r

. I

LESSON 3 THINK: Seven key strategies ln teaching and designing instruction i.n physical.
- education ·and health
Teachers require· a variety of diff~rent techniques to enable them to deal with
• I '
pupils: The following are essentlal strategies that can be applied in teaching and
I.
design\ng instruction'in physical education and health: ·
\ . I
Objectives 1. Direct Teaching Strategy
!

At the end of ,he lesson, you will be able to: . Demonstrating tiow to perform a task and letting tlie pupils follow , the ·.
discuss the key strategies in teaching and .designing instructlon in physical instructions a\low the pupils. to Visualize what. you are expecting them to do. The
education and health; · ' advantage of this approach Is that it saves time and is a great approach for. teaching
new skins. The downslde is that providing individualized Jeedback to each pupil can
" identify the different types of assessment used in physical education arid ' be ,challenging. . . . . . . . .
. health; .., 1
analyze the. importance of being selective in using appropriate activities to be
2. .Giving Feedback by Roaming Around
. ' .
.
. '· .
used by teachers in presenting physical education and health lessons: and · The class completes the assigned tasks after receiving specific instructions.
. \
•
1
• evaluate the impact of the lnstructional materials being used· by. teachers in
~
To provide feedback,. the teacher is free to rriove from group to group and individual .
presenting physical education.and health lessons. to individual. The downside is that individual feedback to each pupil may· not be.
,, .
to
possible due time constraints. '
Introduction 3. · Peer Review
\
When designing instruction, individual differences in pupils' interests, attitudes,
. . I , '
. Pupils are divided into small groups and assigned a task to complete. This
abilities, and perceptions should be taken into consideration. Teachers must prepare technique has the benefit of allowing .the team to give feedback to one another.
and organize high-quality, inclusive learning opportunities for all pupils, allowing. It promotes cooperation and supports competition. The downside. is that pupils'
them to gain the strength and desire to participate in any activity that Jeads to better reviews to one another may not be favorable, and less· talented pupils- ma,y feel
lei\lrning. Tp do so, current strategies that,are aligned with the educational standards embarrassed, 1.eading to bullying. ·
must.be used.
' I
4. , Self-review
Teachers can create instructional materials more effectively witho"ut wasting
Pupils need to' understand the complete outcome fo determine wheth~r it was
time and resources if. they start with the. end ih mind, In .physic.al education and
don:e .accurately qr should have been performed- more efficiE;mtly. This ' is ideal for
health, a one-size-fits-all solution does.not work for all pupils. Teachers must create 'I)I I . ~ ~ · • ' ~
sport\rQ-drills requi_ring proper·form, fixed movements, or actions. This technique has
. , teaching resources that cater to the needs of all pupils. This will provide pupils with a'
the Q~,n~fitof allowing pupils to see for themselves where something went wrqng. The
high-quality physical education experience thatteaches skills, instills understandinq,·
downside of this·is that the documentatioh of the action cannot be practical or realistic.
and fosters healthy attitudes to ensure the pupil's· enqaqement toward different . .
types of physical activities. · 5. Convergent Discovery Approach
' . . .
Richard Buchanan, a professor of Design & Innovation, said that .a
good . · .Pupils are given a series of objects' or examples and are told what the result .
instructional design Is not only .creative, stylish, and with an extraordinary visuatlook, will be: Pupils are then divided into groups .and .assigned to work on a challenge
but also considers' human er'l~agement in its activities.As a facilitator of learning, toget~er. Pu·pils practice teamwork and cognitive skills'as a result of thi~ approach.
it is necessary to keep in mind that. instructional design is and will always be a The downside. is that pupils must be well driven to finish the task. To gene~ate the
process, not just a ·result. It is an endless process. It should entail careful crafting of correct
. ., . the instructor must prepare whom he/she can 'randomly" group.
, results, '

1Jarning goals at a level suitable for the expertise and.skills being learned, as well 6.. · l' Jigsaw Learning Approach
as creation of exercises that assist pupils in developing their comprehension Of the . 1. . •

subject and the skills being taught. If the goals and objectives are' not fulfilled, an v' Teach one task to each team, then pair them up to teach each other their
· evalL:Jat!on or recommendations'to change may be ~rovided. n~wly 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

, 60 A COURSE MODULE FOR TEACHING PHYSICAL EDUCATION AND HEALTH IN THE ELEMENTARY GRADES UNIT II INSTRUCTIONAL PLANNING FOR PHYSICAL EDUCAnoN AND HEJ:\LTH 61

,,,
 ·.'

\ . ..
pupils must be. sncouraqsd to finish the task. Lower.skilled pupils might not be able categorie~. They may also be used for a multitude of activit.ies such as .housework,
to learn the technique as easily as their classmates, potentially causing difficulty.
and exercise.
. .
· · -·
. 1-
2. Utlllzing Heart Rate Motlitors
7. · Group Tournament
I , . ,
. Heart. r~te. monitors a~e used to assess the heartbeat of an individual' as he/ -
. 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 solidify ~h~ .~nga~e in_ sports. Instructors and pupils may use these instruments to set an
new· skills as an advantage. The disadvantage· is that some pupils will begin to indlvldualizsd ideal heart rhythm. It should be kept in mind that'different goal rates
apply based on age and skill. · ·
overtake play, while others may only take minor roles. .
. J
3. . . Health Tracking Information ·, ·
•
Developing Instructional Materials Using i~forma~ionfrom h~art. monitors and ~edometers to develop a l~ngthy
. . The importance
(
of instructional
. materials cannot be overstated; they
. are . ~ strategy for improving well-being rs critical. Connectivity is integrated into some
· critical resources for successful teaching and learning. They increase teaching ped~meters and h_ea~ _moni_tors. Instructors may use health tracking· and monitoring
1
. effectiveness; enhance. student learning, and offer sensory opportunities for .pupils d_ev1ces to create ind1v1du~hzed targets for their pupils. · ·
to help. them change their actions. Instructional materials also promote learning
4. . Maximizing Applications
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 : ' .' ~hysical. educators have a multitude of resources at their reach assist to
by providing in-depth knowledge focused on evidence. pupils in kee_ping active. Applications andror devices may record one's activity and
g~ve users dietary recommendations. Online maps, for example, may show pupils· .
·I Teachers use a range of instructional resources to. inspire pupils to· learn,
I ' distances, which could be a sort of adventure or challenge to-them.:
including textbooks, maps, models, graphics, and improvised materials such as
actual objects (Awotua-Efebo, 2001). The durability, adequacy, 1 and· successful · 5. . Incorporating Video Resources · .
use of 'instructional .rnaterlals are all important factors in the success of ·teachin~ Educator~ may ~se a va_riety of resources available on online vide6 platforms.
and learning methods (Olaitan and Aguisiobo, 1994). Instructional materials 'are Th~~~ can be used to teacr f1!,ness exerci~e, dance; sports, and other recreanonat
. designed to enhance the quality of education so that pupils can do better in school. act~v1~1.es. Ed_ucator~ can also tickle the pupils' creativity by instructing them to create.
, Such academic .achievements vouch for the effectiveness of both instruction and their instructional video material depending on the topic given to them.
interaction. According to Omabe (2006), instructional ·materiais are. essential in
. teaching 'and. learning because they help teachers be more efficient and successful 6. locluding Games as a strategy
iry their delivery of lessons. Esu, l=nukoha, and Umoren (2004) also stated that '· .using tethno~ogies to build a more diverse and interacti~e classroom is a
instructional materials aid. abstractconcept learning by assisting pupils in concretizinq . .gre~t strategy. Gam~s and any video resources provide a snrnulannq experience to
ideas and stimulating their. imagination. Nonetheless, instructional resources pu~11~. who are ~hallenged. Using these allows educators to create more engagi'r;ig.
jncrease .pupils' active involvement i'n the learning process, save· teachers' time, acnvitles that will sustain the pupil's interest.
· and reduce the propensity for the learning process tobscome teacher-centefed.
Formulating Assessments
· Six Techniq.ues to Use .Technology in Physical Educat'ion
· lhe pu_rpos~ of assessment is to discover what 'pu6ils know, understand, and
··and Health can ~o after lea~mngthe les~bn. The a~sessment stage of the le~rriing process is
. . Physical education can be daunting to teach for a rariety of reasons, ranging considered crucial. It determines whether the learning objectives have been met
\ . trorn the lack of tacilitles to keeping pµpils involved. To address these issues, some ~r n~~- The following are the general types· of assessments that can be · used In
educators are .utilizing technologies to build more engaging 'classes that cater to phy~1cal education and health: r •. I , . . ,

. {
pupils. of all fitness levels. Here are some other examples of technologies and how 1. lnfc>rmal or Continuous Assessment
· to incorporate them into , the classroom:.
. This assessment is considered fast and easy because it can be done
1.: · Using· Pedometers .cqntinuously throughout _a lesson.. For example, the teacher can. assess the puplls'
One of the simplest ways to monitor physical activity is to count steps. To . unders!anding of the lesson by asking "questions or using a checklist while presenting
do so, pedometers can be. used. Pedometers are useful in a wide range of age· the topic to the class. · · · -, I"

. I . . •
A COURSE MODULE FOR TEACHING PHYSICAL EDUCATION AND HEALTH IN THE ELEMENTARY GRADES ./ . UNIT II INSTRUCTIONAL PLANNING FOR PHYSICAL EDUCATION AND HEALTH 63.
62 "\ • t •

-,
., '
 . \

.. \
»: \
EXPERIENCE: Watch four videos .from online streaming :sites wherein
2. . : , . Pre andiPo,t Ass~ssments , · . . , · /: · .
teachers are presenting physical education- .and. or health lessons, then
. . ". '.,' These ~sse~sments
'
are.. done • before
.
and. after a lesson or dnit..
\ ~ . 't ., .
:rh~y
,; ...
a'li6w 1 -i,' f i <•, complete the table below. · , '·~ ·
. \
· the teachers to check and compare the improvements with regards to pupil's'
. academic and.skill$. performances. KWL chartls example this.
•j
an • "',~ • .-~
of
" . ._I !'c t \
' I

Title of the Video, P~yslcal Ed,ucatloh l;

~ ' ' ' ' I
Classlflcatlon of t r "
3. · • Forma,ti~e Assess merit · i .. • · • · · · and·Sources. andfor'Health Impact on the Puplle
;t ·~ \ • ) ' ! • • • ~- Instructional Mater:lals
I . . t J. I
Activities .
. · 'l. . _: Th_is is_ a ~pe. of_ formal ~ssessme,nt
th.at is done_ to periodically assess st~dent
I

learning. Peer assessment and impromptu quizzesare examples of it. . . ' 1

~- Summative Assessment .
,,
'! This type of formal assessment is done at theend-ot the unit. It helps teachers .
.

a,ssess whether the pupils attained the leatninq objectives that' are set ·in each 'of the :
lessons per unit .or semester. 'An example of this assessment is a chapter tes~ or a l
midterm axarnlnatlon.
i . . .
Assessment for Physical sducencn and Health. , .
· ~ iThe following, are the, various types of assessments used in physical education·;
• f ' • •

. and health: · · · . · · · , · ;
' I (...,' .
1'..t '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.ques_tions, standardized tests, ,. . , I ,

etc. Thus, this type of assessment is "untraditional.!' ~This method of assessment : I '

f~qUireS pupils to Create. a product that WOUid be graded by the lnstructor USing a ; I

rubrlc. Alternative assessments include drawing an iliustration, creatinq a craft, and i·

. making a video. ' . . . i
I

2. Authentic Assessment'
,! . l
·,, This assessment is administered · in a real-world context because the further :
th~ assessment occurs .in a real-life scenario, the more genuine the result of' the .\
assessment
. ,
Will be. In'other words, authentic
.
assessments
I
are
•,
based Of) situations
'
;
1

Where peopJe experience in daily life. For example, instead of learning a skill just by t
the concept of a g'ame, the pupils should observe and understand if.
. . i_ . I . -: "· ,., " .' . ·'' . . ' . . ,· ,, ASS~SS: Identify the seven key strategies In teaching and deslgnlh;· .
3Jl ... Perforn,arfo~based
~•', .,.'; ..• ,•'. ,. '. • :· ~', ·•, .,, '
Assessment·"
, ·, ., # .. 't·- ~
•.
·~i}~,
..
'.J.
. Instruction In physical education and health. Give short des~rlptlons about· .
1
1
them.. · , ·
· This is a type of assessment in which· pupils are expected to create, pertorrn,«
, or produce· something. Performing an activity on dance and gymnastics·; creating.
aproduct tasksuch' as 'artwork;' designing portfolio task li.ke infogra,tiios' and. a
brochure; and composing. poems and essays are all examples of performance ·
assessment.

) , :.... ... ~~' .

.1 j .
,. .
1 UNIT II INSTR',JCTIONAL. PLAN~ING FOR PHYSICAL EPUCATION AND HEALTH 65;
64 • . A COURSE'MdDMt::mRl fEACHING'PHYSICAL
I
EDUCATION AND HEALTH IN THE ELEMENTARY GRADES. .
I • I
I,

'I
 \
. f

'' .

' . ; . . . . .. , .. , . I
CHALLEN CE: Modified Identification:, Choose the correct answ~r from, the
choices below. Write your answer in the space provided.
Cor:itiAUOUS, or Informal Assessment Pre and' _Post Assessmeqts
• Summative Assessment , Formative Assessment·
' ' ~ ,, ... '
Alternative Assessment Authentic Assessment
Pertorrnancs Assessment

--,-___..;.:..._......__·1 . ' Formal assessment that is. done to periodically 'assess student
. 1. learning (i.e., exit slip or peer assessment) ' . . ·
---'---....:.:.a;,---2. An assessment in which pupils are asked to.n;take, do, or creat~
' (
something-basically, the 3 Ps: a performance tas~ · (doing
. somethi~g like a gymnastics sequence); product task (li~e an art
project); or portfolio task (essay, brochure, etc.)
( . '
__ ......,;....:...__3. Assessments performed before and after a lesson/unit ,tJat allbW
pupils/teachers to see how much, improvement has been made.
J ' ....

__ ..;..;,;;...;;...;..._4. Formal assessment that is done at the end of the unit and· : 1

assesses multiple student learning objectives (i.e •• ~. student .

project) . · . · . . • . .. . · ·
;....;..,......_....___ 5. Quick and. easy assessments that are done c~ntir,uously
.. throughout. a lesson (i.e., checking for understanding)
HARNESS: AnsYferthe following' questions .
. Y:Jhy should teachers be selective on the appropriate msnucuonat rtt~terials t9 ,
be used in the teaching of physicaf education and health? · · ·

, I \·

. I
66 . A"CC),URSE'MooarmR...TEACl:llt$..lilHYSICAL,!DUCATION AND)tEALTH IN THE ELEMEtfTARY GRADES \
UNITII INSTRUCTIO~A~F'~NNING ,FOR PHYSIC~LEDµCAOONAND<HEALTH .67