BAHIR DAR UNIVERSITY

COLLAGE OF EDUCATION AND BEHAVIORAL SCIENCES

PGDT 421 Assignment: Total weight 40%
Name ______________________ID: __________________
Department: Sport Science center: Gondar semester: two

1. Describe the learning process structure to enhance the overall development of student
in terms of
Answer
a. Psychomotor domain
Psychomotor skills and their early development help children to master their body through balance and
movement, preparing them for the motor needs of the environment and daily life.
 Psychomotor domain
The psychomotor domain encompasses the ability of learners to physically accomplish tasks and perform
movement and skills. There are several different versions including different hierarchies – the examples here
fall into Harrow’s (1972) theory of the psychomotor domain. This hierarchy ranges from reflexes and basic
movement to non-discursive communication and meaningfully expressive activity.
 Psychomotor Hierarchy
Reflex
 Sample learning outcome: Instinctively respond to a physical stimulus.
 Sample assessment/activity: A game of dodgeball.
 Rationale: Learners must react (dodge) the balls that are being thrown at them, allowing them to
develop their reflexive skills.
Basic fundamental movements
 Sample learning outcome: Perform a simple action (including running and throwing).
 Sample assessment/activity: A game of dodgeball.
 Rationale: Learners must run and throw to actively engage the opposing team, allowing them to
develop these skills.
Perceptual abilities
 Sample learning outcome: Use more than one ability to integrate different sensory perceptions.
 Sample assessment/activity: A game of catch or soccer (or other game involving movement and
passing).
 Rationale: Learners must integrate running, visual information about the position of the ball, and
predictive information about the future position of the ball.
Physical abilities
 Sample learning outcome: Sustain an activity for a set period of time.
 Sample assessment/activity: Run for 25 minutes steadily.
 Rationale: This activity is a measure of the learner’s stamina and physical fitness.
Skilled movements

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  Sample learning outcome: Adapt one’s behavior and movement to better achieve goals.
 Sample assessment/activity: A soccer or other strategic game (football, hockey).
 Rationale: This activity allows teams to change their strategy and individuals to change their physical
behavior depending on the response of the other team.

b. Cognitive domain
The cognitive domain is focused on intellectual skills such as critical thinking, problem solving, and creating
a knowledge base. It was the first domain created by the original group of Bloom’s researchers. The cognitive
hierarchy extends from simple memorization designed to build the knowledge of learners, to creating
something new based on previously-learned information. In this domain, learners are expected to progress in a
linear manner, beginning at "remember" and ending at "create." 
Cognitive hierarchy
Remember
 Sample learning outcome: Remember the names and relationships of a cast of characters in a play.
 Sample assessment/activity: A multiple-choice test designed to test the memory of learners.
 Rationale: A multiple-choice test will allow educators to see whether students have effectively
memorized the given material.
Understand

 Sample learning outcome: Understand and explain the main ideas of a play or piece of literature.
 Sample assessment/activity: Write a short (1 page) paper summarizing the plot and most important
events in the play.
 Rationale: Writing a summary encourages learners to think about what the most important parts of a
piece of literature are, and to decide which aspects of the plot to disregard in favor of a concise
summary. It allows educators to evaluate whether or not they have understood the main idea of the
play.

c. Affective domain
The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers
can increase their effectiveness by considering the affective domain in planning courses, delivering lectures
and activities, and assessing student learning.
The affective domain is one of the three domains in Bloom's Taxonomy. It involves feelings, attitudes, and
emotions. It includes the ways in which people deal with external and internal phenomenon emotionally, such
as values, enthusiasms, and motivations.
The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex
but internally consistent qualities of character and conscience. We found a large number of such objectives in
the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases. Here are
descriptions of each step in the taxonomy, starting at the most basic level.

 Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and
being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), respond to.

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  Responding is committed in some small measure to the ideas, materials, or phenomena involved by
actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to
spend leisure time in, to acclaim.
 Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena.
Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to
debate.
 Organization is to relate the value to those already held and bring it into a harmonious and internally
consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.
 Characterization by value or value set is to act consistently in accordance with the values he or she
has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to
resist, to manage, to resolve.

2. Explain the fundamental and natural movements that may concern basically to
physical education existence.
Answer
Fundamental movement skills are a specific set of skills that involve different body parts such as feet, legs,
trunk, head, arms and hands. These skills are the “building blocks” for more complex and specialized skills
that kids will need throughout their lives to competently participate in different games, sports and recreational
activities.

Fundamental movement skills categories include:

1. Balance skills - Movements where the body remains in place, but moves around its horizontal and vertical
axes.
2. Locomotor skills - such as running, jumping, hopping, and galloping.
3. Ball skills - such as catching, throwing, kicking, underarm roll and striking.
The fundamental movement skills to be developed through Health and Physical Education include:
 Locomotor and non-locomotor skills — rolling, balancing, sliding, jogging, running, leaping, jumping,
hopping, dodging, galloping and skipping.
 Object control skills — bouncing, throwing, catching, kicking, striking.

Movement education is instruction that teaches children how to improve their motor skills by using physical
movement. As part of physical therapy, movement education is often used to help students and children gain a
better understanding of the body’s motion and improve their ability to move in daily activities. Movement
education is designed to improve physical performance and health.

Here are some benefits movement breaks can offer:

Learning efficiency

 Because it partially controls navigation and short-term memory, the hippocampus requires time to process
information.

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 Students can refocus their brains when they return to the content.

 Moving helps you develop social skills that are essential for comprehension and critical thinking.

 Re-energizing learning is possible by realigning the brain/body connection

Stress Relief, Mood Elevation, and Social Perks

 Students who are stressed or uncomfortable will have a difficult time learning new information, especially
if they are using critical thinking skills or need to link new information with their own experiences, prior
knowledge, or abstract thought.

 Successful learning is based on student-to student and teacher-to-teacher relationships. Research has
shown that students who are in safe, supportive environments and are kind to one another are more likely
to succeed academically.

 Modern life is more static, especially for children who are involved in P.E. Recess is being cut to make
way for academic achievement.

 We often get our best ideas when we’re having a break

 This may help to reduce overwhelm by the content

3. Write the difference between ancient and modern physical education program in school
setting.
Physical Education is defined as "education through physical activity." Its goal is to improve students'
physical competence, knowledge of movement, and ability to apply these skills to a variety of activities
related to the development of an active and healthy lifestyle.
Explanation:  Physical education in its modern form is broader and more relevant. Physical education is not
limited to drills and routine exercises, but highlights the importance of physical fitness. Physical and mental
development are intertwined and go hand in hand.
 P.E. has also evolved in terms of its physical components. Fitness has become more focused on a
larger variety of activities that involve diverse motions and approaches as a result of increased
research and expertise.
 Today Physical education emphasizes more on the importance of exercise in both physical and mental
health. This is because numerous studies have shown that exercise can aid in the treatment of
depression as well as the improvement of focus and work performance. All of this is in addition to the
positive routines that can be carried over into adulthood.
 Physical education is also necessary for maintaining physical fitness, which is a human requirement.
Modern P.E. focuses on teaching students how to evaluate their own fitness and the importance of
fitness in their future in coping up with stress and other major obesity related epidemics.
The greatest difference between modern and ancient life exists in the domain of health. According to one
historical record, three hundred thousand new-borns use to die in the glorified Roman Empire. The life

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 expectancy rate in the early society was 25 years, however people who managed to make it in the adulthood
used to pass the age of 70.
Additionally
 Anicent education system was based on religious prospectives.
 Whereas, the modern system of education is based on practical knowledge (sciences).
Explanation:
The anicent education system was based known as the indian system of education. It was based on astrology
and basic knowledge. The sons of the kings and priest were only allowed to study. Girls were mainly
forbidden to attain education.
The schooling were held outside rather than in a building and gurukuls were there where all the students are
treated equally as tribals,and because of this, they had to cut woods from the forests and do such work for
themselves.
The students were made to do cramming to learn what they are reading, rather than writing it.
This type of system was believed extremely strange and inferior by the Britishers, and hence, they changed
the system of education

 Modern Concept of Physical Education: Physical education in its modern concept is broader and more
meaningful. Physical education is not confined to some forms of drill and regular exercises, but emphasizes
on the physical fitness value. Physical development and mental development are inter-related and go together.

4. What are the instructional intervention to be required in teaching students with special need in physical
education in school level?
Answer

Physical education teachers around the world are coming up with new ways to include all students and get
everyone moving.  Here are seven everyday challenges and solutions in physical education today, all of which
can be written into a student’s IEP.
Sensory Integration
The first two things I always notice about phys ed classes are the loud music and fluorescent lights in the gym.
These are major barriers to students with some types of neurological differences.  Many students are also
sensitive to bright sunlight outdoors and the sound of squeaking sneakers on the gym floor, making it difficult
for physical education teachers to find an appropriate location for class.
 Behavior
Behavior is always a concern in physical education classes, where there’s plenty of movement and incidents
can happen in rapid succession. Positive Behavior Interventions and Support (PBIS) are a systematic, proven
method to prevent negative behaviors and increase healthy interactions.  The method may be summarized as
“Prevent, Teach, Reinforce.”  Behavioral expectations are explained from the beginning with supports such as
picture schedules.  Then the class material is taught through positive interactions, and the lesson is reinforced
by referring back to behavioral expectations and evaluating progress.
Class Size
In some school districts, physical education classes are becoming larger and larger due to budget constraints.
For example, in Detroit Public Schools, a single physical education class may have 180 students co-taught by

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2 phys ed teachers.  One of my son’s former coaches teaches in that environment, and she says that it takes
more than 10 minutes of class time just to take attendance and make sure each student has a ball.
Team Building
Physical Education is the perfect opportunity for team building exercises.  Instead of competitive games, the
class can focus on creative games that only succeed when a whole team works together.  “Ants on a log” is
my first-grader’s favorite game.
Professional Development
Many teachers of physical education complain about a lack of professional development opportunities.
Scheduling is a problem because of coaching duties before and after school, and most continuing education
programs are geared toward teachers of academic subjects
Accessibility
In 2010, the US Department of Education made recommendations to increase accessibility in physical
education classes.  Hard surfaces such as concrete and asphalt may be dangerous for individuals with
dyspraxia, and softer surfaces such as sand or wood chips make it difficult to maneuver a wheelchair.
Alternatives
In some cases, enrollment in a physical education class is not feasible.  But it is still possible to incorporate
physical activity and healthy lifestyle habits into a special education curriculum:
 take frequent “movement breaks” by going for a walk, learning to jump rope or spending 10 minutes
on a playground
 develop a daily 15 minute workout routine
 get permission to use the school’s weightlifting room – sometimes curiosity about various machines is
enough to jump-start an individualized exercise program

5. Mention the professional code of ethics in physical educational subject that would be used as
principles and guide made by physical education teacher.
Answer
Teachers must model strong character traits, including perseverance, honesty, respect, lawfulness, fairness,
patience, and unity. As an educator, teachers must treat every student with kindness and respect without
showing any favoritism, prejudice or partiality.
As role models for students, teachers must follow a professional Code of ethics.
This code ensures that students receive a fair, honest, and uncompromising education. A professional code of
ethics outlines teachers’ primary responsibilities to their students and defines their role in a student’s life.
Educators must demonstrate impartiality, integrity, and ethical behavior in the classroom, whether virtual or
in-person and in their conduct with parents and coworkers.
 Putting Students First
Teachers must model strong character traits, including perseverance, honesty, respect, lawfulness, fairness,
patience, and unity. As an educator, teachers must treat every student with kindness and respect without
showing any favoritism, prejudice or partiality. Teachers must maintain confidentiality unless a scenario
warrants involvement from parents, school administration, or law enforcement, and never use relationships
with students for personal gain.
 Showing Commitment on the Job

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Educators must commit wholly to the teaching profession itself. A classroom should promote safety, security,
and acceptance, and should always avoid bullying, hostility, neglect, dishonesty or offensive conduct.
Teachers must accurately describe their qualifications, licenses, and credentials to education boards or
administration offices that look to hire them.
 Promote and Uphold Healthy Relationships
On top of fostering healthy relationships with students, educators must build strong relationships with school
staff, parents, guidance counselors, coworkers, and administrators. Teachers must keep from discussing
private information about colleagues and students unless disclosure is required under the law.
Teachers should always avoid gossip of any kind, including false comments about coworkers or students. Part
of the code of ethics requires teachers to cooperate with fellow teachers, parents, and administrators to create
an atmosphere that fosters learning and growth. 
 Never Stop Learning
An educator’s code of conduct demands attentiveness to continuing education requirements and career
development. Teachers must spend time researching new teaching methods, attend classes to maintain their
certifications, consult colleagues for professional advice, stay informed on technical advancements for the
classroom, and participate in curriculum improvements. A teacher must ensure that their teaching methods are
relevant and comprehensive for all students. Teachers must engage in educational research to continuously
improve their strategies in the classroom.
6. What are the major challenge that face the development of physical education in Ethiopia including
their possible solutions?
Answer
As with other chronic diseases, such as diabetes, asthma, or heart disease, drug addiction can be managed
effectively. Yet, it is not uncommon for a person to relapse and begin abusing drugs again. Relapse does not
signal failure; rather, it indicates that treatment should be reinstated or adjusted, or that alternate treatment is
needed to help the person regain control and recover.
 Increasing salary  Academic qualifications of athletes
 Violence  Emphasis of winning sports in youth sports
 Burnout of young athletes  Accountability of teachers
 Professionalization of collegiate athletics  Integrity of PE as a school subject
 Racism  Equity
Generally, attitudinal barriers, skill/knowledge barrier, inflexibility of curriculum, policies barriers,
economic barrier, and physical/ infrastructural barriers are the major hindrances to implement inclusive
education in Ethiopia.
We can solve educational problems by the following ways:
 Improve teacher training and education. Teacher education is essential to good teaching and student
learning
 Develop relevant curriculum. High-quality education requires a curriculum that provides depth of
learning
 Enhance collaboration with stakeholders

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  Develop resilient infrastructure

7. List out the role of physical education in school and explain the current status based on the application
of teaching experience.
The physical education teacher is the physical activity expert in the building and should take on the role of
physical activity director for the school. The responsibilities should include the following:
Being an active member of the school wellness committee
 Helping in the evaluation and planning process for the school
 Actively learning about and promoting opportunities for physical activity in the community
Serving as a resource person for classroom teachers
 Informing classroom teachers about the need for and benefits of adding small bouts of
physical activity to the school day
 Providing resources and training to the classroom teachers
 Aiding teachers in understanding and implementing appropriate practices for physical
activity
 Providing opportunities for the teachers to engage in physical activity before or after school
Organizing schoolwide physical activity experiences
 Planning schoolwide activities such as field day, fun runs, a walking program, and morning
exercise breaks
 Encouraging fund-raisers that promote physical activity (e.g., Jump Rope for Heart, Walk
for Diabetes, St. Jude's Walk)
 Planning before- and after-school clubs for activities such as jump rope, walking, dance,
gymnastics, and intramural sports
The current trend in PE instruction has focused less on fun and team sports and more on getting children
healthy. To that end, instructors have had to outline and define goals specific to increasing life-long health.
8. Describe the basic elements/components needed to design the lesson plan for practical classes of
physical education program.
Answer
The physical education lesson plan format includes the follow elements: readiness (goals/objectives,
standards, anticipatory set), instruction (input, modeling, checking for understanding), accommodation
(addressing the needs of students with exceptional circumstances and conditions), and assessment.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Unit
B. Objective(s). Provide:
1.) conditions;
2.) desired learning;
3.) observable behavior; and

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 4.) accuracy (as necessary) C. Standard(s): learned society; state; district.
II. Anticipatory Set
• This is a “bridge” from the past learning to present learning
• It must be understood by all
III. Purpose: Must be stated to the students! Why do we need to learn this?
PLAN FOR INSTRUCTION
 Design and implement content that is aligned with lesson objectives. NASPE Standard
 Plan for and manage resources to provide active, fair, and equitable learning experiences.
IV. Adaptations : students with special needs. Depending on the nature and complexity of the lesson, what
adjustments and/or adaptations will you make to accommodate all students in the class?
• Remediation: students who did not master the objective(s)
• Enrichment: gifted/mastery students
• ESL—mainstreamed
• Others?
V. Lesson Presentation (Input/Output)
• Include: active participation and questions to be asked
• Include: technology and adaptations for students with special needs
• Include: modeling/monitoring
VI. Check for understanding.
How do you know students have learned? What strategies will you implement if all students have not met
lesson outcomes?
 Guided practice: teacher models; students complete exercises with the teacher; the teacher
checks for understanding before students work alone.
 Reteach: whole group, small group, individual
 Suggested strategies: index card summaries; hand signals; question board/box; concept
maps; oral questioning; follow-up probes; misconception checks
VII. Review learning outcomes / Closure
VIII. Independent practice/Extending the learning
 If the checking for understanding has gone well, students are ready to complete an
assignment alone.
 The assignment must re

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