Managing and Teaching the Physical Education Lesson Chapter 7

Planning Planning is the foundation of a quality program Qualities of effective planners –Patience –Flexibility –Persistence –Self-knowledge

Planning Things to consider when planning a lesson: –Grade level –Skill theme –Objectives –Equipment and materials –Safety considerations

Structuring a Lesson Lessons consist of three phases: –Introduction – stimulate interest in the lesson topic –Body – engage students in learning experiences/activities –Closure – end lesson through review and assessment

Introduction Instant Activity –Brief movement task that engages students in activity immediately; requires little or no instruction –Can be presented orally or in writing –Benefits include offering the teacher a moment to gather oneself or deal with an individual student, providing a transition to the day’s activity, providing a review of material previously taught

Set Induction Also known as the anticipatory set Introduces the lesson to the students; tells children what they will be working on and why it is important; motivates children and sparks their interest Scaffolding – linking students’ previous knowledge, work, or experiences with what will be covered Relate the content to your students and sell the lesson – be enthusiastic!

Body Content Development –Extensions – tasks that help children attain proficiency in a particular skill theme; modifications –Applications – require children to perform a familiar task to a certain standard; measurable –Refinements – cues to help children perform the skill correctly; should be short and simple

Body Demonstrations –Demonstrate the skill without speaking –Repeat the demonstration slowly while pointing out important cues –Demonstrate the skill at full speed under the same conditions as the students –Provide different views

Questions Framing Questions –Avoid closed questions and rhetorical questions –Questions of clarification demonstrate whether students can recall what has been said/taught –Consequence questions promote application and higher levels of thinking –Justification questions require students to use previous knowledge to defend their position Responses –Callout, movement response, wait time

Checking for Understanding Strategy used to see how well students comprehend instructional content Strategies: –Performance check – students are asked to physically demonstrate in unison the answer to the question –Choral responding – students respond orally or with a physical action –Recognition checks – uses physical gestures to assess understanding

Monitoring Student Work Back to the Wall Provide immediate feedback –General – most common; meant to motivate and encourage without providing any information on skill performance –Specific – identifies an error in skill technique without relating to the lesson’s content –Congruent – related to the cue or outcome for the lesson –Incongruent – not related to the outcome of the lesson –Corrective – related to the performance that tells the performer what to do in future attempts

Closure Brings a lesson to its conclusion Lasts 2 to 3 minutes Briefly reviews what was covered in the lesson Generally consists of 1 or 2 questions

Managing Students Instructional Task System – focuses on teaching subject matter Managerial Task System – focuses on establishing and maintaining appropriate behavior

Protocols vs. Rules Protocols – routines for handling specific situations –Promote efficient management of movement and classroom events –Maximize activity time by minimizing time spent on classroom management –Should be formally presented and practiced Rules – stated expectation that may apply to many different situations

Accountability Accountability Systems – routines or procedures that you follow to hold your students accountable for their performance and conduct Formal vs. Informal Three levels, distinguished by teacher feedback –Level 1 – Participation –Level 2 – Effort –Level 3 – Performance Quality Determined by teacher behavior

Active Supervision Continuous movement of the teacher in which he/she interacts with students and provides constant feedback Common Strategies –Movement –Back to the Wall –Proximity Reinforcement –Pinpointing

Managing Equipment Transportation –Shopping carts or laundry carts –Equipment managers Distribution –Place throughout the area –Specific students Collection

Managing Space Personal/Self Space – all the space you can reach without moving from a particular spot General/Open Space – the area in which the entire class is working –Generally has boundaries

Managing Time Start and Stop Signals Equipment Protocols Delivering Instructions and Resuming Work Huddle Signals Lining Up Procedures

Why Students Misbehave Inexperience or Ignorance Physical Immaturity Emotional Immaturity Curiosity Need for Belonging Need for Recognition Need for Power or Control Anger Release Enjoyment, Adventure, and Fun

Managing Behavior Build a student-teacher partnership Emphasize student behavior as a choice Find causes and solutions for behavior problems Be consistent Adapt actions to each student and situation Create consequences Hold class meetings Involve parents and school personnel

Managing Behavior Four general rules develop the foundation for managing behavior in physical education –Listen and follow directions –Be respectful of others –Take care of equipment –Work safely in your environment

Developing Consequences Develop a system of behavioral consequences Should be progressive with age as well as severity of behavior Time-out is the most common and effective strategy for physical education at the elementary level