EED

UNIT Introduction to Teaching
1 Approaches, Methods and

Styles
OVERVIEW:
Health and physical education provide students with the knowledge and skills
that enable them to achieve and maintain a physically active and healthful life, not only
during their time in school but for a lifetime. Health and physical education are integral
components of a balanced educational program. This unit provides a clear picture of the
teaching approaches, methods and teaching styles that respond to the trends in society
that currently confront students. Likewise, the physical activity guidelines for school-
aged children and adolescents are also discussed in this unit.
OBJECTIVES
At the end of the unit, I am able to:

1. demonstrate knowledge and understanding and application of different
teaching approaches, methods and styles in teaching physical education
and health in elementary;
2. demonstrate understanding of learning environments that promote
fairness, respect and care to encourage learning; and
3. show skills in the selection, development and the use of different teaching
approaches, methods and styles in teaching physical education and health
in elementary.
ACTIVATING YOUR PRE-KNOWLEDGE
https://www.shutterstock.com/search/kids+physical+activity
ACTIVITY: PICTURE ANALYSIS
1. Describe the physical activities that children are doing in the picture. What
benefits do children get from doing such?
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2. How important is the physical activity to one’s body?

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3. What physical activities have you done when you were still a child? How did they
make you physically fit and active?
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EXPANDING YOUR KNOWLEDGE
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. Physical inactivity then is a key determinant of health outcomes across the
life span. A lack of activity increases the risk of heart disease, colon and breast cancer,
diabetes mellitus, hypertension, osteoporosis, anxiety and depression, and other
diseases. Recent studies have found that in terms of mortality, the global population
health burden of physical inactivity approaches that of cigarette smoking and obesity.
Indeed, the prevalence of physical inactivity, along with this substantial associated
disease risk, has been described as a pandemic.
Physical literacy is consist of movement, motor- and activity-specific skills. In the

early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This
progresses to an understanding of the ‘why’ of the movement which is achieved by
developing more mature movement patterns and motor skills in a wide range and variety
of exercise, sports and dance activities to specifically enhance fitness parameters. The
learners build on these knowledge and skills in order to plan, set goals and monitor their
participation in physical activities (exercise, sports and dance) and constantly evaluate
how well they have integrated this their personal lifestyle. This implies the provision of
ongoing and developmentally-appropriate activities so that the learners can practice,
create, apply and evaluate the knowledge, understanding and skills necessary to
maintain and enhance their own as well as others’ fitness and health through
participation in physical activities. The curriculum also allows for an inclusive approach
that understands and respects the diverse range of learners; thus, the program takes
intoaccount their needs, strengths and abilities. This is to ensure that all learners have
equivalent opportunities and choices in Physical Education. The curriculum emphasizes
knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’
understanding of how the body responds, adjusts and adapts to physical activities. This
will equip the learner to become self-regulated and self-directed as a result of knowing
what should be done and actually doing it; if the learners are equally confident in
influencing their peers, family, immediate community, and ultimately, society. These are
all valuable 21st century skills which the K to 12 PE Curriculum aspires for the learners
to develop
Physical Activity Guidelines for School-Aged Children and Adolescents
Source :https://twitter.com/usembassyph/status/1053533806265884672
The Physical Activity Guidelines for Americans, issued by the US Department of Health and
Human Services, recommend that children and adolescents ages 6 through 17 years do
60 minutes (1 hour) or more of moderate-to-vigorous physical activity daily. Regular
physical activity in children and adolescents promotes health and fitness. Compared to
those who are inactive, physically active youth have higher levels of fitness, lower body
fat, and stronger bones and muscles. Physical activity also has brain health benefits for
school-aged children, including improved cognition (e.g., academic performance,
memory) and reduced symptoms of depression. Regular physical activity in childhood
and adolescence can also be important for promoting lifelong health and well-being and
preventing risk factors for various health conditions like heart disease, obesity, and type
2 diabetes.
Key Guidelines for School-Aged Children and Adolescents
It is important to provide young people opportunities and encouragement to

participate in physical activities that are appropriate for their age, that are enjoyable, and
that offer variety.
❖ Aerobic: Most of the 60 minutes or more per day should be either moderate-
or vigorous-intensity aerobic physical activity and should include vigorous-
intensity physical activity on at least 3 days a week.
❖ Muscle-strengthening: As part of their 60 minutes or more of daily physical

activity, children and adolescents should include muscle-strengthening
physical activity on at least 3 days a week.
❖ Bone-strengthening: As part of their 60 minutes or more of daily physical

activity, children and adolescents should include bone-strengthening physical
activity on at least 3 days a week.
PHYSICAL EDUCATION IN THE CONTEXT OF SCHOOLING

Physical education became a subject matter in schools (in the form of German and
Swedish gymnastics) at the beginning of the 19th century (Hackensmith, 1966). Its role
in human health was quickly recognized. By the turn of the 20th century, personal
hygiene and exercise for bodily health were incorporated in the physical education
curriculum as the major learning outcomes for students (Weston, 1962). The exclusive
focus on health, however, was criticized by educator Thomas Wood (1913; Wood and
Cassidy, 1930) as too narrow and detrimental to the development of the whole child. The
education community subsequently adopted Wood’s inclusive approach to physical
education whereby fundamental movements and physical skills for games and sports
were incorporated as the major instructional content. During the past 15 years, physical
education has once again evolved to connect body movement to its consequences (e.g.,
physical activity and health), teaching children the science of healthful living and skills
needed for an active lifestyle (NASPE, 2004). Sallis and McKenzie (1991) published a
landmark paper stating that physical education is education content using a
“comprehensive but physically active approach that involves teaching social, cognitive,
and physical skills, and achieving other goals through movement” (p. 126). This
perspective is also emphasized by Siedentop (2009), who states that physical education
is education through the physical. Sallis and McKenzie (1991) stress two main goals of
physical education: (1) prepare children and youth for a lifetime of physical activity and
(2) engage them in physical activity during physical education. These goals represent the
lifelong benefits of health-enhancing physical education that enable children and
adolescents to become active adults throughout their lives.
Physical Education as Part of Education

In institutionalized education, the main goal has been developing children’s
cognitive capacity in the sense of learning knowledge in academic disciplines. This goal
dictates a learning environment in which seated learning behavior is considered
appropriate and effective and is rewarded. Physical education as part of education
provides the only opportunity for all children to learn about physical movement and
engage in physical activity. As noted, its goal and place in institutionalized education have
changed from the original focus on teaching hygiene and health to educating children
about the many forms and benefits of physical movement, including sports and exercise.
With a dramatic expansion of content beyond the original Swedish and German
gymnastics programs of the 19th century, physical education has evolved to become a
content area with diverse learning goals that facilitate the holistic development of
children (NASPE, 2004).
To understand physical education as a component of the education system, it is

important to know that the education system in the United States does not operate with
a centralized curriculum. Learning standards are developed by national professional
organizations such as the National Association for Sport and Physical Education (NASPE)
and/or state education agencies rather than by the federal Department of Education; all
curricular decisions are made locally by school districts or individual schools in
compliance with state standards. Physical education is influenced by this system, which
leads to great diversity in policies and curricula. According to NASPE and the American
Heart Association (2010), although most states have begun to mandate physical
education for both elementary and secondary schools, the number of states that allow
waivers/exemptions from or substitutions for physical education increased from 27 and
18 in 2006 to 32 and 30 in 2010, respectively. These expanded waiver and substitution
policies increase the possibility that students will opt out of physical education for
nonmedical reasons.
Sport Education
One prevalent physical education model is the sport education curriculum
designed by Daryl Siedentop (Siedentop, 1994; Siedentop et al., 2011). The goal of the
model is to “educate students to be players in the fullest sense and to help them develop
as competent, literate, and enthusiastic sportspersons” (2011). The model entails a
unique instructional structure featuring sport seasons that are used as the basis for
planning and teaching instructional units. Students are organized into sport
organizations (teams) and play multiple roles as team managers, coaches, captains,
players, referees, statisticians, public relations staff, and others to mimic a professional
sports organization. A unit is planned in terms of a sports season, including preseason
activity/practice, regular season competition, playoffs and/or tournaments,
championship competition, and a culminating event (e.g., an awards ceremony or sport
festivity). Depending on the developmental level of students, the games are simplified or
modified to encourage maximum participation. A sport education unit thus is much
longer than a conventional physical education unit.
Fitness Education
Instead of focusing exclusively on having children move constantly to log activity
time, a new curricular approach emphasizes teaching them the science behind why they
need to be physically active in their lives. The curriculum is designed so that the children
are engaged in physical activities that demonstrate relevant scientific knowledge. The
goal is the development and maintenance of individual student fitness. In contrast with
the movement education and sport education models, the underlying premise is that
physical activity is essential to a healthy lifestyle and that students’ understanding of
fitness and behavior change result from engagement in a fitness education program. The
conceptual framework for the model is designed around the health-related components
of cardio respiratory fitness, muscular strength and endurance, and flexibility. A recent
meta-analysis (Lonsdale et al., 2013) suggests that physical education curricula that
include fitness activities can significantly increase the amount of time spent in vigorous-
or moderate-intensity physical activity.
Online Physical Education

Online physical education is a growing trend. Fully 59 percent of states allow
required physical education credits to be earned through online courses. Only just over
half of these states require that the online courses be taught by state-certified physical
education teachers. Daum and Buschner (2012) report that, in general, online physical
education focuses more on cognitive knowledge than physical skill or physical activity,
many online courses fail to meet national standards for learning and physical activity
Appropriate and Inappropriate Practices Related to Fitness Testing in Schools

and Other Educational Settings
APPROPRIATE PRACTICE INAPPROPRIATE PRACTICE

In elementary school, motor skills are Health-related fitness is rarely
the focus of instruction, with health- integrated into instruction. Students fail
related fitness components being to understand the benefits of health-
integrated into the curriculum and related fitness and know little about
lessons focused on fitness education. how to develop a fitness plan.
Fitness testing is used to set individual Fitness testing is conducted without
goals as part of fitness education. At the meaningful understanding,
secondary level, students use fitness test interpretation, and application.
data to design and apply a personal
fitness plan.
Physical educators use fitness Physical educators use fitness test
assessment as part of the ongoing results to assign a grade.
process of helping students understand,
enjoy, improve, and maintain their
physical fitness and well-being (e.g.,
students set fitness goals for
improvement that are revisited during
the school year).
Children are physically prepared to Children are required to participate in
participate in fitness testing. fitness testing without proper
preparation.
SOURCE: IOM, 2012b (adapted from NASPE, 2009a,b,c).
The following areas are recommended in teaching health and physical education:
taking a whole-of-school approach, considering physical activity in all school related
policy decisions, designating physical education as a core subject, monitoring physical
education and opportunities for physical activity in schools, providing preservice
training and professional development for teachers, and ensuring equity in access to
physical activity and physical education.
Taking A Whole-Of School Approach

Because the vast majority of youth are in school for many hours, because schools
are critical to the education and health of children and adolescents, and because physical
activity promotes health and learning, it follows that physical activity should be a priority
for all schools, particularly if there is an opportunity to affect academic achievement.
Schools have for years been the center for other key health-related programming,
including screening, immunizations, nutrition, and substance abuse programs.
Unfortunately, school-related physical activity has been fragmented and varies greatly
across the United States, within states, within districts, and even within schools. Physical
education typically has been relied on to provide physical activity as well as curricular
instruction for youth; however, physical education classes alone will not allow children
to meet the guideline of at least 60 minutes per day of vigorous- or moderate-intensity
physical activity. Interscholastic and intramural sports are another traditional
opportunity for physical activity, but they are unavailable to a sizable proportion of
youth. Clearly schools are being underutilized in the ways in which they provide
opportunities for physical activity for children and adolescents. A whole-of-school
approach that makes the school a resource to enable each child to attain the
recommended 60 minutes or more per day of vigorous- or moderate-intensity physical
activity can change this situation.
A whole-of-school approach encompasses all people involved in the day-to-day
functioning of a school, including students, faculty, staff, and parents. It creates an
atmosphere in which physical activity is appreciated and encouraged by all these groups.
School buildings, outdoor grounds and playgrounds, indoor and outdoor equipment, and
streets and pathways leading to the school from the surrounding neighborhood
encourage and enable all persons to be more physically active. Moreover, the school is
part of a larger system that encompasses community partnerships to help these goals be
realized.
Considering Physical Activity in All School- Related Policy Decisions

Many examples exist of effective and promising strategies for increasing vigorous-
and moderate-intensity physical activity in schools. The most thorough yet often most
difficult to implement are multicomponent interventions based on a systems approach
that encompasses both school and community strategies. For strategies with a singular
focus, the evidence is most robust for interventions involving physical education.
Beyond physical education, opportunities for increasing physical activity are
present both in the classroom and, for elementary and middle schools, during recess.
Classroom physical activity and strategies to reduce sedentary time in the school setting
hold promise for increasing overall physical activity among children and adolescents, yet
isolating the impact of these strategies is complex, and they are often met with resistance
from key stakeholders. With respect to recess, its use to increase physical activity is a
nationally recommended strategy, and there is evidence that participating in recess can
increase physical activity and improve classroom behavior. However, implementation of
recess across school districts and states is not currently at a sufficient level to increase
physical activity.
Designating Physical Education as a Core Subject
Physical education in school is the only sure opportunity for all school aged
students to access health-enhancing physical activity and the only school subject area
that provides education to ensure that students develop the knowledge, skills, and
motivation to engage in health-enhancing physical activity for life. Yet states vary greatly
in their mandates with respect to time allocated for and access to physical education. As
stated, 44 percent of school administrators report having cut significant time from
physical education and recess to increase time devoted to reading and mathematics in
response to the No Child Left Behind Act. Moreover, while the literature on disparities in
physical education by race/ethnicity and socioeconomic status is limited and not always
as straightforward, disparities have been documented in access to physical education for
students and lower socioeconomic status.
Monitoring Physical Education and Opportunities for Physical Activity in Schools

The intent of this recommendation is to give citizens and officials concerned with
the education of children including parents and teachers as well as education and public
health officials at the local, state, and federal levels—the information they need to make
decisions about future actions. Principals, teachers, and parents who know that regular
vigorous- and moderate-intensity physical activity is an essential part of the health and
potentially the academic performance of students and who have adopted a whole-of-
school approach to physical activity will want and need this information. This
information also is important to support the development of strategies for accountability
for strengthening physical activity and physical education in schools.
Aside from a few good one-time surveys of physical activity during physical
education classes, remarkably little information is available on the physical activity
behaviors of students during school hours or school related activities. Even the best
public health monitoring systems do not collect this information. This dearth of
information is surprising given that school-related physical activity accounts for such a
large portion of the overall volume of physical activity among youth and that vigorous-
and moderate-intensity physical activity is vital to students’ healthy growth and
development and may also influence academic performance and classroom behavior.
Providing Preservice Training and Professional Development for Teachers

Teaching physical education effectively and safely to youth requires specific
knowledge about their physical/mental development, body composition (morphology)
and functions (physiology and biomechanics), and motor skills development and
acquisition. Teaching physical education also requires substantial knowledge and skill in
pedagogy, the science and art of teaching, which is required for any subject. In addition,
because health is associated with academic performance, priority should be given to
educating both classroom and physical education teachers about the importance of
physical activity for the present and future physical and mental health of children.
Colleges and universities and continuing education programs should provide
preservice training and ongoing professional development opportunities for K-12
classroom and physical education teachers to enable them to embrace and promote
physical activity across the curriculum.
Ensuring Equity in Access to Physical Activity and Physical Education
All children should engage in physical education and meet the recommendation
of at least 60 minutes per day of vigorous- or moderate-intensity physical activity
regardless of their region, school attended, grade level, or individual characteristics.
However, a number of studies have documented social disparities in access to physical
education and other opportunities for physical activity by race/ethnicity, socioeconomic
status, gender, and immigrant generation. Moreover, because not every child has the
means or opportunity to participate in before- and after-school activities and
intramural/extramural sports, curriculum-based physical education programs often
provide the only opportunity for all school-aged children to access health-enhancing
physical activity.
TEACHING APPROACHES
Cooperative 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 program 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.
Critical Thinking
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
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.
Experiential Learning Approach
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.
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 cooperative skills through trust and competent

behavior.
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.
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.
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 (for example, peer-teaching).
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

Social inquiry model
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: a) identify the point at which a value is violated or compromised; b)
clarify the conflict between values, through using analogies; and c) 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.
TEACHING METHODS IN PHYSICAL EDUCATION
DIRECT TEACHING
Traditional method where the teacher leads the class
through a task. Usually all of the students are
performing the same task at the same time.
https://www.nordangliaeducation.com/our-
schools/abu-dhabi/learning/sport-and-physical-
education/physical-education/the-importance-of-
physical-education
TEACHER FEEDBACK
Students are assigned tasks (ie. task sheets) with clear
criteria and the teacher is free to roam around and give
feedback.
https://blog.kevineikenberry.com/leadership-
supervisory-skills/using-the-four-types-of-
feedback-effectively/
PEER FEEDBACK
Students are placed into groups where students
evaluate each other performing a task with clear
criteria.
https://www.academic-englishuk.com/peer-
feedback
SELF- FEEDBACK
Students are given a task with clear criteria and
evaluate their own performance. There are many video
analysis apps with robust features such as annotation,
slow motion, and more.
https://www.lynda.com/Leadership-Management-
tutorials/Seek-feedback-boost-self-
awareness/622054/668035-4.html
CONVERGENT DISCOVERY
Students are given a problem that only has one solution
and are allowed the opportunity to discover the
answer themselves. The teambuilding activity "One
Way" is a great example of convergent discovery.
https://www.skillsportal.co.za/content/why-team-
building-so-important-your-company
DIVERGENT DISCOVERY
Students are given a problem that has multiple
solutions and are encouraged to discover their own
answer. For example, having students create a
routine using dance moves they have learned
throughout the unit.
https://www.csrwire.com/press_releases/39665-
global-filipino-schools-program-employs-ict-to-
uplift-quality-of-philippine-education
Jigsaw Learning
Students are placed into groups that are assigned to
learn a specific skill. Once they have learned their skill,
their group then teaches another group. So on and so
forth.
https://www.jigsaw.org/
Student Teams – Achievement Divisions (Stad)

Students are placed in teams and are assigned a learning
task along with the necessary resources. At the end of the
specified time limit, students in each team are assessed
and their scores are averaged to get a team score. Groups
then participate in a discussion on how to improve, are
given feedback, and then retry the task. At the end of the
task, assessment is given again and team averages are
compared to see if there are improvements. This does
https://www.youtube.com/watch?v=NP85JtkrV3Y
not need to be part of student grades.
Team Games Tournament (TGT)

Similar to STAD except that the scores from team members
are not added together. Instead, each score in the group is
given a rank (highest to lowest) and these scores are then
compared against the same rank from other groups (ie.
highest score vs highest score, 2nd highest score vs 2nd
https://steemit.com/steemiteducation/@affiedalfaye
highest score, etc.). Teams earn points for each winning
d/how-to-apply-team-tournament-game-in-your-
classroom-tips-for-teachers
comparison. This does not need to be part of student
grades.
Mosston’s Spectrum of Teaching Styles
The teaching styles have been slightly modified/renamed from Mosston and Ashworth’s
work. The main difference is that it promotes the inclusion concept for each of the
teaching styles rather than treat inclusion as a separate style. Using an inclusive approach
allows all students to experience success, tackle challenges, and improve self-efficacy.
Choosing a teaching style is based on your experience/ability, what the lesson is trying
to accomplish, and the needs of your students.
Teacher Centered
Command
Didactic style where the teacher makes all the decisions, it is often
described as teacher-directed and autocratic. Students respond immediately to the
stimulus or model provided by the teacher. This style is best used when safety is
paramount or time is of the essence, and when fast responses and replication of
skills is required. All decisions are controlled by the teacher. For example, a
synchronized warm-up where the students follow the teacher .
Practice
Teacher demonstrates the task and sets up the opportunity for learners to
practice and develop skills at their own pace. As pupils carry out the prescribed
tasks, the teacher will circulate the class giving individual and group feedback.
Students execute teacher-prescribed movement tasks on their own. For example,
teacher demonstrates how to perform a jump-shot in basketball. As students
practice their shooting technique, the teacher will go around the class giving
feedback .
Reciprocal
Students work together in pairs and take turns observing and giving
feedback to each other using performance criteria or a skill card which was
provided by the teacher. As students are completing the task, the teacher will
circulate the group and provide feedback to and through the observer. Partner
helps in some teaching/coaching prescribed by the teacher. For example, students
are in pairs using a skill card on how to perform a ‘dig’ in volleyball and take turns
coaching each other. Meanwhile, the teacher moves among the class giving
feedback through the student coaching .
Self-check
Similar to the ‘Reciprocal Style’, except students work on their own.
Teacher provides pupils with the performance criteria/skill card which includes
a visual reference for fault correction. This style allows students to practice and
self-correct in their own time and evaluate their own learning. The teacher
circulates the class and works in conjunction with students to set targets and
goals. Teacher plans and students monitor their own performance against criteria.
Inclusion Style
Teacher plans and sets out a variety of tasks which has
differentiated levels of difficulty. Pupils decide which task is most
appropriate for their abilities and motivations. This style provides a
personalized and developmental approach to learning. Planned by teacher,
students monitor personal progress.
Student- Centered
Guided Discovery
Teacher plans a series of questions and tasks that direct students towards
discovering a pre-determined answer to the problem or learning target. This conceptual
approach to learning allows pupils to be involved in the convergent process of thinking
about a particular movement problem or tactical concept. Teacher provides clues to
solving movement problems.
Convergent Discovery
Similar to ‘Guided Discovery’, except the teacher sets or frames a question or
problem which has numerous solutions (instead of one). Students control the process of
learning by using trial, error and logic in order to discover alternative answers to the
posed question/problem .
Divergent Production
This style is a progression from ‘convergent discovery’. Again, the teacher plans
and sets a question or challenge for students which has numerous possible solutions.
However, once learners have solved one problem, the solution should pose a subsequent
problem that needs to be solved. This style has been recognized as an excellent approach
when teaching games tactics, gymnastics and dance.
Learner Designed
Teacher decides on an area of focus which the student has to develop by devising
their own questions and then seeks to find the answers. Pupils engaging in this style
should have good subject knowledge and creativity, experience in the other teaching
styles, and proven themselves as independent in their learning. The students can draw
on the teachers expertise if needed .
Learner 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.
Self Teach
This is the epitome of independent learning as pupils take full responsibility for
their own development and the learning process.
Synthesizing Your Knowledge
Name______________________________________Section:_______________________Date:_________________
Activity 1- Prior Knowledge, Present Knowledge, Gained

Knowledge (PPG)
Direction. Here is the example of PPG or the Prior Knowledge, Present Knowledge and
Gained Knowledge in which you are to cite all concepts that you have learned after a
thorough discussion of Unit 1, kindly write all the discussed concepts and enumerate
the insights gained from the lesson.
PRIOR KNOWLEDGE PRESENT KNOWLEDGE GAINED KNOWLEDGE

(P) (P) (G)
(cite all concepts that you (write all the concepts (enumerate insights
remember about the discussed) gained from the lesson)
lesson)
Activity 2- RECIPE
Direction: Physical activity is central to health, and its importance clearly extends
beyond its role in achieving energy balance to prevent and treat obesity and
overweight. For in this activity, you are to make a “recipe to fully attain the
success in teaching health and physical education among elementary pupils.
Name the recipe and explain why did you come up with that?
Love Recipe
2 tsp. of cheerfulness
2 tbsp. of patience
1 cup of understanding
a pinch of diligence
1 kilo of love
Mix all ingredients
Recipe Name ___________________________
INGREDIENTS:
Explain why did you come up with that recipe?

Activity 3 - Forced Analogy
Direction: This activity is called Forced Analogy in which you need to think of an object
or anything that could be related with health and physical education. Your
answer must be supported with an illustration.
I chose _____________________to relate the lesson on _________________

because _____________________________________________________________________________
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Illustration:
REFERENCES:
Book:
Borabo, Milagros L.& Borabo, Heidi Grace L. (2015) Interactive and Innovative Teaching
Strategies (Volume 6). Quezon City: Lorimar Publishing Inc.
Kohl, Harold H. III et.al (2013). Educating the Student Body. The National Academies Press
Washington DC
Electronic Sources:
https://eric.ed.gov/?id=ED258950
http://www.thepeproject.com/teaching-styles/index.html
https://www.cdc.gov/healthyschools/physicalactivity/guidelines.html
file:///D:/MODULE-%20EED%208/PE%20book
https://www.supportrealteachers.org/teaching-styles-in-physical-education.html
https://health.tki.org.nz/Key-collections/Sports-studies/Teaching-approaches
https://www.nordangliaeducation.com/our-schools/abu-dhabi/learning/sport-and-
physical-education/physical-education/the-importance-of-physical-education
UNIT
Introduction to Teaching P.E
2
and Health
OVERVIEW:
Physical education programs have been asked to play a major role in increasing the level
of physical activity of students and in developing skills for a lifetime of physical activity.
The physical education instructional program will have to play a major role in developing
the skills, attitudes, and knowledge that children will need for a lifetime of physical
activity. In order to do this, teachers are going to have to have the skills to teach
effectively to outcomes. Teaching is a process that is both interactive and context specific.
Teachers need the technical skills of teaching, but they also need to be able to apply them
situationally. The focus of this chapter is on the basic skills of teaching that are
appropriate to teaching all content areas. Without these skills teachers cannot be
effective.
OBJECTIVES

1. Demonstrate content knowledge and its application of the legal basis in teaching
P.E and Health and across curriculum areas.
2. Demonstrate knowledge of monitoring and evaluation of learner progress and
achievement by individual activities and quizzes.
What makes a good PE teacher and Why?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
________________
Legal Basis of Teaching P.E. and Health
Republic Act No. 5708 - An Act Providing for The Promotion and Financing of An
Integrated Physical Education and Sports Development Program For The Schools In
The Philippines
Sec. 2. An integrated physical education and sports development program in all schools
in the Philippines shall be undertaken by the Department of Education in accordance
with the following guiding principles:
(1) The goal of physical education is to instill in young citizens a proper appreciation of
the importance of physical development hand in hand with the mental development in
individual and social activities;
(2) The sports and other activities in a physical education program should provide
opportunities for the athletic development of children and youth who have the
competitive spirit as well as grace, coordination, stamina and strength;
(3) A well-rounded physical education program must be addressed to physical growth,

social training, and personal, discipline for all pupils and students, as well as superior
athletic achievement for those who are psychologically inclined and physically gifted;
and
(4) An integrated program for sports development in the schools requires effective
organizational planning and administration with provisions for adequate training
facilities and sustained stable financing.
Sec. 3. Pursuant to the guiding principles as herein above provided, the Secretary of
education shall prescribed by regulation a program of activities in the Bureau of Public
Schools, Bureau of Private Schools and the Bureau of Vocational Education which shall
include among others (1) a program of health education and nutrition with increased
emphasis on food production activities to augment and improve the pupils' and students'
diets; (2) a program of general physical fitness for all pupils in the elementary and
secondary schools through an observance of a daily routine of calisthenics exercises and
a separate daily period in the school program for physical education including folk
dancing and gymnastics; (3) a program of competitive athletics in all schools starting in
the intermediate grades with a view to identifying promising athletes whose
participation in individual and team athletics should be further encouraged, developed
and supervised more intensively in the secondary schools; (4) a program of intramural
and inter-unit athletic competition within schools, districts and provinces prescribed by
the three bureaus with proper recognition and incentive awards for outstanding
performance in competitive activities; and (5) an annual program of athletic competition
within and among regions and in interscholastic or national meets formulated by athletic
associations organized by each bureau: Provided, That in the formulation of regulations
the Secretary of Education shall seek the recommendation of the Department of Health
through its Secretary with respect to the program of general physical fitness for pupils
and students and the program of health education in the present.
Teaching Physical Education

They need to be able to teach from observation, differentiate a very wide range of
activities and of course, there is the continual awareness of risk assessment and concern
for safety.
Although teachers in schools play many roles other than instructing in a physical
education class, Teaching Physical Education for Learning is primarily a text on
instructional processes and the teaching skills required to execute those processes
effectively; that is, what teachers can do to help students learn what teachers want them
to learn. Several key ideas will be reinforced throughout this text.
The first is that instruction is a goal-oriented activity. This means that the process
is meaningless unless it is designed with a clear goal regarding what the student will
learn. You will be asked to articulate what you want learners to learn as a result of what
you do as a teacher. The second key idea is that instructional processes are specific to an
intent. This means that you select an instructional process to best accomplish a specific
purpose
SOURCE: Teaching Physical Education for learning (Judith E. Rink) University of

South Carolina
• Establishing Realistic Goals
The field has the potential to contribute in many ways to educational goals and
objectives. Physical educators can use active learning and physical activity to
make major contributions to all domains of learning. The goals established for any
program must be realistic to their setting, which often means that the teacher
must choose between many worthwhile goals.
• Choosing Instructional Processes to Meet Goals

Once the teacher has chosen goals and has translated those goals into objectives
for instruction, the teacher must choose instructional processes that can reach a
specific objective.
• Achieving Goals Through Processes

Teachers can achieve psychomotor goals and objectives directly by teaching
movement content. A teacher’s goals must be more inclusive.
Movement Task–Student Response
SOURCE: Teaching Physical Education for learning (Judith E. Rink) University of

South Carolina
• The movement task- The heart of the instructional process in physical
education is the movement task. Movement tasks are motor activities assigned
to the student that are related to the content of the lesson. They are learning
activities defined by the teacher either in an explicit (direct) or implicit
(indirect) way.
• Student response- After the teacher has given students the signal to begin working
on a task, student practice or work with the task begins. Once the students have begun
to practice the movement task, a major responsibility of the teacher is to observe and
provide feedback to students on their performance, either individually or as a group.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and
evaluating information, making informed decisions, enhancing and advocating their own
and others’ fitness and health. The knowledge, understanding and skills underpin the
competence, confidence and commitment required of all students to live an active life for
fitness and health. (K to 12 Physical Education Curriculum Guide May 2016)
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 (1) achieve and maintain health-related fitness (HRF), as well as (2) 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. Thus, self-management is an
important skill. In addition, this curriculum recognizes the view that fitness and healthy
physical activity (PA) behaviors must take the family and other environmental settings
(e.g. school, community and larger society) into consideration. This curricular
orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed
at athletic achievement. Move to learn is the context of physical activity as the means for
learning, while Learn to move embodies the learning of skills, and techniques and the
acquisition of understanding that are requisites to participation in a variety of physical
activities that include exercise, games, sports, dance and recreation.
The K To 12 Pe Curriculum Prioritizes the Following Standards:

1. Habitual physical activity participation to achieve and maintain health-enhancing
levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity
performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career
opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they
apply to the learning of physical activity.
Figure 3. The Conceptual Framework of Physical Education
SOURCE: K to 12 Physical Education Curriculum Guide May 2016
Watch the video: https://www.youtube.com/watch?v=qPXREL3SpPQ
Learning Strands
The program has five learning strands:
1. Body management which includes body awareness, space awareness, qualities
and relationships of movements and how these are used dynamically in various
physical activities.
2. Movement skills related to the fundamental movement patterns and motor skills
that form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as
individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and
appreciation of Philippine folk dance, indigenous and traditional dances as well
as other dance forms.
5. Physical fitness includes assessment through fitness tests and records,
interpreting, planning and implementing appropriate programs that support
fitness and health goals.
Standards for Teaching P.E.

Quality physical education programs empower young people to realize their fullest potential.
The role that physical educators play is thus vital to the development of strong, capable,
confident adults. Scientific evidence continues to demonstrate a close connection between
physical and intellectual maturation, indicating ever increasingly that physical movement
directly impacts academic performance and professional achievement.
The learner demonstrates understanding of the concept of physical fitness and physical activity
in achieving, sustaining, and promoting an active life for fitness and health.
Diversity and Inclusion they understand their students represent diverse groups and
backgrounds, each with a unique set of needs and abilities, and they know how to modify
instructional strategies to engage every student.
Collaboration The learning environment of accomplished physical education teachers extends
well beyond the classroom. These educators continually seek opportunities to reinforce student
learning through team teaching, interdisciplinary instruction, school activities, family
outreach, and community involvement. To address the whole child, they strive to ensure that
physical activity and wellness concepts permeate all aspects of their students’ lives.
Technology accomplished teachers stay in touch with current technology and its applications
in the field of physical education. Technology helps accomplished physical educators motivate
their students by providing them with exciting learning experiences using media they find
relevant.
Creativity and imagination help accomplished physical educators overcome obstacles as well.
Every teacher has difficulties with which to contend, be they class size, budget constraints, or
resource deficiencies. Accomplished physical educators recognize how serious these
challenges can be, but they refuse to be disempowered by them.
Reflection careful reflection fosters a sense of awareness that allows accomplished teachers to
sustain a productive learning dynamic. It is an ongoing process, an intentional commitment to
analyze the instructional decisions, learning outcomes, and professional development goals
that impact classroom instruction.
In Grades 1-3 the learner demonstrates understanding of body awareness, space

awareness, qualities of effort and movement relationships through participation in enjoyable
In Grades 4-6 the learner demonstrates understanding of body awareness, space

awareness, qualities of effort and movement relationships through participation in enjoyable
Strategies in Assessing Students Works

Accomplished teachers select, design, and utilize assessments to improve student
learning, modify instruction, enhance physical education programs, and demonstrate
professional accountability.
Easy to Use Tools-Teacher created and tested tools that are simple to print and use
straight away for both teachers and students.
Technology- Access digital assessment resources and tools that you can use on a variety
of devices to assess student learning.
Holistic Approach- Assess not only the physical capabilities of your students, but their
understanding as well as personal social skills.
Purposeful Content- Content was designed with the end goal of assisting the physical
literacy development of every student.
Assessment For Learning- Formative, informal assessment strategies to help inform

your teaching practice.
Variety Of Assessment Types- Experience a variety of teacher, peer and self assessment
methods & strategies for physical education.
Activity 4- Comprehensive Understanding
1. What kind of strategies will you use in assessing a heterogeneous class?

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2. Make a teaching method/strategy for PE class that is composed of

homogeneous class.
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REFERENCES
Physical Education Standards Second Edition for teachers of students ages 3–18, (2016) National
Board for Professional Teaching Standards
K to 12 Physical Education Curriculum Guide May 2016
Teaching Physical Education for learning (Judith E. Rink) University of South Carolina
https://www.chanrobles.com/republicacts/republicactno5708.html#.YAo-Bv0zbIU
https://www.iphys-ed.com/assessment-course/
UNIT Introduction to Lesson
3 Planning and
Demonstration Teaching
OVERVIEW:
A successful teaching demonstration ultimately comes down to careful planning
and practice. In this chapter you will learn to select, structure, and deliver complicated
content so that you students can understand it.
OBJECTIVES

1. demonstrate content knowledge and its application of parts of lesson plan,
instructional plan, and preparation of instructional materials and across
curriculum areas;
2. demonstrate knowledge of managing classroom structure by group dynamics and
discussion within students in hands-on activities within the classroom; and
3. show skills in the selection, development and the use of variety of learning
resource through performance test about the topic.
Why lesson plan is important?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Lesson Planning
A lesson plan refers to a teacher’s plan for a particular lesson. Teacher must plan
what they want to teach students, why a topic is being covered and decide how to deliver
a lecture. It is also the heart of the teaching and it helps to guide the teacher.
Lesson plans help teachers be more effective in the classroom by providing a
detailed outline to follow each class period. This ensures every bit of class time is spent
teaching new concepts and having meaningful discussions, each part of a lesson plan
plays a role in the learning experience.
Parts of the Lesson Plan
Making an effective lesson plan takes time, diligence, and an understanding of
your students' goals and abilities. The goal, as with all teaching, is to motivate the
students to take in what you are teaching and to retain as much as possible.
In the context of lesson planning, you can use the SMART criteria:
Specific- Great goals are well-defined and focused.
Measurable- A goal without a measurable outcome is like a sports competition without a
scoreboard or scorekeeper. Numbers are an essential part of business.
Attainable- must be something your learners have a chance of completing/satisfying.
Relevant- should be something the learner sees the value in learning. Don’t teach
material that’s not important or won’t be used.
Time-Boned- is something your learner will have to use in a timely fashion–like
tomorrow or next week instead of next year.
Source: https://www.algonquincollege.com/profres/files/2013/11/Preparing-Lesson-Plans.pdf
According to Brown (2001), there are variations of a lesson plan format, but experienced
teachers generally agree on what the essential elements of a lesson plan should be.
1.Objectives
Objectives are most clearly captured in terms of stating what students will do. You,
as a teacher, must also try vague and unverifiable statements. In stating objectives, you
must also distinguish between the terminal and enabling objectives. Terminal objectives
are the final learning outcomes that the teacher will need to measure and evaluate.
Enabling objectives are interim steps that build upon each other and lead to a terminal
objective. Here in the Philippines, the most used format of stating the lesson objectives is
in behavioral terms – Knowledge, Skills, and Attitude.
2.Subject Matter, Materials, and Equipment
After determining your lesson objectives, it is now time for you to identify which
subject matter or topics will let you attain your goals. For you to be able to make it easy,
always follow the prescribed curriculum guide in choosing the topic. But sometimes you
have to deviate from it depending on the ability of your learners.
A good plan includes what you, the teacher, need to arrange in the classroom. It is
important to list the materials and equipment that the teacher needs to bring in the
lesson. The commonly used materials and equipment are resource books, bookwork,
tape recorders, posters, etc.
3.Procedure
A procedure of lesson may include many variations, but in general, a set of
guidelines of planning includes:
a) An opening statement or activity as a warm-up. It is where you do the
motivation process. You as a teacher must catch the attention of your students
right at the beginning of the class for them to be interested and engaged in the
duration of the class.
b) A set of activities or techniques in which you have to consider an appropriate
proportion of time includes:
c)
• Whole-class work
• Small group and pair work
• Teacher talk
• Student talk
You, as a teacher, will just have to facilitate the learning. Let your students work
together or individually. In that way, they will be learning more.
c) Closure. Every end of the topic, the teacher must clarify things with gray areas to
the students. It is where the students are allowed to raise questions and
clarifications. By the way, you should always be on deck to answer your
students’ questions. It is also the right time to generalize and summarize your
lesson.
4.Evaluation
Evaluation can take place not only at the end of the lesson but also in the course
of regular activity. You can determine whether the students have accomplished the goals
and objectives after they have sufficient learning. There are two possibilities for
evaluating the students’ outcome, assessing the success of the students, or making
adjustments in the next lesson plan for the next day.
5.Assignment
This is given to give students follow-up activity or for enrichment purposes.
Instructional Planning
According to Zulueta the ability of the teacher to visualize and forecast into the
future of what, why and how of the teaching-learning process.
Importance of Instructional Planning

• Provides for logical sequencing and pacing lessons
• Economizes cost - time and energy
• Provides for a variety of instructional objectives
• Creates the opportunity for higher level of questioning
• Guides teachers
• Provides direction for the teachers
• Correlates instructional events
• Develops a sequence of well-organized learning experiences
• Presents a comprehensive, integrated and meaningful content at an appropriate
level
• Prepares pupils/students for the day’s activities
Components of Instructional Planning:

• The teachers’ attitudes, beliefs, orientations and teachers’ social background
• The pupils’/students’ age, background, knowledge, motivational level of interest
• The type of content that influences the planning process, textbook and other
instructional materials.
• The learning content which is characterized by the subject matter guidelines
• Material resources which include equipment/tools for teaching
• Time frame which is considerable
Instructional Design
Applies this systematic methodology (rooted in instructional theories and
models) to design and develop content, experiences, and other solutions to support the
acquisition of new knowledge or skills. Instructional designers ought to begin by
conducting a needs assessment to determine the needs of the learning event, including:
what the learner should know and be able to do as a result of the training or learning
solution, and what the learners already know and can do.
Preparation of Instructional Materials

In preparing IMs always consider the student multiple intelligence.
Source: https://www.simplypsychology.org/multiple-intelligences.html
Demonstration Teaching
1) Know your Audience
2) Make your Material fit the Course and the Time
3) Engage your Students
4) Use Technology Purposefully and Effectively
5) Have a Backup Plan. Have Another
6) Practice. Practice. Practice
Activity 5. What will I teach?
Name: _________________________________________ Date: _____________________________

Yr/Section: ___________________________________ Score: ____________/30
Complete the table below by writing the content knowledge in PE and Health, then
below write a short reflection about the complexity and its apropriateness for
Grade 4, 5 and 6.
Content Knowledge in Grade 4, 5 and 6
Content Areas Topics to be Taught

PE
Health
Reflection:
Activity 6. Let’s Visualize It
Name: _________________________________________ Date: _____________________________

Yr/Section: ___________________________________ Score: ____________/30
Given the objectives below which was taken from the PE and Health DepEd curriculum
guide, visualize and narrate how you are going to achieve the objective by stating the
strategies and instructional materials you will use.
A. Objective:
Instructional Material/s:
Strategies:
Classroom Scenario (a detailed elaboration how will you use the IMs and
strategy you answered):
B. Objective:
Instructional Material/s:
Strategies:
Classroom Scenario (a detailed elaboration how will you use the IMs and
strategy you answered):
Activity 7. Writing is the Key
Name: _________________________________________ Date: _____________________________

Yr/Section: ___________________________________ Score: ____________/50
Write ONE sem-detailed lesson plan under the topics and obejctives given and use the
following parts:
Topic/s and Objective/s:

Grade 6
Topic:
Objective:
Grade 5
Aralin:
Layunin:
Grade 4
Lesson Plan in PE 6
Banghay-aralin sa PE 5
Banghay-aralin sa PE 4
I. OBJECTIVES (I. LAYUNIN):
II. SUBJECT MATTER (II. PAKSANG-ARALIN):
III. PROCEDURE (III. PAMAMARAAN):

A. Routine Activities (Pang-araw-araw na Gawain)
B. Review (Pagbabalik-aral)
C. Motivation (Pagganyak)
D. Discussion (Pagtalakay)
E. Generalization (Paglalahat)
F. Application (Paglalapat)
IV. EVALUATION (IV.PAGTATAYA)
V. ASSIGNMENT (V. TAKDANG-ARALIN)

References
Lesson plan definition and meaning. (2019, September 16). Retrieved March 01, 2021,
from https://tophat.com/glossary/l/lesson-plan/
Marenus, M. (2020, June 09). Gardner's theory of multiple intelligences. Retrieved March
03, 2021, from https://www.simplypsychology.org/multiple-intelligences.html
Planning a teaching demonstration. (n.d.). Retrieved March 03, 2021, from

https://ctl.iupui.edu/Resources/Documenting-Your-Teaching/Planning-a-
Teaching-Demonstration
Santos, A. (2014, September 07). Instructional planning. Retrieved March 02, 2021, from
https://www.slideshare.net/gerouggy/instructional-planning-38791965
Santos, A. (2014, September 07). Instructional planning. Retrieved March 03, 2021, from
https://www.slideshare.net/gerouggy/instructional-planning-38791965
Stauffer, B. (n.d.). What is a lesson plan and how do you make one? Retrieved March 02,
2021, from https://www.aeseducation.com/blog/what-is-a-lesson-plan
APPENDICES
Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
College of Education
GUIDE TO OBSERVATION IN DEMONSTRATION TEACHING

Name of the Teacher: _________________________ Grade and Subject Taught:________
Topic:______________________ Date: _________________________
Rating: Relative to student teacher’s ability to MEET teaching performance standards.

1 – Does not 2- Approaching 3- On Target 4- High Degree 5- Exceptional
I. TEACHER’S PERSONALITY 1 2 3 4 5
A. The Teacher is neat and well-groomed
B. The teacher is free from mannerisms
that tend to disrupt students’ attention.
C. The teacher’s personality is strong
enough to command respect and
attention.
D. The teacher shows dynamism and
enthusiasm.
E. The teacher has modulated voice.
II. LESSON PLANNING
A. Lesson plan is well- prepared
B. There is congruence between:
a. Objective and subject matter
b. Objective and teaching procedure
c. Objective and formative test
d. Objective and assignment
III. CONTENT
A. The teacher demonstrates in depth
knowledge of the subject matter.
B. He/she is able to relate lessons to
actual life situations.
C. Keeps abreast of new ideas and
understanding in the field.
D. Gives sufficient situations and
examples to create meaningful
learning experiences.
IV. TEACHING METHODS

A. Method/s used was/were suited to
the needs and capabilities of the
students.
B. There is more pupil activity rather
than teacher activity.
C. The teacher makes use of visual aids
to illustrate the lesson.
V. COMMUNICATION SKILLS
A. The teacher uses the correct
pronunciation and grammar in
speaking.
B. The teacher was able to elicit the
correct answer from the student
through skillful questioning.
C. The board work of the teacher is free
from errors in grammar and spelling
and the hand writing on the board is
legible enough.
Total
Rated by:
______________________________
STRENGHTS
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RECOMMENDATIONS
___________________________________________________________________________
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REMARKS
___________________________________________________________________________
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____________
Adopted from: Mary Jane L. Tomas, Ph.D.,(2020), Teaching-Edukasyong-Pantahan-and-Pangkabuhayan-and-Technology-and-Livelihood-Education

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
College of Education
Name: _______________________________________ Date: ___________

Course, Year and Section: _____________________________________
Subject Matter: ____________________________________________________________________
Objectives:
1 ____________________________________________________________________________
____________________________________________________________________________
2 ____________________________________________________________________________
____________________________________________________________________________
3 ____________________________________________________________________________
____________________________________________________________________________
Rubric for Instructional materials
Criteria Yes No
The instructional materials are:
1 Relevant to the objective.
2 Appropriate to the subject matter
3 Authentic
4 Interesting
5 Cost – effective
Professor's Remarks:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Adopted from: Mary Jane L. Tomas, Ph.D.,(2020), Teaching-Edukasyong-Pantahan-and-Pangkabuhayan-and-Technology-and-Livelihood-Education

Name: ___________________________________ Date: ________________
Assessing My Instructional Plan

Use the given rubric to assess your Instructional Plan.
Criteria O VS S F NE
5 4 3 2 1 Total
1 Lesson’s objectives are constructed using
2-3 domains.
3 Subject matter is aligned to the lesson’s
objectives.
4 Teaching strategy is suited to the lesson
objective.
5 Developmental activities are aligned to the
objective.
6. Generalization questions are stated clearly.
7 Assessment activity is consistent to the
lesson’s objective.
8 Assignment is provided for enrichment
Total
Rubric for Lesson Plan
Name: ___________________________________Date: _________Course: __________
Performance Beginning Developing 2 Accomplished 3 Exemplary 4 Rubric

Expectation 1 Score
Standards No reference Related content Related content Related content
made to the standard(s) are standard(s) are standard(s) are fully
standard or minimally identified mostly detailed detailed from the SAS
standards from the SAS Portal Portal or Common Core
or Common Core
Objectives/Learning Lesson Lesson objective(s) Lesson objective(s) Lesson objectives are
objective(s) lack somewhat clear & are clear, clear & measurable;
Targets
clarity &/or measurable; partial measurable, and learning progression is
measurability; connection to the specific to the evidenced
connection to standard standard
standard not
apparent
Materials and Use List of materials List of materials List of materials and Detailed list of
of Technology and use of and/or use of technology is materials/technology is
technology given technology is provided and provided for both
limited attention incomplete or accurate for both teacher and students.
in the lesson plan inaccurate. Teacher teacher and All handouts, both
created handouts students. All teacher created and
and/or other handouts, both those from other
reproduced handouts teacher created and resources, are
are not attached to those reproduced referenced in the
the lesson plan from other procedures and
resources, are attached to the lesson
attached to the plan
lesson plan
Introduction Little or no Inadequate attempt Introduces the Introduces the lesson by
attempt to gather to gather students’ lesson by sharing sharing purpose,
students’ attention and/or set purpose, relevance, relevance, and eliciting
attention and/or a purpose for the and eliciting schema schema in student
set a purpose for lesson in student friendly friendly language; fully
the lesson language; partially states what the teacher
states what the will say
teacher will say
Procedures Lesson plan has no Lesson plan has Lesson plan has Lesson plan has explicit
match between limited match clear match match between
procedures and between procedures between procedures and
objective(s); no and objective(s); procedures and objective(s); multiple
modeling; no limited teacher objective(s); teacher modeling or
evidence for modeling or adequate teacher examples provided; with
guided or examples provided; modeling or opportunities for guided
independent few opportunities for examples provided; & independent practice;
practice; plan guided & some opportunities thoroughly details the
missing necessary independent for guided & teacher’s step-by-step
details for practice; plan missing independent actions in first person (I)
teacher’s actions necessary details for practice; sufficiently
teacher’s actions details teacher’s
actions step -by-
step in first person
(I)
Assessment No assessment Assessment provided Formative and/or Formative and
(Formative & provided for the for the lesson but summative summative assessments
Summative) lesson, or inaccurately assessment has are defined, showing
assessment does measures the clear relationship to clear relationship to all
not measure objective(s) the lesson objectives address in the
objective(s) objective(s) lesson
Closure Lesson ends Lesson ends with Teacher reviews Students review the
without review; limited review; focus lesson by lesson by summarizing
limited to clean-up on clean-up rather summarizing and/or and/or sharing what
and/or transition than student learning reviewing what was they learned; teacher
to next activity taught; some revisits the purpose for
student the lesson
engagement
Differentiation Superficial or little Differentiation is not Differentiation is Anticipates and plans
attempt to linked to learner linked to individual ahead for any necessary
differentiate characteristics learner class-wide
characteristics with differentiation
adequate detail
Professional Poor quality of Fair quality of Professional writing Professional attention
Writing professional professional writing is evidenced by 1-4 to formal writing is
writing is is evidenced by 5-7 errors in clarity of evidenced by clarity in
evidenced by 8 or errors in clarity of writing, spelling, writing as well as
more errors in writing, spelling, usage &/or absence of spelling,
clarity of writing, usage &/or grammar grammar usage, and grammatical
spelling, usage errors
&/or grammar
Note: Earning of “3” in each category is considered “accomplished” toward meeting

course requirements.
Lifted from: https://www.alvernia.edu/academics/professional-

programs/education/PDF/Rubric_for_Lesson_Plan.pdf

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UNIT Introduction to Teaching

1 Approaches, Methods and

At the end of the unit, I am able to:

ACTIVATING YOUR PRE-KNOWLEDGE

2. How important is the physical activity to one’s body?

EXPANDING YOUR KNOWLEDGE

Physical Education (PE) develops students’ competence and confidence to take

Physical literacy is consist of movement, motor- and activity-specific skills. In the

Physical Activity Guidelines for School-Aged Children and Adolescents

It is important to provide young people opportunities and encouragement to

❖ Muscle-strengthening: As part of their 60 minutes or more of daily physical

❖ Bone-strengthening: As part of their 60 minutes or more of daily physical

PHYSICAL EDUCATION IN THE CONTEXT OF SCHOOLING

Physical Education as Part of Education

To understand physical education as a component of the education system, it is

Online Physical Education

Appropriate and Inappropriate Practices Related to Fitness Testing in Schools

APPROPRIATE PRACTICE INAPPROPRIATE PRACTICE

SOURCE: IOM, 2012b (adapted from NASPE, 2009a,b,c).

Taking A Whole-Of School Approach

Considering Physical Activity in All School- Related Policy Decisions

Monitoring Physical Education and Opportunities for Physical Activity in Schools

Providing Preservice Training and Professional Development for Teachers

Cooperative Learning - is based on the premise that developing an individual's self-

• Positive interdependence - students work in groups with assigned roles to achieve

Cooperative learning involves a deliberate intention of transforming individuals into

Cooperative learning provides students opportunities to:

Critical thinking provides opportunities for teachers and students to:

Experiential Learning Approach

An experiential learning approach can enhance students' personal growth

Rather than the teacher providing information, students are encouraged to

A crucial element of the process is de-briefing or processing the experience. This

Experiential learning provides students with opportunities to:

• participate in sequenced games and activities aimed at improving individual self-

• develop decision-making and problem solving ability in physical activities;

• develop interpersonal and cooperative skills through trust and competent

Levels of personal and social responsibility are:

➢ Level 0: Irresponsibility – students are unmotivated, and their behavior might

• Modelling – teacher models responsible attitudes, values, and beliefs;

• Reinforcement – teacher encourages positive attitudes or behavior, and enhances

• Reflection – students have opportunities to consider their behavior in relation to

• Student-sharing – students share their opinions and experiences about their

• Specific strategies – teacher uses specific strategies to increase student

• reflect on their attitudes, values, and behavior;

• aspire to increasing levels of personal and social responsibility

The Social inquiry model has six stages

➢ Orientation to the case: Students are introduced to the particular issue.

The social inquiry model provides opportunities for students to:

❖ communicate effectively and successfully negotiate their differences,

TEACHING METHODS IN PHYSICAL EDUCATION

Student Teams – Achievement Divisions (Stad)

Team Games Tournament (TGT)

Mosston’s Spectrum of Teaching Styles

Activity 1- Prior Knowledge, Present Knowledge, Gained

PRIOR KNOWLEDGE PRESENT KNOWLEDGE GAINED KNOWLEDGE

Mix all ingredients

Recipe Name ___________________________

Explain why did you come up with that recipe?

Activity 3 - Forced Analogy

I chose _____________________to relate the lesson on _________________

At the end of the unit, I am able to:

ACTIVATING YOUR PRE-KNOWLEDGE

What makes a good PE teacher and Why?

I chose _____to relate the lesson on _

Name: _____________ Date: _

Name: _____________ Date: _

Name: _____________ Date: _

Name: _____________________________ Date: _

Name: _______________________________Date: _Course: ______