Instruction
Although most of your instructions will involve the students practicing the various skills, it can sometimes be helpful to have them analyze the process and put it down on paper. This would help to address students with other learning styles and provide a new pathway for the student to absorb the information.
Considerations in HPE Instruction
Submitted to PE Central
Taken from Professor Julie Mueller's Class Slides (EU423 Fall 2011, Mueller)
TEACHING STYLE:
learning outcomes (active learning, skill development, social development, etc.);
- activities to be taught (manipulative skills, body management, rhythmic movement, etc.).
- students (interests, developmental level, experience, motivation, etc.)
- class size
- equipment and facilities
- teacher characteristics (interests, talents, comfort level, etc.)
Direct teaching styles generally include modeling of a skill followed by practice and on-going assessment and instruction. Direct teaching style is useful for teaching a physical skill, especially if there is high risk of accidents.
Inquiry teaching styles are more process-oriented and allow students to "discover" aspects of physical activity. Students are more cognitively involved--a Teaching Games for Understanding approach.
- Guided Discovery "is used when there is a predetermined choice or result that the teacher wants students to discover." (Pangrazi & Gibbons, 2009, p. 42).
- Convergent Style puts the teacher in the position of presenting a problem and structuring experimentation and exploration to a "better solution."
- Divergent Style allows for more than one answer, asking students to come up with a variety of solutions/ways to solve the problem.
Cooperative Learning focuses on people working together for a common goal. The activity "should require the knowledge and efforts of all members." (p. 43).
APPROPRIATE FEEDBACK:
- feedback can be intrinsic (travels through the senses and is intrinsic to the skill, student's own feedback from bodily results)
- feedback can also be extrinsic (from teacher, peer, video, timer, etc.)
- knowledge of results (success, time, number of goals, target, etc.)
- knowledge of performance (style, movement, skill, etc.). This is most often provided by teacher--providing positive confirmation and suggesting alterations for improvement. Refer to specific aspects of the performance (e.g., you brought your arm forward on the follow through that time, you need to bend your knees) rather than general comments (e.g., good throw).
- size of practice area, ensure that you can see all students and they can hear you, large enough to allow movement of appropriate speed and pattern; use cones, lines, benches to delineate area
- equipment, use a station approach if equipment is limited, ensure equipment is in good condition, ensure lines are short and there is limited waiting time, plan distribution to make efficient use of time
- safety, adequate safety precautions allow students to take reasonable risk, teach students how to address their personal safety and that of others in using equipment, moving in the instructional space, and following rules and guidelines. Planning, written curriculum and appropriate response to injury ensure a safe environment. Informed, developmentally appropriate instruction is a necessary component of a safe environment, including proper progression of skill instruction. Ensure that you know the medical history of your students, any conditions or disabilities and how to address them, as well as emergency procedures. Be sure to make a written record of any accidents or injuries.