Methods of Teaching P.

E and Health Education

Course Outcomes:
● Design a curriculum plan using an appropriate teaching method and learning activities in
teaching P.E. and Health to graders.
Intended Learning Outcome:
● Provide an example and discuss the different methods of teaching P.E. and Health to
elementary graders.
No. of Hours: 8 hours
Introduction:
The idea of including PE class in school is to make the students healthy and teach them
healthy life style.
The inclusion PE class in school is to make the students healthy and teach them healthy life
style, using varied teaching strategies we can develop a teaching and learning environment that
can help enhance the present physical, mental and health status of our students. Making each
experience more productive and fun is the role of the teacher to guide the student’s
experience.
The classroom is a dynamic environment, bringing together students from different
backgrounds with various abilities and personalities. Being an effective teacher therefore
requires the implementation of creative and innovative teaching strategies in order to meet
students’ individual needs. Whether you’ve been teaching two months or twenty years, it can
be difficult to know which teaching strategies will work best with your students.
https://www.quizalize.com/blog/2018/02/23/teaching-strategies/

I.PREPARATION

Preliminary Questions:
1. What is teaching P.E. and Health?

2. How is it different from other subject?

 II. PRESENTATION

Innovative Learning Strategies For Modern Pedagogy

by TeachThought Staff

Crossover Learning is an informal setting, such as museums, and after-school clubs, can link
educational content with issues that matter to learners lives. An effective method is for a
teacher to propose and discuss a question in the classroom, then for learners to explore that
question on a museum visit or field trip, collecting photos or notes as evidence, then share their
findings back in the class to produce individual or group answers.

Learning through Argumentation is a teaching method where teachers can spark meaningful
discussion in classrooms by encouraging students to ask open-ended questions, re-state
remarks, and develop and use models to construct explanations. When students argue, they
learn how to take turns, listen actively, and respond constructively to others. Professional
development can help teachers to learn these strategies and overcome challenges, such as how
to share their intellectual expertise with students appropriately.

Incidental Learning is unplanned or unintentional learning. It may occur while carrying out an
activity that is seemingly unrelated to what is learned. Early research on this topic dealt with
how people learn in their daily routines at their workplaces. For many people, mobile devices
have been integrated into their daily lives, providing many opportunities for technology-
supported incidental learning. Unlike formal education, incidental learning is not led by a
teacher, nor does it follow a structured curriculum, or result in formal certification. However, it
may trigger self-reflection and this could be used to encourage learners to reconceive what
could otherwise be isolated learning fragments as part of more coherent and longer-term
learning journeys.

Context-Based Learning enables us to learn from experience. By interpreting new information

in the context of where and when it occurs and relating it to what we already know, we come
to understand its relevance and meaning. In a classroom or lecture theater, the context is
typically confined to a fixed space and limited time. Beyond the classroom, learning can come
from an enriched context such as visiting a heritage site or museum, or being immersed in a
good book. We have opportunities to create context, by interacting with our surroundings,
holding conversations, making notes, and modifying nearby objects. We can also come to
understand context by exploring the world around us, supported by guides and measuring
instruments. It follows that to design effective sites for learning, at schools, museums and
websites, requires a deep understanding of how context shapes and is shaped by the process of
learning.

Computational Thinking is a powerful approach to thinking and problem solving. It involves

breaking large problems down into smaller ones (decomposition), recognizing how these relate
to problems that have been solved in the past (pattern recognition), setting aside unimportant
details (abstraction), identifying and developing the steps that will be necessary to reach a
solution (algorithms) and refining these steps (debugging). Such computational thinking skills
can be valuable in many aspects of life, ranging from writing a recipe to share a favorite dish
with friends, through planning a holiday or expedition, to deploying a scientific team to tackle a
difficult challenge like an outbreak of disease. The aim is to teach children to structure
problems so they can be solved. Computational thinking can be taught as part of mathematics,
science and art or in other settings. The aim is not just to encourage children to be computer
coders, but also to master an art of thinking that will enable them to tackle complex challenges
in all aspects of their lives.

Learning by Doing can reduce barriers to participation by providing user-friendly Web

interfaces, curriculum materials, and professional development for teachers. With appropriate
support, access to remote labs can deepen understanding for teachers and students by offering
hands-on investigations and opportunities for direct-observation that complement textbook
learning. Access to remote labs can also bring such experiences into the school classroom. For
example, students can use a do an activity at home to make observations and report experience
in the class.

Embodied Learning involves self-awareness of the body interacting with a real or simulated
world to support the learning process. When learning a new sport, physical movement is an
obvious part of the learning process. In embodied learning, the aim is that mind and body work
together so that physical feedback and actions reinforce the learning process. Technology to aid
this includes wearable sensors that gather personal physical and biological data, visual systems
that track movement, and mobile devices that respond to actions such as tilting and motion.
This approach can be applied to the exploration of aspects of physical sciences such as friction,
acceleration, and force, or to investigate simulated situations such as the structure of
molecules. For more general learning, the process of physical action provides a way to engage
learners in feeling as they learn. Being more aware of how one’s body interacts with the world
can also support the development of the approach to learning and well-being.
Adaptive Teaching all learners are different. However, most educational presentations and
materials are the same for all. This creates a learning problem, by putting a burden on the
learner to figure out how to engage with the content. It means that some learners will be
bored, others will be lost, and very few are likely to discover paths through the content that
result in optimal learning. Adaptive teaching offers a solution to this problem. It uses data
about a learner’s previous and current learning to create a personalized path through
educational content. Adaptive teaching systems recommend the best places to start new
content and when to review old content. They also provide various tools for monitoring one’s
progress. They build on longstanding learning practices, such as textbook reading, and add a
layer of computer-guided support. Data such as time spent reading and self-assessment scores
can form a basis for guiding each learner through educational materials. Adaptive teaching can
either be applied to classroom activities or in online environments where learners control their
own pace of study.

Analytics of Emotions automated methods of eye tracking and facial recognition can analyze
how students learn, then respond differently to their emotional and cognitive states. Typical
cognitive aspects of learning include whether students have answered a question and how they
explain their knowledge. Non-cognitive aspects include whether a student is frustrated,
confused, or distracted. More generally, students have mindsets (such as seeing their brain as
fixed or malleable), strategies (such as reflecting on learning, seeking help and planning how to
learn), and qualities of engagement (such as tenacity) which deeply affect how they learn. For
classroom teaching, a promising approach is to combine computer-based systems for cognitive
tutoring with the expertise of human teachers in responding to students’ emotions and
dispositions, so that teaching can become more responsive to the whole child and learner.

Stealth Assessment an automatic data collection that goes on in the background when students
work with rich digital environments can be applied to unobtrusive, ‘stealth’, assessment of their
learning processes. Stealth assessment borrows techniques from online role-playing games
such as World of Warcraft, in which the system continually collects data about players’ actions,
making inferences about their goals and strategies in order to present appropriate new
challenges. This idea of embedding assessment into a simulated learning environment is now
being extended to schools, in topics such as science and history, as well as to adult education.
The claim is that stealth assessment can test hard-to-measure aspects of learning such as
perseverance, creativity, and strategic thinking. It can also collect information about students’
learning states and processes without asking them to stop and take an examination. In
principle, stealth assessment techniques could provide teachers with continual data on how
each learner is progressing.
https://portablesportscoach.com/teaching-strategies-physical-education/

Teaching Strategies for Physical Education

Written by TeamPSC  in Coaching Tips

Direct Teaching “Follow my Lead”

Objective: Demonstrating how a drill is performed and having them follow your steps helps the
students visualize what is you are requiring them to do. The advantage of this strategy is that it
is time efficient and is a good strategy for the introduction of new skills.  The Teacher’s role is to
pre-plan the routine or drill and demonstrate it effectively to the class.  The students need only
to replicate your actions to learn the exercise. The disadvantage of this is that it can be difficult
to deliver individual feedback to each student.

Teacher Feedback “Roaming Review”

Objective: The class carries out the assigned tasks following clear instruction given prior to the
start of the task/activity. The advantage of this strategy is that the teacher is free to roam from
group to group and individual to individual to provide feedback and correct or re-teach the skill
they are having trouble with. The disadvantage of this is that time may not allow you to provide
individual feedback to each student.  While you are demonstrating something to one individual,
another student having problems may risk going unnoticed.

Peer Feedback “Collective Correction”

Objective: Students are placed in small teams and given a task that they must perform, usually
competing against other teams. The advantage of this strategy is that the team will provide
feedback to each other and work collectively to carry out the required task, correcting each
other at each wrong move. It encourages competition and fosters teamwork. The disadvantage
of this is the feedback that students give to each other may not be positive and lesser skilled
students may feel intimidated and bullying can occur.
Self-Feedback “Retrace Your Steps”
Objective: Students look at their outcome and assess if it was done correctly, or could have
been done better.  This is perfect for sporting drills where correct form, set moves, or plays
need to be performed and the use of Videos, GoPro’s or suitable Iphone Apps are available. The
advantage of this strategy is that students can see for themselves the point where things went
wrong. Whether the feedback was provided by themselves, their peers, or yourself, it is sure to
be precise and correct.  Think of a football coach setting up plays or set moves for their team
and it not being executed correctly, here you can playback footage and review what exactly
happened. The disadvantage of this is that it may not be practical or realistic to have a
recording of the activity to refer to.  Self-Feedback can still work in this instance if you ‘revise
your steps’ and walk through with the student exactly what they did
Convergent Discovery “Here’s a problem, Go Solve it”
Objective: Students are given a set of items, or scenario, and told what the end result needs to
look like.  The students are placed in teams where they need to collectively work together to
discover how to get the job done. The advantage of this strategy is that students learn
teamwork and social skills. So the Problem that needs solving does not directly need to be
related to PE because the outcome and the steps leading up to it are essential ingredients in
any team sport, and class cohesion.   It’s all about working as part of a team. The disadvantage
of this is that students need to be motivated to complete the task.  As the teacher you need to
plan who you will ‘randomly’ grouped together to achieve the desired result
Jigsaw Learning “Let’s Teach Each other”
Objective: Using a Drill that involves multiple tasks. Teach one task to each group, and then pair
each group up to teach each other their learnt skills.  As an example we can use Volleyball.  You
can start off with 4 groups.  Teach one group how to serve; one group how to set, one group
how to dig and one group how to spike.   Then have each group teach a different group their
new skill, so that they all get taught each component. The advantage of this strategy is that
once you teach the task to the individual groups, you are then free to roam around among
them and use the Teacher Feedback strategy to assist them. The disadvantage of this is that
students need to be motivated to complete the task.  Lower skilled students may not be able to
acquire the skill as quick as their team mates, leading to possible problems.
Team Games Tournament “World Cup”
Objective: Flowing on from Jigsaw learning (or any other strategy that had success), the 4 teams
now compete against each other to win the tournament. Play can either be straight knockout,
or Round Robin. The Advantage of this strategy is that it applies all the other strategies together
as it relies on Self-assessment, Peer Assessment, Problem Solving and improvement. Most
students love competing against each other and this offers a fun way to cement their new skills.
The Disadvantage is that some students may start to dominate play and lower skilled players
may only play bit parts. Think of the “Pass it to me kid” who is always unmarked, but never gets
the ball because his skill level is not great.
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=167&printable=1

Teaching Methods for Health Education

There is a wide variety of teaching methods that you will be able to use in your health
education work. You will be able to adapt these methods to your own situation, so that you can
use the most effective way of communicating your health education messages.
Health talk is considered that the best way of communicating your health messages in certain
situations is by using health talks. Talking is often the most natural way of communicating with
people to share health knowledge and facts. In the part of your job that involves health
education, there will always be many opportunities to talk with people. Group size is also
important. The number of people who you are able to engage in a health talk depends on the
group size. However, you will find talks are most effective if conducted with small gatherings
(5–10 people), because the larger the group the less chance that each person has to participate.
If your group is too big you may not be able to get your health message across. Think of some
situations when you think it might be best to use health talks to get across your health
education messages.
Preparing a talk is when you are preparing a talk and consider many things:
✔ Detailed knowledge on these topics is covered in the Nutrition Module. Begin by
getting to know the group. Find out its needs and interests and discover which
groups are active in your class.
✔ Select an appropriate topic. The topic should be about a single issue or a simple
topic. Always ensure that you have correct and up-to-date information and look
for sources of recent information. There may be leaflets available that can
support your health messages.
✔ List the points you will talk about
✔ Write down what you will say
✔ Visual aids are a good way to capture people’s attention.
✔ Practice your talk beforehand
✔ Determine the amount of time you need

Lecture is usually a spoken, simple, quick and traditional way of presenting your subject matter,
but there are strengths and limitations to this approach. The strengths include the efficient
introduction of factual material in a direct and logical manner. However, this method is
generally ineffective where the audience is passive and learning is difficult to gauge. Experts are
not always good teachers and communication in a lecture may be one-way with no feedback
from the audience.
Lecture with discussion
You may have the opportunity to give a lecture and include a follow-up discussion, perhaps in a
local formal setting or during a public meeting.

However there are also strengths and limitations to this approach. It is always useful to involve
your audience after the lecture in asking questions, seeking clarification and challenging and
reflecting on the subject matter. It’s important though to make sure discussion does happen
and not just points of clarification.

Group discussion involves the free flow of communication between a facilitator and two or
more participants. Often a discussion of this type is used after a slide show or following a more
formal presentation. This type of teaching method is characterized by participants having an
equal chance to talk freely and exchange ideas with each other. In most group discussions the
subject of the discussion can be taken up and shared equally by all the members of the group.
In the best group discussions, collective thinking processes can be used to solve problems.
These discussions often develop a common goal and are useful in collective planning and
implementation of health plans. Group discussions do not always go smoothly and sometimes a
few people dominate the discussion and do not allow others to join in. Your job as the
facilitator is to establish ground rules and use strategies to prevent this from happening.
Handling group members requires patience, politeness, the avoidance of arguments and an
ability to deal with different people without excessive authority or belittling them publicly.
Think for a moment about how you might prevent a few people from dominating a group
discussion.
Group disruption by several types of behavior:
● People who want a fight: Do not get involved. Explore their ideas, but let
the group decide their value.
● Would like to help: Encourage them frequently to give ideas, and use
them to build on in the discussion.
● Focuses on small details: Acknowledge his or her point but remind them
of the objective and the time limit for the discussion.
● Just keep talking: Interrupt tactfully. Ask a question to bring him or her
back to the point being discussed and thank them for their contribution.
 ● Seems afraid to speak: Ask easy questions. Give them credit to raise their
confidence.
● Insists on their own agenda: Recognise the person’s self-interest. Ask him
or her to focus on the topic agreed by the group.
● Is just not interested: Ask about their work and how the group discussion
could help.

Buzz group is a way of coping if a meeting is too large for you. In this situation it is better to
divide the group into several small groups, of not more than 10 or 12 people. These are
called buzz groups. You can then give each small buzz group a certain amount of time to discuss
the problem. Then, the whole group comes together again and the reporters from the small
groups report their findings and recommendations back to the entire audience. A buzz group is
also something you can do after giving a lecture to a large number of people, so you get useful
feedback.

Demonstration in your work as a health educator you will often find yourself giving
a demonstration. This form of health education is based on learning through observation.
There is a difference between knowing how to do something and actually being able to do it.
The aim of a demonstration is to help learners become able to do the skills themselves, not just
know how to do them.

Giving a demonstration
There are four steps to a demonstration:
✔ Explaining the ideas and skills that you will be demonstrating
✔ Giving the actual demonstration
✔ Giving an explanation as you go along, doing one step at a time
✔ Asking one person to repeat the demonstration and giving everyone a
chance to repeat the process.

Role play is usually a spontaneous or unrehearsed acting out of real-life situations where others
watch and learn by seeing and discussing how people might behave in certain situations.
Learning takes place through active experience; it is not passive. It uses situations that the
members of the group are likely to find themselves in during their lives. You use role playing
because it shows real situations. It is a very direct way of learning; participants are given a role
or character and have to think and speak immediately without detailed planning, because there
is usually no script. In a role playing situation people volunteer to play the parts in a natural
way, while other people watch carefully and may offer suggestions to the players. Some of the
people watching may decide to join in with the play.
The purpose of role play is that it is acting out real-life situations in order that people can better
understand their problems and the behavior associated with the problem. For example, they
can explore ways of improving relationships with other people and gain the support of others
as well. They can develop empathy, or sympathy, with the points of view of other people. Role
play can give people experiences in communication, planning and decision making. For example
it could provide the opportunity to practice a particular activity such as coping with a difficult
home situation. Using this method may help people to re-evaluate their values and attitudes.
Examples of role play
● Ask a person to get into a wheelchair and move around a building
to develop an understanding of what it feels like to have limited
mobility.
● Ask the group to take up the roles of different members of a
district health committee. One person acts as the health educator
and tries to convince the people to work together and support
health education programmes in the community. Problems of
implementing health education programmes and overcoming
resistance can be explored in the discussion afterwards.
● Ask a man to act out the role of woman, perhaps during
pregnancy, to develop an understanding of the difficulties that
women face.

● Role play is usually undertaken in small groups of 4 to 6 people. Remember role

play is a very powerful thing.
● Role play works best when people know each other.
● Don’t ask people to take a role that might embarrass them.
● Role play involves some risk of misunderstanding, because people may interpret
things differently.

Drama is a very valuable method that you can use to discuss subjects where personal and social
relationships are involved. Basic ideas, feelings, beliefs and values about health can be
communicated to people of different ages, education and experience. It is a suitable teaching
method for people who cannot read, because they often experience things visually. However
the preparation and practice for a drama may cost time and money.
The general principles in drama are:
● Keep the script simple and clear
● Identify an appropriate site
● Say a few words at the beginning of the play to introduce the
subject and give the reasons for the drama
● Encourage questions and discussions at the end.

III. PRACTICE

Activity: Assign a particular teaching method to a student let her discuss further how to use the
method in teaching a PE and Health class in the elementary graders. (Self-video recording)
Rubric for Grading
Content 60%
Delivery 20%
Organization 20%
Class Impact 10%

IV. PERFORMANCE