1. METHODS AND MATERIALS IN PHYSICAL EDUCATION
THE UNIVERSITY OF THE WEST INDIES School of Continuing Studies Certificate in Physical Education
METHODS AND MATERIALS IN PHYSICAL EDUCATION

2. Teaching Methods
The term Teaching Method refers to the general principles, pedagogy (teaching children) and management strategies used for classroom instruction
A teaching method comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning in students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner

3. Teaching Materials
Teaching materials are the resources a teacher uses to deliver instruction.
Each teacher requires a range of tools to draw upon in order to assist and support student learning

4. COURSE OUTLINE COURSE DESCRIPTION:
This course provides students with knowledge of the methods of teaching Physical Education at both the primary and secondary level. Students are also exposed to the selection and development of resources for teaching Physical Education.

5. COURSE OUTLINE COURSE OBJECTIVES:
Upon the completion of this course participants should have gained:
Knowledge of the general procedures needed to develop competencies for class organization and methods of teaching Physical Education.
Knowledge of the practical application of theories of Physical Education.
An understanding of the appropriate methods, selection and development of materials for teaching Physical Education.
Enhanced abilities in planning, implementing and evaluating Physical Education Programmes.

6. TOPICS Learning Theory Teaching Methods, Styles And Strategies
Lesson Planning and Student Assessment
Equipment and Technology use in Physical Education
Classroom Organisation

7. COURSE ASSESSMENT & due dates
ATTENDANCE POINTS
IMPROVISED EQUIPMENT POINTS - January 18th
GROUP PRESENTATION POINTS - February 1st
CLASS EXAMINATION POINTS January 18th February 01st February 8th February 22nd
LESSON PLANNING POINTS - January 16th
PRACTICAL TEACHING POINTS - January 18th

8. THE PRACTICAL SYLLABUS (Primary & Secondary)
Football
Basketball/Netball
Hockey
Cricket
Tennis
Badminton
Track and Field
Swimming
Educational Gymnastics
Movement Education

9. INFORMATION Make-up Classes Tuesday 23rd January, 2018
Tuesday 6th March, 2018
Signing of the register
Class & Examination protocol
Submission of assignments
INFORMATION

10. SESSION 1 Lesson Planning
THE UNIVERSITY OF THE WEST INDIES School of Continuing Studies Certificate in Physical Education METHODS AND MATERIALS
SESSION 1 Lesson Planning

11. Preliminary Information
TEACHER: _______________ DATE: _______________ SUBJECT/THEME: _______________ TOPIC/SUB THEME: _______________ CLASS: _______________ AGE RANGE: _______________ AVE. AGE: _______________ STUDENTS PRESENT: No. of Boys _______________ No. of Girls _______________ DURATION OF LESSON: _______________ FACILITY: _______________

12. EQUIPMENT

13. The personal experiences of the class in general which will support or connect with the concepts to be taught in the lesson
Previous lessons taught
Life experiences
Play experiences
PREVIOUS KNOWLEDGE

14. SMART OBJECTIVES S – specific: M – measurable: A – achievable:
This is the who of your objective. It states a specific action you want to take. Pupils will perform…
This is your check and balance. It allows the teacher to know if the objective has been met. accurately …
The objective should be able to be met by utilizing available equipment and considering the abilities of the students. the inside foot pass…
The objective must be related to the curriculum and appeal to the developmental level of the students.
The objective must state by when it will be achieved. at the end of this lesson…
S – specific: 
M – measurable:
A – achievable:
R – relevant:
T – time-bound:

15. OBJECTIVES Psychomotor Cognitive Affective
Includes physical movement, coordination, and use of the motor-skill areas.
Cognitive
These are concerned with intellectual outcomes. The classification system ranges from lower-level knowledge outcomes to higher-level intellectual abilities and skills.
Affective
This includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

16. Think of some verbs in each domain that can be used in an objective in each domain
PSYCHOMOTOR
COGNITIVE
AFFECTIVE

17. Be Specific! At the end of this lesson pupils will…
Psychomotor Domain
Cognitive Domain
Affective Domain
  perform
execute
utilize
construct
create
design
dismantle
fix
follow
manipulate
mend
mix
  See next slide
cooperate
share contribute encourage
praise
appreciate show respect
Be Specific! At the end of this lesson pupils will…
This domain is given primarily for information.  Other courses within the curriculum stress this various levels of psychomotor performance (e.g., Clinical Skills Laboratory, Pharmacy Practice I). 
Psychomotor behaviors are performed actions that are neuromuscular in nature and demand certain levels of physical dexterity.

18. Cognitive Domain Verb List
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
define
describe
identify
label
list
match
name
outline
reproduce
select
state
convert
defend
distinguish
estimate
explain
extend
generalize
give
infer
paraphrase
predict
rewrite
summarize
change
compute
demonstrate
discover
manipulate
modify
operate
prepare
produce
relate
show
solve
use
break down
diagram
differentiate
discriminate
illustrate
point out
separate
subdivide
categorize
combine
compile
compose
create
devise
design
generate
organize
plan
rearrange
reconstruct
reorganize
revise
tell
write
appraise
compare
conclude
contrast
criticize
justify
interpret
support
Be specific
According to various researchers there are six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation.  In the chart below, note the hierarchical arrangement, which means that higher levels subsume ability in lower levels.  The higher the level, the presumably more complex mental operation is required.  Higher levels are not necessarily more desirable than lower levels, because one cannot achieve the higher levels without an ability to use the lower levels.  As one moves up into higher levels, however, the more applicable the skills are to those needed in daily life.

19. A complete objective
At the end of this class pupils will accurately perform the forward roll

20. Fix these objectives
Apply the correct technique to accurately Put the Shot
Sequence the movements to the javelin
Cooperate in groups

21. Write three s.m.a.r.t objectives (one in each domain) for the skill that you have chosen to teach

22. RESOURCES Notes Websites Coaching Books Sporting Rule-Books
The Fundamentals of Physical Education
The World of Sport Examined
PE to 16
PE Through Diagrams
Notes
Websites
Coaching Books Sporting Rule-Books

23. HEAD/SUBHEAD ACTIVITIES TEACHING POINTS
 INTRODUCTORY ACTIVITY
 Jog in general space
 - ‘High-Five’ your class mates
Vary speed
Vary Direction
Vary Levels
 Warm-up Activity
Prepares students mentally and physically for the movement tasks in the lesson and can include some movements from the lesson itself
Include stretching activities
This is a clear and concise statement which gives an instruction or directive for class activity
This is what the students will do
 Help to refine the quality of the skill or allows for lateral extension of the skill

24. HEAD/SUBHEAD ACTIVITIES TEACHING POINTS
 INDIVIDUAL ACTIVITY
 In personal space push the tennis ball into the grass
 - Stand facing forward with feet shoulder-width apart - Begin with the ball on the neck
- Extend the arm and straighten the elbow at a 45 degree angle
 The first part of the teaching sequence
 Remember to be brief
 This states the progression of the steps to learning the skill
 Students perform skills by themself
 From: - Easy to difficult
- Simple to Complex
 SECTIONAL REVIEW
 Questioning and/ demonstrations to review what has been taught Focus on the Teaching Points

25. HEAD/SUBHEAD ACTIVITIES TEACHING POINTS
 PAIR WORK
 Take turns to push the ball to your partner five times
 - Review previous teaching points
Twist upper body backward, towards throwing arm
 Students work with a partner
 The activity can be different or the same
 Continue the progression by adding more teaching points
 SECTIONAL REVIEW
Questioning and/ demonstrations to review what has been taught Focus on the Teaching Points

26. HEAD/SUBHEAD ACTIVITIES TEACHING POINTS
GROUP WORK
 In groups of four take turns to put the shot
 - Review previous Teaching
Points
Extend non-throwing arm at a 45degree angle
Begin with knees bent
Start by facing forward and twist so that you face away from the direction of release
 Group size can vary based upon; the activity, availability of equipment and the number of students in the class
 The activity can be different or the same
 Continue the progression by adding more teaching points
 SECTIONAL REVIEW
 Questioning and/ demonstrations to review what has been taught Focus on the Teaching Points

27. HEAD/SUBHEAD
ACTIVITIES
TEACHING POINTS
SKILL APPLICATION
 In teams of four play ‘Put the shot in the hoop’
 Group size can vary
XXXX XXXX
 Outline the rules of the game:
Put the Shot from behind the line
Each person has three chances takes three turns
Score one point each time the shot lands in the hoop
The team with the most number of points is the winner
Use a diagram or description of the game

28. HEAD/SUBHEAD
ACTIVITIES
TEACHING POINTS
FINAL ACTIVITY
 Jog in general space
 - Start at medium/slow pace and gradually reduce speed
- Stretch in different directions
Warm Down
Return the student to a physical and mental state for classroom teaching and learning
 Activities can vary
 These Teaching Points are not a part of the sequence of progressive points already taught

29. CLOSURE
Ask questions to review the whole lesson - Write examples of the questions that will ask
Demonstration of skills taught

30. EVALUATION OBSERVATION LEVEL OF ENJOYMENT LEVEL OF PARTICIPATION
LEVEL OF COOPERATION
EVALUATION

31. FINAL EVALUATION REMARKS OBJECTIVE Achievement Percentage: Plan:
 PSYCHOMOTOR:
 COGNITIVE:
 AFFECTIVE:

32. CONTINUATION
This is what happens in the next class.

33. REFLECTIVE APPRAISAL
Identify the positive and negative aspects of the lesson
Identify a specific area of your teaching style or strategy which needs to be addressed. This may require research to improve your understanding and technique. You can also state observations about the classroom environment

34. TUTOR’S COMMENTS
This is where you tutor or Head of Department will make comments concerning your lesson

35. Information & REMINDER
ALL Written Lesson Plans due:
Next class
Thursday 18th January, 2018
Printed copy to be handed in.
Teaching begins next Thursday 23rd January, 2018
Make-up Classes:
Tuesday 18th January, 2018
Tuesday 01st February, 2018
Information & REMINDER