
solely with student “observer”, with feedback personal immediate within the pair.
The observer acknowledges what was done well then offer corrective feedback about
errors. It this style one needs criteria such as: observe, compare/contrast or feedback.
The crawl stroke in swimming is an illustrative example (refer below), where the
tasks cannot be done quickly.
Example:
Objective: Pupils identify the critical features of the crawl stroke.
Activities:
1. Identify the critical features of the crawl stroke.
2. Demonstrate the crawl stroke incorrectly, requesting feedback from pupils.
3. Have pupils practice the crawl stroke in pairs. Ask one pupil to perform the stroke
while the other pupil gives feedback. Have the pupil giving feedback focus first on
the arms (bends elbow slightly as hand pushes water down the center of the body
toward the feet), then on the breathing (turns head to one side, angling the chin
slightly up, inhales and exhales through the mouth), and then on the kick (begins
up-and-down flutter kick at hip, bends knee downward slightly at the start of the
kick). Adjust forms so they are suitable for the deck and pool environments and
for repeated use.
5.4.4. The self-check style
Using pre-given criteria, the objective is to assess one’s own performance by

observation. Using task and criteria allied with self-reliance and intrinsic motivation
this style is directed to those who are task-competent, not to those who struggle. Tasks
must be external to the body like diving or dancing. If the learner is stuck on the
process, the teacher must change the style to another style. Skills like golf shot and
tennis serve characterize this style.
Example.
Objective: Pupils demonstrate the correct technique of the full swing in

cricket/baseball/golf, demonstrate responsibility by assessing their own performance
and potential hazards.
Activities:
1. Introduce and demonstrate the concept of swing movements.
2. Have pupils line up with their back to the sun, each with a bat/club/racquet and
balls in hand.
3. Have pupils practice the swing, checking their own body positions.
4. Have pupils gradually increase the distance of the swing.

Homework: Have pupils develop a practice plan for improving their swing technique.
Encourage pupils to use their understanding of developing and improving
performance of closed skills, performed in a stable environment (learned in previous
lessons), to write their practice plans.
5.4.5. The inclusion style
The objective of this style is to provide a task with different levels of difficulty
to be performed by a mixed-ability group; the learner defines the level so it can
include everyone in the group. In a group, the objective is not to sideline pupils but,
through sensitive dialogue, encourage improvement of the group members. As this
style represent true mixed-ability teaching, differentiation of tasks is needed. An
example of this style is “circuit training” where the learner has to do the task at his/her
own level of skill. Invasion games can also be achieved and developed in one group
by using different tasks depending on ability levels. The main goal is to develop
pupils in a way that they compete against their own skills, and not against the others.
Example (badminton):
Objectives:
Pupils improve the accuracy of the forehand underhand clear, the forehand
overhead clear, the backhand underhand clear, and the backhand overhead clear.
Students demonstrate responsibility for selecting the appropriate practice setting.
Activities:
1. Set up each court in the gymnasium or outside area for clear stroke practice. Mark
one side of the court in three places down the center of the court at different
distances from the net. Mark the other side of the court with a large rectangular
area and a smaller rectangular area.
2. Have pupils select one of the three distances from the net to begin practicing.
Allow pupils to make 10 attempts to hit the shuttlecock into the large target area,
using one of the four clear strokes. Allow pupils a choice, based on their success,
either to aim for the large target area again or to try for the smaller target area.
After, they have successfully hit the shuttlecock into the smaller area, allow pupils
to decide whether they want to move farther from the net or try a different clear
stoke.
5.4.6. The guided discovery style
In this style, the teacher guides the learner systematically towards discovering
a pre-determined target that was previously unknown to the learner in the following
sequence of actions: question, learner’s response, feedback, next question and final
response. The questions must be in logical sequence to the sort of learning effect. It
can be used in the previous styles except the command style and it is useful for short
introductions to new topics. Introduction to badminton serves as an example. The
teacher asks: What are we aiming to do in this game. Followed by an answer to find a
way to arrive at a final phase of this skill learning to get the shuttlecock on the floor of
the opponent’s court.
Example (long jump):

Objectives: Pupils demonstrate the correct technique for the long jump, explain how
to increase their jumps using the biomechanical principles of projectiles, use higher-
order thinking skills to discover the correct technique for the long jump.
Activities:
1. Ask pupils a series of questions to help them understand the correct technique for
the long jump and to increase the distance of their jumps:
 Is it better to start the long jump from a running or standing position?
(Anticipated answer: running)
 Is it better to take off from one or two feet? (Anticipated answer: one)
 Is it better to land with knees bent or straight? (Anticipated answer: bent)
 Is it better to fall forward or backward on landing? (Anticipated answer:
forward).
5.4.7. The divergent style
In this style, the objective is to generate a multiple number of answers to a

single question and all of those answers are considered correct; in music – melodies;
in English – words (poetry) and in Physical Education – movements. There are no
barriers, placement of standards or values in the way of the learner. In this style,
nothing prevents the pupils from learning and creating their own answers so the
feedback comments are not as immediate as they are in command or practice styles.
As an example in sports we can have multiple answers to a challenge in team games –
How to beat the defenders in a specific game? In adventure activities? How to pass a
ravine without touching the ground? In athletics how to find a way to throw the ball as
far as possible?
Example.
Objectives: Pupils demonstrate their understanding of rules, boundaries, and strategies

by developing their own games, use higher-order thinking skills in creating their new
games, and collaborate to develop their new games.
Activities:
1. Explain to pupils the five important elements of a game, as follows:
Boundaries – large areas, small areas, specific dimensions.
Equipment – bats, balls, gloves, beanbags.
Players – numbers, positions, functions.
Scoring – how to score, scoring options, point value.
Penalties – illegal events, actions, and penalties for those events.
2. Have groups of four pupils each develop a game. Once they have done so, have
each group teach their game to another group.
5.4.8. The learners design

In this style, the teacher that provides opportunities for the learner to create
and develop his/her own program based on the cognitive/physical capacities of a
particular topic based on the previous seven styles mentioned before. The teacher
decides the general subject and even specific topics but it is the learner who decides

the rest. Although it seems rigid, this style may be beneficial as it may result in a
combination of styles led by learners.
Example.
Objectives: Pupils improve their personal fitness and develop personalized fitness
plans, based on their own fitness level.
Activities:
1. Introduce the exercise physiology and health-related fitness unit to be ensure that
pupils
understand principles and concepts associated with health-related fitness.
2. Have pupils select their own questions or problems related to improving their
personal fitness (e.g., Do low-carb diets help to reduce body fat?).
3. Have pupils each research an area of interest and share the information with one
another.
5.4.9 The learners initiated
Similar to the learner designed style except the pupil decides on the initial area of
focus and designs their own learning program in relation to their cognitive and
practical ability. The pupil meets periodically with the teacher to discuss their
progress or when needed.
5.4.10 Self-Teach
This is the epitome of independent learning as pupils take full responsibility for
their own development and the learning process.
https://health.tki.org.nz/Key-collections/Sports-studies/Teaching-approaches

Learning Task
ACTIVITY # 5
NAME: DATE:
C/Y/S: SCORE:
A. DEMONSTRATION TEACHING: Prepare your lesson in PE and prepare for

demonstration teaching online via google meet. (VIDEO DOCUMENTATION)
FINAL DEMONSTRATION OBSERVATION/EVALUATION CHECKLIST
The Student Teacher will be rated from 100 down to 70.
A. TEACHER’S PERSONALITY Rating
1. Neat and well-groomed
2. Free from mannerism that tend to disturb the student’s attention
3. The personality is strong enough to command respect and attention
4. Shows dynamism and enthusiasm
B. LESSON PLANNING
5. Lesson plan is well prepared
There is congruence between:
6. Objective and subject matter
7. Objective and teaching procedure
8. Objective and formative test
C. CONTENT
9. Demonstrates in depth knowledge of the subject matter
10. Presents lessons to actual life situations
11. Gives sufficient and concrete examples to create meaningful learning

experiences
D. TEACHING METHODS
12. Makes effective review and motivation
13. Uses methods suited to the needs and capabilities of the students
14. Provides varied learning tasks and activities

15. Uses appropriate instructional materials and visual aids
16. Focuses students’ attention on important points when summarizing
17. Integrates moral values in the lesson
18. Uses effective formative test after teaching
E. CLASSROOM MANAGEMENT
19. Order and discipline were present in the classroom
The teacher has a systematic way of checking

20. Attendance
21. Assignment/Homework/Agreement
22. Practice Exercises/Group Works/Projects
F. QUESTIONING SKILLS
23. Proves for learner’s understanding
24. Helps the students to articulate their ideas and thinking skills
25. Stimulates curiosity and helps students to ask questions
TOTAL ____
/25=____
FINAL RATING
Feedback:
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Signature of Observer/Evaluator over printed name

Assessment Rubrics
LEVEL DESCRIPTION


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.


Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________



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Major 16 Module

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MAJOR 16 – PROCESS OF

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

Learning Module Development Team

Assigned Chapter Title Author/s

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

Course General Objectives

At the end of the course, the students will be able to:

 Course Code : Major 16

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

Assessment with Rubrics

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

Physical Education (PE) develops students' competence and confidence to take part in

1.1. The Legal Basis of Teaching PE and Health

2.1. Co - Operative Learning in Sport Studies

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

3.1. Planning the Teaching/Learning Process

4.1. Learning Aims, Objectives and Outcomes

5.1. Teaching Approaches, Strategy, Methods and Techniques in PE

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

The Teaching of Physical Education and Health

Health education is an activity aimed at the improvement of health-related knowledge,

At the end of the lesson, the students should be able to:

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

1.2 TEACHING PHYSICAL EDUCATION

 The Curricular Philosophy of the K to 12 PE Curriculum Fitness and

1.2.1 Learning Outcomes

 The K to 12 PE Curriculum develops the student’s skills in accessing,

1.2.2 Learning Strands

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

 Standards for Teaching PE and Learning Area Standard for PE:

1.2.3 Key Stage Strands

 K-12 The learner demonstrates understanding of movement concepts and

1.2.4 Grade Level Standards

 Grades 1- 3 The learner demonstrates understanding of body

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

1.3 PHYSICAL LITERACY OR PHYSICAL FITNESS?

1.3.1 The Fundamental and Significant Aspects of Physical Literacy are:

 Everyone can be physically literate as it is appropriate to each individual’s

1.3.2 The Concept Embraces Much More Than Physical Competence

 At the heart of the concept is the motivation and commitment to be active.

1.3.3 Five Components of Health:

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

1.4 PRINCIPLES OF TEACHING PE, APPROACHES, METHODS

PE is a movement or physical skill-dominated subject. It is unthinkable to

 PE teaching is also standards-based

1.4.1 Types of Practice

1.4.2 Methods of Practice

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

1.5 TEACHING HEALTH

 Lifestyle diseases characterize those diseases whose occurrence is primarily based

1.5.1 Conceptual Framework

The Kindergarten to Grade 12 (“K to 12”) Health Curriculum aims to

1.5.2 Learning Area Standard for Health:

 The Kindergarten to Grade 10 (K to 12) Health Curriculum aims to assist the

1.5.3 Key Stage Standards

 K-12 The learner demonstrates an understanding and observance of healthy habits

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH

 Grade 1 The learner demonstrates an understanding of the essential concepts

 Grade 3 The learner demonstrates an understanding and knowledge in the

1.5.5 Characteristics of The K to 12 Health Curriculum:

 Culture-responsive Uses the cultural knowledge, prior experiences and

MAJOR 16 | PROCESS OF TEACHING PE AND HEALTH