Pupil Health & Well-Being

Pupil Health & Well-Being
Module 3: Developing a positive and inclusive learning climate for fitness Welcome participants. Brief introduction to Module 3 (2’)

Module Content: Objectives Time allocation Key Questions
Session objectives Key Texts Evaluation Present the outline of the presentation (2’)

1. Objectives Familiarization with key theoretical approaches about developing a positive and inclusive climate; Engage in critical evaluation of key theoretical approaches; Analyze how research and psychological theory translate into effective practice in schools; Present the session’s objectives. Ask for whether there is another important objective to discuss (2’)

1. Objectives Examine critically how teachers can contribute to children's learning; Critically engage with current module topic-related research; Develop a contemporary and critical view of motivational climate in Physical Education and other school subjects. Present the session’s objectives. Ask for whether there is another important objective to discuss (2’)

2. Time Study hours: 16 Contact hours: 6 Individual study hours: 4 ( 1 hour per session) Present the workload of the module and participants obligations (2’)

3. Key Questions a) Which are the key theoretical approaches about developing a positive and inclusive climate? b) How can these theoretical approaches can be translated into practice? c) Which strategies can the teacher implement to develop a positive and inclusive climate? Present the key questions that will be answered in this module (2’)

MODULE 3 SESSION – 1 Key theoretical approaches in developing a positive and inclusive climate Brief introduction to Session 1 (2’)

4. Session 3.1. Objectives Familiarization with key theoretical approaches about developing a positive and inclusive climate; Engage in critical evaluation of key theoretical approaches; Develop a contemporary and critical view of motivational climate in school. Present the session’s objectives. Ask for whether there is another important objective to discuss (3’)

Self-determination theory
Self-determination: The power of an individual to feel free to make his/her own choices. Provide a definition of self-determination. Discuss the importance of self-determination. Discuss examples from workplace, interpersonal relationships, leisure etc. Highlight the importance of self-determination in education (5’)

Types of motivation Intrinsic motivation Extrinsic motivation
Enjoy the lesson Intrinsic motivation I will get a low grade Extrinsic motivation I am not interested in the lesson at all Amotivation Provide the definitions of the types of motivation. Discuss examples of students with different types of motivation and how they behave during the lesson. Conclude that intrinsic motivation is the most adaptive type of motivation (7’)

Dimensions of extrinsic motivation
I am a good student Identification I will be sorry if I don’t do it Introjected regulation I will get a low grade Extrinsic regulation Provide the definitions of the dimensions of extrinsic motivation. Discuss examples of students with different dimensions of extrinsic motivation and how they behave during the lesson. Conclude that identification is the most adaptive dimension of extrinsic motivation (7’)

Internalization of motivation
Intrinsic motivation Identification Introjected regulation External regulation Amotivation Present the self-determination levels of each dimension, from the lowest self-determination in amotivation to the highest in intrinsic motivation. Discuss how self-determination can change; either increase or decrease. Discuss example behaviors that can increase self-determination and form intrinsic motivation, and examples of behaviors that decrease self-determination and form amotivation (9’)

Basic psychological needs
To have choices Autonomy To be good at what I do Competence To be acceptable and have friends Relatedness Provide the definitions of the basic psychological needs. Discuss whether they are important in human functioning; discuss whether they are important in education. Conclude that it is important to satisfy the three basic psychological needs (7’)

A process of motivation
Motivational climate Motivation Intrinsic Extrinsic Amotivation Consequences Cognitive Emotional Behavioural Present the process of motivation; teacher’s behavior (motivational climate) will form students’ motivation through the satisfaction (or frustration) of basic psychological needs. Motivation, in turn, will result is cognitive, emotional and behavioral consequences from lesson participation. Discuss how different teacher behaviors will influence this process (8’) Basic psychological needs Βασικές ψυχολογικές ανάγκες

Achievement goal theory
Engagement in an activity for learning and improving competence Task orientation Engagement in an activity to demonstrate competence and superiority over others Ego orientation Provide the definitions of the goal orientation. Discuss examples of students with different goal orientations and how they behave during the lesson. Conclude that task orientation is the most adaptive goal orientation (6’)

Hierarchical model of approach and avoidance achievement motivation
Engagement in an activity for learning and improving competence Mastery approach goal Engagement in an activity to demonstrate competence and superiority over others Performance approach goal Engagement in an activity to avoid the demonstration of low competence Performance avoidance goal Present the distinction between approach and avoidance goals. Present and discuss the differences between performance approach and performance avoidance goals. Discuss examples of students with different achievement goals and how they behave during the lesson. Conclude that mastery approach goal is the most adaptive goal, whereas the performance avoidance the least adaptive one (10’)

2 x 2 achievement goal framework
Engagement in an activity for learning and improving competence Mastery approach goal Engagement in an activity to avoid failing to learn and improve as much as possible Mastery avoidance goal Engagement in an activity to demonstrate competence and superiority over others Performance approach goal Engagement in an activity to avoid the demonstration of low competence Performance avoidance goal Present the mastery avoidance goal. Discuss examples of students with this goals and how they behave during the lesson. Conclude that mastery avoidance goal can be either adaptive or maladaptive goal, whereas the performance avoidance the least adaptive one (5’)

Need for success Ability expectations Fear of failure
+ Mastery approach goal + Intrinsic motivation + + Ability expectations Performance approach goal + Present results of research evidence on the antecedents and consequences of achievement goals. Emphasize the positive effect of mastery approach goals on intrinsic motivation and the negative effect of performance avoidance goal on performance. Discuss the positive effect of performance approach goal on performance and the lack of effect on intrinsic motivation. Discuss implications for educational practice (8’) - + Performance avoidance goal - Fear of failure - Performance -

Positive/negative effects Cognitive Emotional Behavioural
Mastery goal Positive effects Cognitive Emotional Behavioural Performance goal Positive/negative effects Cognitive Emotional Behavioural Summarize the effects of achievements goals in educational practice (5’) Performance avoidance goal Negative effects Cognitive Emotional Behavioural

SUMMARY Positive consequences Intrinsic Motivation
Emphasis on learning Basic Psychological needs Intrinsic Motivation Summarize the key concepts of the session. Ask questions for comprehension. Respond to participants questions (8’)

MODULE 3 SESSION – 2 Practical implications of the theory Brief introduction to Session 2 (2’)

5. Session 3.2. Objectives Analyze how research and psychological theory translate into effective practice in schools Examine critically how teachers can contribute to children's learning Present the session’s objectives. Ask for whether there is another important objective to discuss (3’)

Dimensions of supportive environment
Teaching skills TASK Autonomy support AUTHORITY Recognition and feedback RECOGNITION Cooperation GROUPING Evaluation EVALUATION Organization of teaching TIME Reflect on motivational climate (session 1) and present TARGET dimensions (3’)

TEACHING SKILLS The skills taught become more attractive
Exercises that are fun for children Provide alternative topics of engagement Avoid rewards for class participation More meaningful learning The instructions should correspond to students’ level Exercises that emphasize learning Goal setting Organization of events (lectures, contact with elite athletes, watching matches, information on major events, etc.) Present the key concepts of Teaching skills dimension (in color) and the specific strategies to achieve each one. Provide examples of how these strategies can be implemented in the lesson (e.g., modification of a relay game to focus on learning rather than competition, modification of a typical drill into a more joyful form etc) (5’)

Alternative activities
Table tennis Badminton Trim trail Educational games Aerobic/Pilates/Zumba Present examples of alternative activities (2’)

Teaching Games for Understanding: an approach to teaching games
Target Games: participants propel an object, preferably with a high degree of accuracy, at a target. Net/Wall Games: participants propel an object into space trying to make it difficult for an opponent to return it. Striking/Fielding Games: participants strike an object so it is placed away from defenders in the field. Territory Games: participants invade an opponent's territory to score. Present the definition of TGfU and the four categories (5’)

Benefits of TGfU Teaches a child the basic concept behind keeping possession of an object in an territory game (e.g., use of short passes, shield the ball, support the player with the ball) Increases the possibility that the child will be able to play a variety of territory games whose tactics can be applied to related sports (e.g., basketball, soccer, handball, goalball, etc.). Present the benefits of TGfU and discuss its advantages over the Teaching Skills approach (4’)

Benefits of TGfU Children are exposed to primary rules, fundamental skills, and tactical problems associated with every game/sport. Children develop an understanding and competency of the skills and tactics associated with playing sports. Children become literate in a variety of games, activities and sports. Increase of children’s positive reactions to teaching. Present the benefits of TGfU and discuss its advantages over the Teaching Skills approach (4’)

AUTONOMY SUPPORT Involving students in decisions about the course
Students can choose alternative topics of engagement Encourage students in taking initiatives Improvement of decision-making ability To give them the opportunity to express their experiences To create opportunities for everyone to lead, to organize and to coordinate an activity or exercise Present the key concepts of Autonomy support dimension (in color) and the specific strategies to achieve each one. Provide examples of how these strategies can be implemented in the lesson (e.g., initiatives that students can be allowed to take, opportunities for less skilled students to lead an activity etc) (4’)

Teaching styles that promote autonomy
Practice style Students take certain decisions during the teaching episode – they are exercised in their own pace Reciprocal style Students take the role of the teacher and give feedback – they are exercised in their own pace Self-check style Students check and evaluate their performance on their own – they are exercised in their own pace Present teacher-student interactions in each style and how its style provides opportunities to promote autonomy (4’)

Teaching styles that promote autonomy
Inclusion style Students choose in which level of difficulty they will be exercised Guided discovery and Convergent discovery styles Students discover on their own the proper execution of the movement Divergent discovery style Students discover new solutions to a motor problem Present teacher-student interactions in each style and how its style provides opportunities to promote autonomy (4’)

RECOGNITION To provide opportunities for recognition of each student’s progress To recognize the original ideas and behaviours To recognize the effort and not only the performance To recognize the progress of each student Rewards for goal attainment Rewards for individual improvement Present the key concepts of Recognition dimension (in color) and the specific strategies to achieve each one. Provide examples of how these strategies can be implemented in the lesson (e.g., providing recognition on effort and achieving personal goals rather than performance etc) (4’)

GROUPING To grow social interaction in the lesson
To provide sufficient time and opportunities for interaction and learning through cooperation To create small groups To create an environment of acceptance and appreciation of all students To encourage the participation in many groups To avoid the creation of groups with ability being the only criterion Present the key concepts of Grouping dimension (in color) and the specific strategies to achieve each one. Provide examples of how these strategies can be implemented in the lesson (e.g., appropriate size of groups, opportunities for participation in different groups etc) (4’)

EVALUATION To make student learn for the evaluation process – self-assessment Define the goals and the criteria of evaluation To encourage students to participate themselves in the evaluation process Emphasis on personal improvement To reduce the emphasis given on comparisons To give opportunities for performance improvement Present the key concepts of Evaluation dimension (in color) and the specific strategies to achieve each one. Provide examples of how these strategies can be implemented in the lesson (e.g., opportunities for students to participate in the evaluation, consistency between teaching and evaluation etc) (4’)

Types of evaluation Quality of motion’s execution (process)
List of criteria (quality of execution) Outcome of the execution (performance) Discuss the types of evaluation, and their integration into the teaching process (4’)

Card of criteria for the evaluation
Long jump with hang Criterion The criterion is achieved… Effectively Moderately Hardly Is the approach run up with 7 steps and the foot placement inside the zone? Is the foot placement strong? Are the legs during airborne parallel to the ground and does the body leans forward? Ιs landing executed with both feet? Does the body pass over or sideway of the landing mark? Present an example of evaluation via list of criteria. Discuss examples in other lesson activities (5’)

Card of criteria for the evaluation of the behaviour
Criterion The criterion is achieved… Greatly Moderately Hardly Does the student participate in all activities of the lesson? Does the student try to improve? Does the student respect the rules of the sports? Does the student respect the effort of his/her classmates? Does the student cooperate with his/her classmates during exercise and games? Does the student participate in the discussions – dialogues during lesson? Does the student respect the sports equipment and the facilities? Present an example of evaluation via list of criteria. Discuss examples in other lesson activities (5’)

(circle the right answer)
BASKETBALL (circle the right answer) The basketball was inverted (created) by: Din Martin James Naismith Nick Galis Denis Norman The basketball was played for the first time: In 1932 in France In 1871 in Australia In 1891 in America In 1923 in Sweden The basketball was officially appeared in the Olympic Games: In Montreal in 1976 In Munich in 1972 In Barcelona in 1996 In Berlin in 1936 The basketball was firstly appeared in Greece: In Thessaloniki in 1919 In Patra in 1912 In Athens in 1922 In Iraklion of Crete in 1920 The basketball court has dimensions : 40 x 20 meters 28 x 15 meters 32 x 17 meters 50 x 25 meters The number of players in a basketball team are: 5 in the game and 7 substitutes 6 in the game and 6 substitutes 7 in the game and 5 substitutes 5 in the game and 5 substitutes A basketball game lasts: 2 x 20 minutes 3 x 10 minutes 4 x 10 minutes 2 x 15 minutes The offence in basketball lasts: 30 seconds 24 seconds 18 seconds There is no limitation Which of the following thoughts is positive, when you have lost an easy shot in basketball? It’s backboard’s fault, it was very hard. I didn’t place my hand well. We all make mistakes, I will concentrate on the next. How did I lose such an easy shot. A basketball player is disqualified from the game when he/she has done: 6 personal fouls 5 personal fouls 4 personal fouls 7 personal fouls Present an example of evaluation of knowledge gained in the lesson. Discuss examples in other lesson activities (5’)

Athletics – History-Running events (circle the right answer)
The event “stade” in ancient times was a race of… sprint middle-distance long-distance The place where the athletes set their foots in the starting in ancient times was called… hysplex kampteras (turning post) balbis Τhe event which ended the Olympic Games in ancient times was the… “dolichos” (long race) “diaulos” (double stade) “hoplitodromos” (armed race) The length of the marathon route is… meters meters meters The stadium where games take place has usually 8 lanes. The length of their internal lane is… 300 meters 400 meters 500 meters The orders of the starter “Get start” and “Set” before the gunshot are heard in races of… The crouching position in the starting block is used in races of… The hurdles races in women are… 100 and 200 meters 100 and 400 meters 200 and 400 meters The endurance, the running pace and the willpower of an athlete are factors playing important role in races… of middle-distance of long-distance of middle- and long-distance The relays events are… 4 x 100 and 4 x 200 meters 4 x 200 and 4 x 400 meters 4 x 100 and 4 x 400 meters Present an example of evaluation of knowledge gained in the lesson. Discuss examples in other lesson activities (5’)

Grading of the student Composition of as many factors as possible
Connecting the grades with the achievement of the learning goals Providing information to students and parents for further improvement Discuss the role of evaluation in grading students. How different information can be integrated into students grades (4’)

ORGANIZATION OF TEACHING
To take into account the needs and the level of the students Programming must correspond to the levels of students’ motor abilities To give the opportunity to students to follow their own pace Proper functioning of the lesson Usage of flexible organizational structures in the class Streaming of the lesson and supervision of the student Present the key concepts of Organization of teaching dimension (in color) and the specific strategies to achieve each one. Provide examples of how these strategies can be implemented in the lesson (e.g., teaching styles that allow students follow their pace, ways to change organizational structure during the lesson etc) (5’)

SUMMARY Teaching skills Autonomy support TASK Cooperation
AUTHORITY Recognition and feedback RECOGNITION Cooperation GROUPING Evaluation EVALUATION Organization of teaching TIME Summarize the practices d iscussed in each TARGET dimension (4’)

MODULE 3 SESSION – 3 Strategies promoting positive responses during lesson engagement Brief introduction to Session 2 (2’)

6. Session 3.3. Objectives Develop an understanding of the strategies used for developing a positive and inclusive climate Reflect on trainees teaching approach Establish a set of practical guidelines for effective teaching Present the session’s objectives. Highlight their importance for teaching(3’)

Strategies promoting a climate of autonomy
1. Increase contact time Time for discussion with students about the lesson 2. Ask questions about what students want to do Choice of activity Choice of the exercises’ order Choice of warming up Who will show the exercise Who will be divided for the game Present the autonomy supportive strategies and discuss examples of implementation into the lesson (8’)

3. Provide students time to work at their own pace Setting goals Time to work on their goal Using the practical teaching method 4. Increase academic learning time Small groups Flexible organizational structures of exercises Present the autonomy supportive strategies and discuss examples of implementation into the lesson (8’)

5. Position of students - teacher
Circular layout when stretching Supervision of all students Continuous motion in the class Present the autonomy supportive strategies and discuss examples of implementation into the lesson (8’)

6. Justification of the activities Order of the teaching objects Necessity to exercises’ execution Order of exercises’ execution Effect of PE on health 7. Use of recognition To all students Improvement, not just performance Effort, not just result Inside and outside of the lesson Present the autonomy supportive strategies and discuss examples of implementation into the lesson (8’)

8. Feedback Technical instructions to all students During the execution of the exercises During the game Hints of the correct technique and tactic 9. Relationship with students Answers to all questions Answers in a positive way Recognition of the exercises’ difficulty Present the autonomy supportive strategies and discuss examples of implementation into the lesson (8’)

Practices reducing autonomy supportive climate
1. The teacher dominates during the interaction with students He/she talks more and does not listen to the students He/she participates in the exercises/games and monopolizes them 2. Problems solving The teacher demonstrates the correct solutions, leaving no time for students to try Present the autonomy reducing strategies, discuss examples of how they are implemented into the lesson and how they can be avoided (8’)

Practices of autonomy climate reduction
3. Intense guiding of students to specific solutions Avoidance of methods that stimulate the students’ imagination Phrases such as “The exercise is right in this way only” 4. Continuous guiding of students Continuous use of instructions (e.g. go there, do the pass, shoot etc.) Present the autonomy reducing strategies, discuss examples of how they are implemented into the lesson and how they can be avoided (8’)

5. Use of instructions that state obligation Frequent use of instructions reminding students their obligations (e.g. the course is mandatory otherwise you will be considered absent, you are obliged to wear athletics, etc.) Phrases such as “The exercise is right in this way only” 6. Use of malicious questions E.g. Why don’t you show us how it is done? Can you do it as I have shown it? Present the autonomy reducing strategies, discuss examples of how they are implemented into the lesson and how they can be avoided (8’)

7. Reminder of the deadlines - time pressure Frequent use of reminder about the time (e.g. a few minutes left, you will not have time to play). 8. Enhancement of the compliance to the teacher’s instructions Well done, you're a very good student (when the student performs the teacher’s instruction). 9. Criticism to the student E.g. No, this is not the way to do it. Present the autonomy reducing strategies, discuss examples of how they are implemented into the lesson and how they can be avoided (8’)

MODULE 3 SESSION – 4 Using microteaching to demonstrate comprehension of the teaching material Brief introduction to Session 3 (2’)

6. Session 3.4. Objectives Practice on the module’s material
Reflect on own and others teaching Receive feedback on own teaching Improve teaching skills Present the session’s objectives. Highlight the importance of these objective for teaching (2’)

Microteaching Micro-teaching is a teacher training technique whereby the teacher performs a part of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to his/her teaching technique. Provide the definition of microteaching and explain the process (6’)

How it is organized? Ask trainees to prepare a short lesson for a small group of learners If many, cluster trainees in groups (each group prepares a short lesson) Ask trainees to teach the lesson to the other participants Ask participants to give feedback on the taught lesson Summarize feedback Run the microteaching session (80’)

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