PHYSICAL EDUCATION PLANNING

SPEAKER: Msc. ANTONIO NARVAEZ

 PROGRAMMATIC CONTENT

Planning concept
Purpose of planning
Planning features
Aspects to consider in planning
Agents involved in planning
Planning phases
Planning modalities Sub-areas of physical education Physical
education program Planning in the SEB
Hour load in physical education
The schedule in physical education Recommendations to the teacher
Planning concept

Planning is the forecast of activities and resources, both human and

material, to achieve the objectives to be achieved; It is a process to
determine where to go in the most efficient and economical way possible.

Planning is developing an action plan for a task of any nature to

respond to a need or solve a detected problem.
 PURPOSE OF PLANNING

According to Imideo G. Nerice planning aims to:

> Make a task more conscious and better perceived and understood in its
details and in its entirety.
> Indicate the objectives that you want to achieve.
> Indicate the activities to be carried out to achieve them.
> Specify the necessary material and human resources.
> Control the execution of partial tasks in order to correct possible
weaknesses.
> Evaluate the forecasting and programming phases with the aim of
partially or completely readjusting them.
> Try to obtain the greatest result with a minimum of effort.
> Avoid improvisations.
CHARACTERISTICS OF PLANNING
 All planning must be:

1 Flexible: allowing adjustments to be made without altering its

continuity.
2 Objective-realistic: be based on the real and immediate conditions of
the place, time and resources.
3 INTEGRAL: complement all activities to achieve the objectives.
4 CONTINUOUS: foresee work activities in a sequential process.
 ASPECTS IN PLANNING

When elaborating a plan HE must be

should consider the following
aspects:

1 Whom teach: HE refers to student to whom the

teaching taking into account its characteristics.
2 WHY TEACH: it is related to the objectives of education and the area.
3 WHAT TO TEACH: it is related to the course and its level, as well as
the content to be covered.
4 HOW TO TEACH: has to do with the methodological strategies that
the teacher must apply to achieve the objectives proposed.
5 HOW TO VERIFY AND EVALUATE: refers to the way of collecting
data related to students' learning and the way of evaluating them.
 Planning educational action requires the participation of the following
agents: students, parents and representatives and the community. This is due
to the function that corresponds to them within the teaching-learning process.
1 Students: it can occur indirectly when their interests, needs and expectations are
taken into account, and directly when the students propose the programming of
the activities.
2 Teachers: All classroom teachers, management and administrative staff must
participate in the planning of school work. The teacher will take into account the
socio-cultural reality, characteristics, interests and needs of the students, as well as
the resources available on campus and in the community.
3 Parents and representatives: They intervene in the planning by contributing
ideas, opinions, collaboration, which is why it is important to include them in the
meetings to make them co-participants in the learning.
4 Community: The purpose of incorporating the community will be for everyone to
contribute ideas for planning and commit to carrying out activities or providing
resources.
 PHASES of planning

The planning of educational action includes four phases:

1. diagnosis: It is the entrance evaluation that is carried out at the
beginning of the school year, at the beginning of a unit or block of
content and allows knowing the characteristics of the student and each
of the components of the educational process, in a way that
guarantees the achievement of the objectives. objectives proposed in
the study program.
It aims at the following questions:
Do all students have the skills and knowledge in a block of objectives
to begin planning?
In what areas of study do you have the biggest problems?
Do students have mastery of some planned objectives?
Do the proposed strategies adapt to the interests, work habits and
characteristics of the students.
What are the human and material resources available?
What is the social, economic and cultural reality of the community
 where the school is located?
Diagnostic instruments in physical education

In physical education three types of diagnoses will be applied:

1 Diagnosis of Sports Material: This type of diagnosis must be carried out at
the beginning of each school year and its objective is to know the qualitative
conditions of the teaching material resources available for the planning of
the different sports that will be selected and the achievement of the
objectives that will be selected. they want to achieve.
2. Infrastructure diagnosis: It must also be carried out at the beginning of
the school year and aims to know the real conditions in which the
educational facilities intended for physical education classes are located to
apply a preventive and corrective maintenance plan to improve their use
and functionality
3. Student diagnosis: This is one of the most important diagnoses in
physical education and must be applied before, during and after the entire
school year and its objective is to know the conditions and entry knowledge
of the students as well as the achievement of the objectives during the
process and the final preparation at its conclusion.
2. Objectives: Refers to the precise and clearly defined achievements that
the student wants to achieve. Where the teacher will ask questions such as:
where do I want to go? What do I want to obtain? and what is the expected
result?

3. Selection of strategies: This phase is related to the selection, by the

teacher, of the most appropriate methodological strategies for the effective
conduct of the teaching-learning process. To this end, the teacher asks
himself: how to achieve the proposed objectives?

4. Evaluation: In this phase, evaluation criteria are foreseen to be applied

during the development of the plan and at the end of it, with the purpose of
obtaining results that allow us to carry out constant readjustment work, to
reformulate, if necessary, the different phases of the plan. and improve
future development.
 planning modalities

ANNUAL PLAN: It is the macro plan in which the teacher foresees and
guides, with a sense of continuity and globality, the educational action
that will be carried out throughout the school year. It must be flexible
enough to allow modifications resulting from new situations and the
needs and interests of the students. In it, two periods are known
according to the general regulations of the organic law of education in
modification of its article 57.
• First Period : begins on the first business day of the second fortnight of
the month of September and ends on the last business day of the first
week of the month of July. It is dedicated to teaching activities and this
period will be used to carry out diagnostic tests, development of study
programs, evaluation process and other curricular and administrative
activities. It will have a minimum duration of 180 business days. It is
divided into three periods that culminate in: December, April and July.
• Second Period : It begins on the first business day of the second week of
the month of July and ends on the last business day of the same month.
It is the period dedicated to school administration activities, remedial
tests, student registration, planning and organization of the year. school,
updating activities and professional improvement.
 Annual physical education plan
school year: year: Section: shift:
institution: teacher:

Sport: Sport: Sport:

I Span II Period III Period

N Contents N Contents N Contents

 span plan

It is a planning instrument that is derived from the annual plan. The duration
of the periods will depend on what is established in article 110 of the general
regulations of the organic law of education, which indicates that the first
period of the school year will be divided into three periods.
To prepare the period plan, the teacher will take into account the contents
contemplated in the annual plan and will distribute them over the three
planned periods.
After the distribution of the objectives in the annual plan, the two
essential elements of the period plan are prepared: The content schedule and
the evaluation plan.
The Objectives Schedule consists of the temporal distribution of the
contents in the class sessions of a certain period.
 span plan

Contents Methodological Learning Indicators Technique Instruments Execution time

strategies resources
 Term Plan
Lapse: section: Shift:

year:
Content Schedule

Weeks Dates 1 2 3 4 5 6 7 8 9 10 11 12 13

N Contents
 evaluation plan

Contents Techniques Instruments % Weighing

Application Date
 Participatory CLASS

The participatory class is an instrument in which the teacher provides concrete

and particular educational activities. Its duration will depend on the degree of
complexity of the contents and the administrative particularities of each campus.
When developing the participatory class, the teacher will be free to alternate the
sequence of the contents of the study program depending on the students' entry
behaviors.
In the participatory class plan, the methodological and evaluation strategies
related to the achievement of the contents are specified, according to the
distribution planned in the schedule of objectives. Weekly, monthly and even
monthly class plans can be developed, depending on the characteristics of the
content to be developed.
There are multiple formats for preparing lesson plans, each campus will
select the one that adapts to the characteristics of the physical education area
and satisfies the institution's teaching staff. The selected format must contain
some essential elements such as: content, methodological strategies, evaluation
strategies and resources.
 participatory class

CONTENT

PHASES ACTIVITIES
RESOURCES
START

DEVELOPMENT

CLOSING
 FORMAT 2

YEAR GRADE: SECTION: FROM: UNTIL:

DEGREE: ACTIVITIES
SECTION:
SHIFT:

START

DEVELOPMENT

CLOSING
 FORMAT 3

YEAR GRADE: SECTION: FROM: UNTIL:

CONTENTS START DEVELOPMENT CLOSING RESOURCES

 PARTS OF PHYSICAL EDUCATION CLASS

PHASES ACTIVITIES

♦ Routine activities
INITIAL ♦ Development of aerobic capacity
♦ Flexibility development
♦ Game
♦ Development of motor skills
INTERMEDIATE ♦ Development of technical and tactical
foundations
♦ Development of anaerobic power
♦ Recreational activities
FINAL ♦ Games
♦ Back to the calm
 sub-areas of physical education

Physical Education covers three large groups of different activities, called

sub-areas. When planning, the teacher must take these three sub-areas into
consideration and select objectives and content from each of them to form the
different plans.

♦ aerobic capacity
PHYSICAL APTITUDE ♦ Anaerobic power
♦ Flexibility
♦ Perceptual motor skills
SPORT ♦ Technical fundamentals
♦ tactical fundamentals
♦ Games
RECREATION ♦ Cultural and social expression
♦ Outdoor living
 content planning
YEARS: 1st-2nd-3rd-4th-5th Number of contents
PHYSICAL APTITUDE

SPORT
RECREATION

TOTAL

LAPSES Number of contents

I LAPSE
II LAPSE
III LAPSE
TOTAL
 contents

GRADES: 1st-2nd-3rd

1. MOTOR SKILLS

2. GAMES

3. RHYTHMIC AND CULTURAL

EXPRESSION

4. OUTDOOR LIVING
 contents

GRADES: 4th-5th-6th

1. PHYSICAL APTITUDE

2. SPORTS SKILLS

3. RECREATION
 PHYSICAL EDUCATION program

In 1984, the Ministry of Education began a series of actions in the

country in order to analyze, evaluate and implement study programs in
education. This is how the first guidelines were given to undertake the task of
implementation and extension of the level. of basic education, according to the
organic education law of 1980.
In 1985, the 1-2-3 grade study programs were developed.
In 1986, those for grades 4-5-6 were developed and implemented.
In 1987, 7-8-9 grades were developed and implemented.
In 1972 and 1973, diversified and professional media were implemented.
In 1992, the national basic curriculum was developed.
In 2007 the Bolivarian education subsystem (SEB) was created.
Likewise, a series of changes and transformations have been made in the
study programs through resolutions, decrees and gazettes that have generated
modifications in the way of planning in physical education and it is the teacher
who must adapt and adapt their plans accordingly. to the formats of their
institutions and to the needs and realities existing in the environment where they
work.
Currently, physical education planning is carried out in two different ways:
 IN PRIMARY: Planning is carried out by blocks of content and projects and
the evaluation is qualitative and is done by competencies and indicators and it is
the teacher who selects the contents to be developed according to the needs
and interests of the students and the existing resources in the institution also
involving the classroom teacher to carry out joint planning.
In MEDIA-DIVERSIFIED: Planning is also carried out by content and the
evaluation is humanistic quantitative and the teacher must make annual,
monthly and class planning, selecting the contents based on the three sub-
areas of physical education, selecting sports or activities according to the
material resources existing in the institution and the interests of the students.
When selecting the different contents it will be done based on the
taxonomy of the psychomotor domain covering the three areas of learning such
as: psychomotor area, cognitive area and the affective area.

Planning at the SEB

> It is dynamic and flexible, it organizes the

 elements that make up the process. of
learning, taking into account consideration the
results of the comprehensive pedagogical
diagnosis, the profile of the citizen to be trained,
purposes of the learning areas, components,
pillars, integrating axes, learning strategies and
resources, indicators, strategies, instruments,
types and forms of evaluation.
Forms of organization
Educational planning is developed through:
> Comprehensive Community Educational
Project (PEIC),
> The Participatory Class (CP),
> Learning Projects (PA),
> Endogenous Development Projects (PDE) and
> The Comprehensive Plan (PI).

Forms of organization of
learnings

• THE PARTICIPATORY CLASS

• LEARNING PROJECTS
• The ENDOGENOUS DEVELOPMENT PROJECT (PDE)
• INTEGRAL PLAN
 Forms of organization of
learnings
• THE PARTICIPATORY CLASS
Form of organization of the learning processes in
which teachers and students interact, and the latter
interact with each other, taking into account the
following moments: START, DEVELOPMENT AND
CLOSING
 THE PARTICIPATORY CLASS

• Start : knowledge, skills,

skills, attitudes and previous values that the students
possess, allowing them to activate the affective and
attitudinal disposition towards the activities to be
carried out. The experiences to be used at this time
must be related to the age, characteristics of the
students and the components to be developed, and
can be used: clarification of objectives, use of
analogies, brainstorming, songs, stories, words of
reflection. , among others.
 THE PARTICIPATORY CLASS

• Development : during this process, different types of

strategies and learning situations can be used to
enhance the zones of proximal and real development.
Experiences must be used that allow the integration of
learning, training in values, critical reflection,
Venezuelan identity, creativity and liberating work. It is
recommended that the teacher vary the instructional
pattern, develop practical activities in natural
environments, use humor and ICT to make the process
enjoyable.
The participatory class
• Closing : it is the moment in which the teacher takes
the opportunity to learn about the achievements
achieved based on the established objectives,
enhance values, virtues and attitudes towards
learning.
 The participatory class

• It must be in articulation with the pillars : Learn to

Create, Learn to Live and Participate, Learn to Value
and Learn to Reflect . Likewise, it should be
considered around the integrating axes :
Environment and Comprehensive Health,
Interculturality, Information Technologies and
Liberating Work .
 The participatory class
• It must be organized in such a way that :
V Everyone participates actively, creatively and independently.
V Colleagues and teachers interact, presenting their points of view
and exchanging them, participating in decision-making in those
aspects of interest and significance for the entire group.
V Information and communication technologies are used in the
search and systematization of their knowledge and experiences.
V They are built and comply with the rules and coexistence
agreements
V They can occasionally interact with significant figures in the
community: cultists, bricklayers, living books to share knowledge
and experiences.
 The participatory class
• Promote a favorable climate of open, frank dialogue
and mutual respect, which allows participation, as well
as gaining confidence and security in what you learn.
• Organize the learning content in relation to the
purposes, the integrative axes, the pillars and the
epistemology of the process based on the individual
and collective work that allows collaboration with the
students.
• Systematically increase cognitive and training
demands , based on the sociocultural context.
 The participatory class
• Forms of organization of learning
environments:

• Semicircular
V Front
• Duos
• Trios
• Spontaneous
 THE PROJECTS

• Forms of learning organization in which

teachers, students and families together seek
a solution to a problem of interest, preferably
with social relevance, through an active and
participatory process.
 THE PROJECTS

• The choice of the integrating element must start from a

community situation of interest to the students, a topic of
local, regional, national interest, an integrating axis and/or
a component in relation to the potential to be developed
integrated into the pillars. It considers the connection with
the daily lives of students, teachers, facilitating the
incorporation of their expectations, questions and
interests.
• The selected topic must be broad and allow the
integration of the different components of the learning
areas, integrative axes and pillars.
 LEARNING PROJECT (PA)
> Conceived as a strategic process that guides, directs, organizes and
monitors the construction of learning, addressing knowledge from an
investigative, immediate and real perspective that emphasizes the
constant and dynamic restructuring of knowledge approached creatively.

> Aimed at the realization of the Bolivarian National Curriculum based on

the integration with the pillars, integrating axes and the purposes of the
areas, made possible through the components.

> It focuses on Action Research , with the participation of all social actors
committed to its development. It promotes cooperative work based on
daily life situations and with actions that involve practices and
developments that positively transform human beings in their living
conditions, giving meaning to what they learn.

> It gives the teacher the possibility, together with their

 LEARNING PROJECT (PA)
students, to recognize experiences, knowledge, abilities,
strengths, weaknesses, potentials and then decide what and
how to learn .

> And above all, it allows the contextualization of the

components of the learning areas , by taking information
from the immediate environment: data, events, knowledge
that contributes to the comprehensive training of the
students.
• There are no unique ways or recipes to build learning
projects.
 LEARNING PROJECT (PA)
• The construction of the PA encourages the creativity
of the teacher, as well as innovation in its
construction.
• Each group decides the most convenient forms and
modes of presenting the PAs.
• As a reference, the following generating questions
are proposed that allow guiding the construction of
projects, based on the comprehensive pedagogical
diagnosis , which must respond to the expectations
that students and teachers have in relation to the
 LEARNING PROJECT (PA)
topic to be addressed and the intentions :
• What potentialities and community interests do
the students present? What topic of local,
regional and national interest can be considered?
What components of the learning areas allow the
integration of components from other areas in
relation to the potentialities to be developed?
• These generating questions will allow you to
justify and describe the situation to be addressed
 LEARNING PROJECT (PA)
in the AP.
From the pedagogical diagnosis:
1. What aspects of the axes need to be promoted in the
student body?
2. That name we will give to the theme to
develop?
3. What do the students know about the selected
topic? What do they not know? What learning
resources do the students have about the topic?
How would they like the topic to be developed?
 LEARNING PROJECT (PA)
4. Determination of the purposes: What potential is intended
to be developed in the students? Why am I going to do it?
5. Methodology : What components are integrated into the
proposed topic? With which pillars and axes are the
components related? What is their applicability to daily
life? How will it be done? What strategies and resources
are we going to use? What time are we going to use? What
evaluation indicators are going to be used? How are we
going to evaluate? What instruments are we going to use?
6. What advances and achievements have we obtained? What
difficulties have arisen? How have they been solved? How
effective are the selected strategies?
I. INQUIRY OF THE CONTEXT AND PEDAGOGICAL DIAGNOSIS
 LEARNING PROJECT (PA)
Aimed at knowing the potential, interests and needs of the
students and the learning context . Based on the findings, the
following are selected: potentialities to be developed, community
needs of interest to students, which will serve as an integrating
element. Likewise, the teacher can use a topic of local, regional and
national interest, and/or a component of the learning area. In
relation to knowledge, experiences and knowledge, as part of the
individual potential and the group of students, the theme is
determined .
II. Selection of the CNB COMPONENTS and
Contextualize those that relate to the selected
integrative element and/or theme. They must be
reworked in the light of the pillars and axes and their
 LEARNING PROJECT (PA)
applicability must be incorporated. Based on these,
the teacher formulates the purpose of the PA.
III.Selection and design of LEARNING STRATEGIES and
RESOURCES consistent with the components, the
learning environment, the number of participants
and their age of the students; as well as the
indicators, strategies and instruments for evaluating
learning.
 SEQUENCE OF ELEMENTS A
CONSIDER IN THE PA
IV. EXECUTION, EVALUATION AND SYSTEMATIZATION
OF THE
PA. To the extent that the PA is executed, teachers
must analyze achievements, progress and difficulties.
Assume each strategy and PA as a research
hypothesis; To do this, you must systematize the
process through interpretation and critical analysis.
 HOURLY LOAD DISTRIBUTION

YEAR GRADE NUMBER OF HOURS NUMBER OF SESSIONS

1-2- 3 GRADE 90 MINUTES 2: 45

4- 5- 6 GRADE 110 MINUTES 2: 55

1-2-3 YEAR 270 - 135 MINUTES 3:90 3:45

4- 5 YEAR 270 - 135 MINUTES 3:90 3:45
 recommendations to the teacher

♦ Always make the initial diagnosis.

♦ Carefully analyze the contents, methodological and evaluation strategies of the study
program.
♦ Plan the different contents in advance.
♦ Prepare all the evaluation instruments that will be applied.
♦ Always evaluate the psychomotor objectives in a practical way and the cognitive
behavioral objectives in a written way.
♦ Evaluate the student's personality traits
♦ Select sports according to the available material resources.
♦ Prepare class schedules taking the first grades as priority.
♦ Work on physical fitness goals sequentially and continuously.
♦ Allow students to carry out the activities at their own pace and condition.
♦ Conduct physical fitness tests at the beginning and end of the school year.
♦ Always make corrections in a positive and formative way.
♦ Guide students to eat moderately when they have physical education
♦ Always remind the student to wear the physical education uniform
♦ Always keep a record of attendance and evaluation
♦ Deliver the planning well in advance.
THANK YOU FOR YOUR ASSISTANCE