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