PHYSICAL EDUCATION

Critical Content &

Pedagogies in Teaching
P.E.
 PE K-12 Curriculum
A graduate who lives
an active life for fitness
and health
PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor Skills Activities
Body Rhythms & Dances
Management Games & Sports
K ----1---2---3---4---5---6---7---8----9---10---11---12

Standard
Activity Developmentally
Based Integrated Inclusive
Based Appropriate

MOVE TO LEARN, LEARN TO MOVE

4
5
Teaching Fitness Concepts in the
Classroom
Establish a learning
environment.
Plan lessons that involve
students
Use audiovisual aids and
technology
Hold students accountable for
written work outside work.
PE K-12 Curriculum
 PE K-12 Curriculum

The Spectrum of Styles

By establishing who makes which
decisions, about what, when and where a skill
is to be performed, it is possible to structure
eleven landmark styles

Mosston/Ashworth, 1986
 PE K-12 Curriculum

Why Use Different Styles?

We use different styles in order to

better facilitate student learning.
Each style has a different strength
and is used for a different purpose.
 PE K-12 Curriculum

Mosstons Spectrum of
Teaching Styles
A continuum of methods of instruction ranging
from teacher to student directed
Each style meets specific objectives and has
varying benefits.
Using a variety of teaching styles promotes
creativity for teachers and students, and
allows teacher to meet the students individual
needs
 PE K-12 Curriculum

TWO TYPES OF STYLES

Reproductive Productive
 PE K-12 Curriculum

REPRODUCTIVE
The focus is on replication of a specific
model. Often the subject matter involves
concrete facts, rules, or specific skills.
Therefore, the learner must be provided a
correct model to emulate, adequate time to
practice the model, and congruent feedback
related to the original model.
 PE K-12 Curriculum

PRODUCTIVE
is dependent upon the learner producing new
knowledge to self or teacher. Teacher invites learner to
engage in cognitive operations like problem solving,
creating, inventing, of critically thinking to discover new
movements. Teacher must provide the students time
for cognitive processing, a class climate focused on
searching and examining, and feedback for producing
alternative solutions rather than a single solutions.
 PE K-12 Curriculum

TWO TYPES OF STYLES

Reproductive Productive
Command Guided Discovery
Convergent
Practice Discovery
Reciprocal Divergent Production
Learner Design
Self Check
Learner Initiated
Inclusion Self-teaching
PE K-12 Curriculum
 PE K-12 Curriculum

Invasion Net/Wall
Games Games

TGFU
Striking/
Target
Fielding
Games
Games
PE K-12 Curriculum
 Invasion Games
the common tactical features of
invading territory to make space in
attack
the containment of space in defense
the use of a goal or similar target for
scoring
common examples are sports such as
basketball, football/soccer, hockey and
Philippine games such as agawang base
Striking/Fielding Games
the concept of scoring by striking a ball
into open spaces;
fielders being placed strategically to
prevent runs from being scored
common examples are sports such as
baseball, softball and Philippine games
such as kickball
Net/Wall Games
the concept of playing the shot so
opponents cannot return it
all players must serve and receive the
ball
the target for scoring is on the playing
surface
common examples are sports such as
volleyball, badminton, tennis, table
tennis
Target Games
the concept of scoring by targeting
objects or opponents or by avoiding
obstacles to get their objects closer than
their opponents objects to the target
target objects are stationary but
opponents are mobile
common examples are sports such as
bowling and golf and Philippine games
are batuhang bola/tamaang tao,
tumbang preso, tatsing
 PE K-12 Curriculum

Invasion Net/Wall
Games Games
Iba
pang
Striking/ laro
Target
Fielding
Games
Games
PE K-12 Curriculum
 PE K-12 Curriculum

CHOOSING GAMES
Be sure the games you select are right for the
age, experience and physical condition of the
students.
Start with familiar games that are quickly
learned, then move on to more complex games.
Avoid games that offend other people's beliefs
or customs. Also avoid games that waste food
or other resources.
 PE K-12 Curriculum

CHOOSING GAMES
Provide opportunities for students to
participate in a variety of gamessuch as get-
acquainted games, nature games, action games,
international games, relay games, singing
games, and wide games (games where groups
complete activities as they rotate between
stations)
 PE K-12 Curriculum

GETTING READY
Be interested and enthusiastic about the game
yourself.
Know the game well before attempting to
teach it. Identify the safety hazards, anticipate
the difficulties, and adapt the game to the
group and situation
Devise a method(s) for organizing teams or
formations quickly.
Know your playing area. Make sure to have a
safe area and easily recognized boundaries.
Have the equipment together beforehand.
 PE K-12 Curriculum

GET SET, GO!

When starting a game, gather the

group together so they can see and hear you
well.
Give the name of the game and some
interesting facts about it to help motivate
interest.
Explain the game briefly, giving the basic
rules. If needed, demonstrate the game with
a small group of students.
Ask for questions before you start to play.
 PE K-12 Curriculum

GET SET, GO!

After explanations, allow the group to get
into the desired formation or team positions
to start the activity.
Decide on a starting signal, such as "Ready,
set, (pause) go!" or "On your mark, get set,
go!
If you decide to change rules during the
game, try only one change at a time. Allow
the group to help suggest rules as well. You
might say to the group, "Let's try playing the
game this way."
 PE K-12 Curriculum

GET SET, GO!

Stop the game when the enthusiasm is still

high. Don't let it drag on.

Arrange for total participation. Devise a plan

for rotation. Minimize waiting and maximize
playing time.
Group Activity: Lead-up Games

FOCUS OF DISCUSSION
Title of the game

Nature/Background of game

Related Sports

Mechanics of the game

ACTIVITY
Directions: Perform fitness testing within your
respective groups following the different
protocols as stated in the task card given.

Group 1: Sit and Reach

Group 2: Stork Stand
Group 3: Standing Long Jump
Group 4: Hexagon Jump Test
Group 5: Zipper Test
 HEALTH EDUCATION

Content and Strategies in Teaching

Health Education in The Elementary
Grade Level
 Conceptual Framework of Health Education
Holistic

Values-based Preventive
Growth and
Development

Community and
Personal
Environmental Health
Health

Learner-
Health and Achieve, Centered
Life Skills- Consumer
Sustain and Nutrition
based Health Promote
Lifelong
Wellness Substance
Injury Use and
Prevention Abuse
Culture- and Safety Rights-
responsive Disease Family based
Prevention
and Control Health

Standards and
Epidemiological
Outcomes-based
43
HEALTH 5
 TEACHING STRATEGIES FOR
HEALTH EDUCATORS
1. INSTRUCTIONAL STRATEGIES
HANDS- ON
INTERACTIVE
COLLABORATIVE
2. DIFFERENTIATED INSTRUCTION
ADAPTING THE LEARNING ENVIRONMENT FOR
STUDENTS
DIFFERENTIATED INSTRUCTION IS A GREAT
STRATEGY THAT TEACHERS USE TO ACCOMODATE
A WIDE VARIETY OF LEARNING NEEDS.
 TEACHING STRATEGIES FOR HEALTH
EDUCATORS
3. DIRECT INSTRUCTION AND DISCOVERY
INSTRUCTION
4. FORMS OF ASSESSMENT
INFORMAL
FORMAL
PAPER-PENCIL
PERFORMANCE ASSESSMENTS
THANK YOU SO
MUCH!