HKE 346 (Teaching Physical Educati in Senior Secondary Schools.) WEEK: 1 Nature/ Objectives of Physical Education All teachers should be sensitive to the developmental need s of boys and girls but each area (physical education, science, mathematics) has teachers who, by specialized education and experience, are particularly sensitive to certain need of students. The physical education teacher should be especially sensitive to and contribute to the achievement of the following developmental goals, which we might call specific objectives of physical education. Development of Organic Power This objective stresses the promotion of the health and physical fitness necessary to meet the phynological demands made on the organism. Development of Neuromuscular Skill Neuromuscular skill may be thought of as the coordination, timing and grace which lead to proficiency in a series of movements. Another name for this objective is “motor” development. Development of Desirable Personal-Social Attitudes. This objective is shared by all educators. However, the physical education setting allows special ways of achieving the objective. By placing the student in situations that encourage individual self-confidence sociability, initiative, self-direction, and a feeling of belonging, adjustment to both self and others is encourage. Development of Intellectual Awareness Interpretive, or intellectual development is encouraged in physical education through presentation of information on the origin, development rules, techniques, and strategies appropriate to each sport or activity.Week 7: Materials and aids for Teaching Materials and aid should be selected to complement the different methods of instruction, Use of a variety of instructional materials will provide additional motivation to learners. The prospective physical educator will be well advised to begin the collection of such materials while still in college and should continually add to and update such collection. The effectiveness of any teaching aid is conditioned by it appropriateness to the objectives the teacher has in mind, the length of time required by its use, the efficiency with which it is used, to care with which it is prepared , and the nature of the follow-up. Classification of reading materials A variety of reading materials which pertain to physical education and athletics exists. A relation may be kept in either the school library or the physical education offices. 1. Textbooks - can be given to student during class activities and collected back from them at the end of the lesson 2. Periodicals - used for assignments. - Magazines - Each physical education should survey the periodical index, of the school library to determine if a variety of these magazines is available. 3. Rule books: An up-to-date knowledge of the rules of an activity is essential to good teaching and coaching. Rules do change, and students have a right to expect the material which they learn to be topical. Physical educators should have an hand a current edition of the rules of each activity taught or coached 4. Skill Test Manuals:Many skill tests can be located in texts on tests and measurements in physical education and in the Research Quarterly. Additionally, skill test manuals for the following sports are available from AAHPER (American Association for Health, Physical Education and Recreation). Archery (male and female), Basketball (male and female), Football (male), Softball (male and female), Volleyball (male and female) 5. Audiovisual Aids: Included in audiovisual aids to teaching are; demonstrations, chalkboards, bulletin boards, magnetic boards, models, charts, motion pictures, slides, loop-films , videotapes, records and tape players. Unless these materials are carefully selected for relevance to the unit under way, the very purposes for which it was intended may be defeated. Research shows that audiovisual aids are especially helpful early in the learning process. The learner must have a mental image of the movement to be learned. This mental image is later translated into a kinesthetic pattern so that the movement may finally be produced at will. 1. Uses of Chalkboards, Magnetic boards, and Bulletin boards. 2. Uses of motion pictures, slides, loop-films, Television and videotapes. 3. Records - music is certainly a valuable teaching aid. It is, of course, essential for folk, square, and social dance. Music is also valuable with swimming, gymnastic activity and calisthenics. There are all activities in which a smooth, relaxed rhythmic performance is desirable, Special materials and aids Badminton BasketballFootball Gymnastics Swimming Tennis Clinics and First Trips The use of resource persons — Demonstrations, Lectures, Visits, Speech by one of the athletes. Trips may be taken by classes or activity clubs to see tennis or golf matches, dance concerts, gymnastic meets, or other events of internet which occur within a reasonable distance from the school. The trip must be planned in accordance with the policies of the school concerning field trips. Each student must have written permission from parent or guardian, and a suitable number of teachers or other adults must accompany the group in approved transportation, One adult for every 15-20 students as suggested. The group should travel by school bus, or public carrier, whenever possible. If private automobiles must be used, they should be driven by adults (teachers or parents), not students. Trip insurance should be considered for all trips in private cars. Students should understand the purpose of such a trip. A discussion of what they may expect to see and what they may expect to see and its relationship to the physical education, curriculum should precede trip. Some form of evaluation should occur after returning. Students might prepare a report or critique of what they have seen, or a group discussion could be initiated. Vanier and fait (1969) note that carefully planned field trip can, among other things, encourage exploration and interest, give more meaning to classroom experiences, strengthen community ties, and increase parental interest in the school, and in the physical education programme.WEEK 7: Materials and aids for Teaching Materials and aid should be selected to complement the different methods of instruction, Use of a variety of instructional materials will provide additional motivation to learners. The prospective physical educator will be well advised to begin the collection of such materials while still in college and should continually add to and update such collection. The effectiveness of any teaching aid is conditioned by it appropriateness to the objectives the teacher has in mind, the length of time required by its use, the efficiency with which it is used, to care with which it is prepared , and the nature of the follow-up. Classification of Reading Materials A variety of reading materials which pertain to physical education and athletics exists. A relation may be kept in either the school library or the physical education offices. 1. Textbooks — can be given to student during class activities and collected back from them at the end of the lesson 2. Periodicals — used for assignments. ~ Magazines - Each physical education should survey the periodical index, of the school library to determine if a variety of these magazines is available. 3. Rule books: ‘An up-to-date knowledge of the rules of an activity is essential to good teaching and coaching. Rules do change, and students have a right to expect the material which they learn to be topical. Physical educators should have an hand a current edition of the rules of each activity taught or coached 4. Skill Test Manuals: Many skill tests can be located in texts on tests and measurements in physical education and in the Research Quarterly, Additionally, skill test manuals for thefollowing sports are available from AAHPER (American Association for Health, Physical Education and Recreation). Archery (male and female), Basketball (male and female), Football (male), Softball (male and female), Volleyball (male and female) 5. Audiovisual Aids: Included in audiovisual aids to teaching are; demonstrations, chalkboards, bulletin boards, magnetic boards, models, charts, motion pictures, slides, loop-films , videotapes, records and tape players. Unless these materials are carefully selected for relevance to the unit under way, the very purposes for which it was intended may be defeated. Research shows that audiovisual aids are especially helpful early in the learning process. The learner must have a mental image of the movement to be learned. This mental image is later translated into a kinesthetic pattern so that the movement may finally be produced at will. 1. Uses of Chalkboards, Magnetic boards, and Bulletin boards. 2. Uses of motion pictures, slides, loop-films. Television and videotapes. 3. Records — music is certainly a valuable teaching aid. It is, of course, essential for folk, square, and social dance. Music is also valuable with swimming, gymnastic activity and calisthenics. There are all activities in which a smooth, relaxed rhythmic performance is desirable. Special materials and aids Badminton Basketball Football Gymnastics Swimming TennisClinics and First Trips The use of resource persons — Demonstrations, Lectures, Visits, Speech by one of the athletes. Trips may be taken by classes or activity clubs to see tennis or golf matches, dance concerts, gymnastic meets, or other events of internet which occur within a reasonable distance from the school. The trip must be planned in accordance with the policies of the school concerning field trips. Each student must have written permission from parent or guardian, and a suitable number of teachers or other adults must accompany the group in approved transportation. One adult for every 15-20 students as suggested. The group should travel by school bus, or public carrier, whenever possible. If private automobiles must be used, they should be driven by adults (teachers or parents), not students. Trip insurance should be considered for all trips in private cars. Students should understand the purpose of such a trip. A discussion of what they may expect to see and what they may expect to see and its relationship to the physical education, curriculum should precede trip. Some form of evaluation should occur after returning. Students might prepare a report or critique of what they have seen, or a group discussion could be initiated. Vanier and fait (1969) note that carefully planned field trip can, among other things, encourage exploration and interest, give more meaning to classroom experiences, strengthen community ties, and increase parental interest in the school, and in the physical education programme.WEEK: 13 Principle of Teaching and Learning Teaching and learning represent two aspects of the process we call education. Dewey said, "To teach is to cause to learn”. To learn is to become different, for learning is the process of changing behavior through experience. As the organism tries to meet its needs by a process of adjustment, it reacts to its environment. This inter4actéion between oforganism and environment is called experience. Experience, in this sense, is not merely the best teacher, it is the only teacher. Those of us physical educators are concerned about experience which results in whole or desirable changes in behavior. “Learning” is the relatively permanent change in performance or behavioral potential resulting from practice or past experie3nce in the situation”, Teaching Principles 1. Effective teaching involves acquiring relevant knowledge about students and using that knowledge top inform out course design and classroom teaching When we are teaching we have to take student characteristics that can affect learning into consideration such as students cultural and generational backgrounds which influence how they see the world; disciplinary backgrounds lead students to approach problems in different ways; and students prior knowledge (both accurate and inaccurate aspects) shapes new learning 2. Effective teaching involves aligning the three major components of instruction: learning objectives assessments and instructional activities. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e. the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g, case studies, labs, discussions, readings) support learning objectives by providinggoal-oriented practice; and (c) the assessment (e.g. tests, papers, problem sets, performances)provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targeted feedback that can guide further learning. . Effective teaching involves articulating explicit expectations regarding learning objectives and policies. Articulating our learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course) gives students a clear target to aim for and enables them to monitor their progress along the way. . Effective teaching involves prioritizing the knowledge and skills we choose to focus on Too many topics work against student learning, so it is necessary for us to make decisions- sometimes difficult ones about what we will and will not include in a course. This involves (a) recognizing the parameters of the course (e.g. class size, student background and experiences, course position in the curriculum sequence, numbe4r of course units), (b) setting our prior ties for student learning, and (c) determining a set of objectives that can be reasonably accomplished . Effective teaching involves recognizing and overcoming our expert blind spots. Students need instructors to break tasks into components steps, explain connections explicitly, and model processes in detail, so that they can practice applying it themselves. . Effective teaching involves adopting appropriate teaching roles to support our learning goals. We can take on a variety of roles in our teaching (instructor, demonstrator). These roles should be chosen in service of the learning objectives and in support of the instructional activities. . Effective teaching involves progressively refining our courses based on reflection and feedback. Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate. This can be achieved by examiningrelevant information on our own teaching effectiveness. Much of this information already exists (e.g., student work, previous semesters course evaluations, dynamics of class participation) based on these the learning objectives and content be modified.