LESSON 3

Elements to Consider in Designing Instruction for Physical Education and Health

Objectives

At the end of the lesson, you will be able to:

 discuss the key strategies in teaching and designing instruction in physical education
and health;
 identify the different types of assessment used in physical education and health;
 analyze the importance of being selective in using appropriate activities to be used
by teachers in presenting physical education and health lessons; and
 evaluate the impact of the instructional materials being used by teachers in
presenting physical education and health lessons.

Introduction

When designing Instruction, individual differences in pupils' interests, attitudes

abilities, and perceptions should be taken into consideration. Teachers must prepare and
organize high-quality, inclusive learning opportunities for all pupils, allowing them to gain
the strength and desire to participate in any activity that leads to better learning. To do so,
current strategies that are aligned with the educational standards must be used.

Teachers can create instructional materials more effectively without wasting time
and resources if they start with the end in mind. In physical education and health, a one-
size-fits-all solution does not work for all pupils. Teachers must create teaching resources
that cater to the needs of all pupils. This will provide pupils with a high-quality physical
education experience that teaches skills, instills understanding, and fosters healthy attitudes
to ensure the pupil's engagement toward different types of physical activities

Richard Buchanan, a professor of Design & Innovation, said that a good instructional
design is not only creative, stylish, and with an extraordinary visual look but also considers
human engagement in its activities. As a facilitator of learning it is necessary to keep in mind
that instructional design is and will always be a process, not just a result. It is an endless
process. It should entail careful crafting of learning goals at a level suitable for the expertise
and skills being learned, as well as creation of exercises that assist pupils in developing their
comprehension of the subject and the skills being taught. If the goals and objectives are not
fulfilled, an evaluation or recommendations to change may be provided.

THINK: Seven key strategies in teaching and designing instruction in physical

education and health

Teachers require a variety of different techniques to enable them to deal with pupils.
The following are essential strategies that can be applied in teaching and designing
instruction in physical education and health

1. Direct Teaching Strategy

Demonstrating how to perform a task and letting the pupils follow the instructions
allow the pupils to visualize what you are expecting them to do. The advantage of this
approach is that it saves time and is a great approach for teaching new skills. The dowrnside
is that providing individualized feedback to each pupil can be challenging.

2. Giving Feedback by Roaming Around

The class completes the assigned tasks after receiving specific instructions. To
provide feedback, the teacher is free to move from group to group and individual to
individual. The downside is that individual feedback to each pupil may not be possible due
to time constraints.

3. Peer Review

Pupils are divided into small groups and assigned a task to complete. This technique
has the benefit of allowing the team to give feedback to one another. It promotes cooperation
and supports competition. The downside is that pupils' reviews to one another may not be
favorable, and less talented pupils may feel embarrassed, leading to bullying

4. Self-review

Pupils need to understand the complete outcome to determine whether it was done
accurately or should have been performed more efficiently. This is ideal for sporting drills
requiring proper form, fixed movements, or actions. This technique has the benefit of
allowing pupils to see for themselves where something went wrong. The downside of this is
that the documentation of the action cannot be practical or realistic.
5. Convergent Discovery Approach

Pupils are given a series of objects or examples and are told what the result will be.
Pupils are then divided into groups and assigned to work on a challenge together. Pupils
practice teamwork and cognitive skills as a result of this approach. The downside is that
pupils must be well driven to finish the task. To generate the correct results, the instructor
must prepare whom he/she can "randomly" group.

6. Jigsaw Learning Approach

Teach one task to each team, then pair them up to teach each other their newly
acquired skills. The benefit of this approach is that after the task is taught to the separate
groups, you can roam around and assist them. The downside is that pupils must be
encouraged to finish the task. Lower-skilled pupils might not be able to learn the technique
as easily as their classmates, potentially causing difficulty

7. Group Tournament

The teams will compete against one another to see who will win the match Most
pupils like playing against one another, and this is a competitive way to solidity new skills
as an advantage. The disadvantage is that some pupils will begin to overtake play, while
others may only take minor roles.

Developing Instructional Materials

The importance of instructional materials cannot be overstated; they are critical

resources for successful teaching and learning. They increase teaching effectiveness, enhance
student learning, and offer sensory opportunities for pupils to help them change their
actions. Instructional materials also promote learning content, enable pupils to apply what
they have learned, and provide opportunities for assessment. They are designed to help
pupils understand the topic being taught by providing in-depth knowledge focused on
evidence.

Teachers use a range of instructional resources to inspire pupils to learn, including

textbooks, maps, models, graphics, and improvised materials such as actual objects
(Awotua-Elebo, 2001). The durability, adequacy, and successful use of instructional
materials are all important factors in the success of teaching and learning methods (Olaitan
and Aguisiobo, 1994). Instructional materials are designed to enhance the quality of
education so that pupils can do better in school. Such academic achievements vouch for the
effectiveness of both instruction and interaction. According to Omabe (2006), instructional
materials are essential in teaching and learning because they help teachers be more efficient
and successful in their delivery of lessons. Esu, Enukoha, and Umoren (2004) also stated that
instructional materials aid abstract concept learning by assisting pupils in concretizing ideas
and stimulating their imagination. Nonetheless, instructional resources increase pupils’
active involvement in the learning process, save teachers' time. and reduce the propensity
for the learning process to become teacher-centered.

Six Techniques to Use Technology in Physical Education and Health

Physical education can be daunting to teach for a variety of reasons, ranging from the
lack of facilities to keeping pupils involved. To address these issues, some educators are
utilizing technologies to build more engaging classes that cater to pupils of all fitness levels.
Here are some other examples of technologies and how to incorporate them into the
classroom:

1. Using Pedometers

One of the simplest ways to monitor physical activity is to count steps. To do so,
pedometers can be used. Pedometers are useful in a wide range of age categories. They may
also be used for a multitude of activities such as housework and exercise.

2. Utilizing Heart Rate Monitors

Heart rate monitors are used to assess the heartbeat of an individual as hel she
engage in sports. Instructors and pupils may use these instruments to set an individualized
ideal heart rhythm. It should be kept in mind that different goal rates apply based on age
and skill.

3. Health Tracking Information

Using information from heart monitors and pedometers to develop a lengthy

strategy for improving well-being is critical. Connectivity is integrated into some
pedometers and heart monitors. Instructors may use health tracking and monitoring devices
to create individualized targets for their pupils.

4. Maximizing Applications

Physical educators have a multitude of resources at their reach to assist pupils in

keeping active. Applications and/or devices may record one's activity and give users dietary
recommendations. Online maps, for example, may show pupils distances, which could be a
sort of adventure or challenge to them.

5. Incorporating Video Resources

Educators may use a variety of resources available on online video platforms. These
can be used to teach fitness exercise, dance, sports, and other recreational activities.
Educators can also tickle the pupils’ creativity by instructing them to create their
instructional video material depending on the topic given to them.

6. Including Games as a strategy

Using technologies to build a more diverse and interactive classroom is a great

strategy. Games and any video resources provide a stimulating experience to pupils who are
challenged. Using these allows educators to create more engaging activities that will sustain
the pupil's interest.

Formulating Assessments

The purpose of assessment is to discover what pupils know, understand, and can do
after learning the lesson. The assessment stage of the learning process is considered crucial.
It determines whether the learning objectives have been met or not. The following are the
general types of assessments that can be used in physical education and health:

1. Informal or Continuous Assessment

This assessment is considered fast and easy because it can be done continuously
throughout a lesson. For example, the teacher can assess the pupils' understanding of the
lesson by asking questions or using a checklist while presenting the topic to the class.

2. Pre and Post Assessments

These assessments are done before and after a lesson or unit. They allow the teachers
to check and compare the improvements with regards to pupil's academic and skills
performances. KWL chart is an example of this.

3. Formative Assessment

This is a type of formal assessment that is done to periodically assess student

learning. Peer assessment and impromptu quizzes are examples of it.

4. Summative Assessment
 This type of formal assessment is done at the end of the unit. It helps teachers assess
whether the pupils attained the learning objectives that are set in each of the lessons per unit
or semester. An example of this assessment is a chapter test or a midterm examination.

Assessment for Physical Education and Health

The following are the various types of assessments used in physical education and health:

1. Alternative Assessment

The alternate assessment is not the same as the ones teachers usually give to pupils
such as the true or false, matching type, essay questions, standardized tests etc. Thus, this
type of assessment is "untraditional." This method of assessment requires pupils to create a
product that would be graded by the instructor using a rubric. Alternative assessments
include drawing an illustration, creating a craft, and making a video.

2. Authentic Assessment

This assessment is administered in a real-world context because the further the

assessment occurs in a real-life scenario, the more genuine the result of the assessment will
be. In other words, authentic assessments are based on situations where people experience
in daily life. For example, instead of learning a skill just by the concept of a game, the pupils
should observe and understand it.

3. Performance-based Assessment

This is a type of assessment in which pupils are expected to create, perform or

produce something. Performing an activity on dance and gymnastics; creating a product
task such as artwork, designing a portfolio task like infographics and brochure, and
composing poems and essays are all examples of performance assessment.

GROUP 3 UNIT II- LESSON 3

Members:

Bautista, Cecille V C.

Icay, Jenivive

Barrios, Jolybie T.
Ismael, Bibilyn V.

Yayen, Ethel Joy C.

Munding, Nurul Asma