UNIT3: General principles of teaching Physical Education and Sports
Key Unit Competence
By the end of this unit student-teacher will be able to describe general principles of teaching Physical Education and Sports.
Introductory activity 3
1. Observe the image carefully.
2. What have you noticed about learners who are on extended line?
3. Is it possible for all those learners to do sports exercise at the same pace? If not, justify.
4. What can the teacher to help learners perform sports exercise individuallly?
5. What do you predict to learn in this unit?
Physical Education and Sports as subject, it has the principles that respected to teach the learners. These principles are very important in process of preparation of Physical Education and Sports activities and good performance of techniques and tactics of games.
3.1 Selection criteria of an activity in Physical Education and Sports
Activity 3.1
When a Physical Education and Sports teacher need to prepare and teach the lesson, she/he should think about a lot of things. One of them is about criteria of activities which will be used in teaching and learning process.
Those criteria should base on several aspects. Some of those aspects are listed below:
– Learners’ ability by modification of activities to be performed to fit to the ability levels of each individual ability.
– A good teaching technique which will help all learners to be active in sports activities.
– Observation of environment and see how to fit with physical activity to be performed by learners.
– Age of learners is another criterion to base on while choosing an activity in Physical Education and Sports.
– Young children, youth should not perform the same activities during Physical Education and Sports activities.
– Resources available will give opportunity to the Physical Education and Sports teacher to choose the activity to be used in sports.
– Dosage and duration: number of frequency and time to be used in physical education and sports, is another criterion to base on while choosing an activity to do in Physical Education and Sports.
Application activity: 3.1
1. Observe the images carefully
2. Are those people who are in image a and b have the same age?
3. What are sports activity they are doing from image a and b?
4. Assume you are going to help them in learning this activity, shall you use the same exercise for both image a and b? Support
your answer.
5. Compare the way shot put is being held in the image a and b.
3.2 Conducting Physical Education and Sports
Activity 3.2
1. Observe the images carefully
2. Identify/ analyze how learners are disposed during performance of sports activities in the image a and b.
3. Give other possible dispositions to be used in teaching physical education and sport.
4. Brainstorm any five guidelines you can follow to teach lesson of physical education.
Before conducting a lesson, you must think on different aspects. Those aspects help you to conduct your Physical Education and Sports lesson in a well manner. Those aspects are as follow.
- Choice for disposition
For disposition of learners during PES lesson, a teacher may use different formation teaching. Those dispositions should be taken based on various aspect: number of learners, type of exercise to perform, position of the sun light etc. formation helps a teacher to:
– Avail enough place for each learner for free movement,
– Facilitate team circulation,
– Maintain discipline of learners,
– Help a teacher to think how to set exercise.
It is a question of learners’ disposition on the ground and setting teaching aids according to the exercise to be done and taking into consideration its eventual evolution and dosage.
- Statement of the exercise
It is oral and global explanation of the exercise to be done. It has to be simple, precise and short with clear indications. The simplicity of the statement of the exercise makes its value, while a long explanation bores and makes learners tired, especially the younger ones who need practical demonstration than theoretical explanation.
- Demonstration
A good demonstration is worth all explanations. The demonstration must be correct in its form and its rhythm. It should be done with a complete amplitude without evading any movement. Whenever the teacher cannot give a demonstration, he can use the most able learner in the entire or part of the demonstration, regarding its difficultness.
- Pedagogical progression
The teacher should always obey major principles of starting from simple to complex, from easy to difficult, from known to unknown.
- Commandments
The commandment of the exercise must be:
– Precise, right and rhythmic.
– Tonic, brief and relevant to the exercise.
There are three types of commandments
a. Departure commandment which is subdivided into two subcommandments:
preparatory starting the action.
e.g.: Attention…...go
Rea…. dy……. go
b. Execution commandment: it can be manual, resonant or verbal but
should start with the rhythm of exercise. The commandment is very
necessary to mark strong and weak times.
E.g: Strong…….est
In-si………st
c. End of action commandment also in preparatory and end of action sub commandments.
e.g: Attention…………stop
One…………….and two
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- Repetitions of an exercise
Depending on difficulties of the exercise, learners need a number of repetitions and corrections so as to be able to achieve it currently and be able to improve.
The number of repetitions or dosage of exercise will be included in the development of exercise and will depend on the difficulty of the exercise, learner’s strength and their success.
- Corrections where is necessary.
Objectives of those corrections are to improve the level of learners. Mistakes are corrected first by general remarks, then individually. During individual corrections, it is important to avoid leaving learners in tiring or inactive positions. If after corrections, pupils are still not able to execute correctly given exercises, there should be a stop and rectify or look for educative
exercises before starting another one.
Application activity 3.2
1. a. Choose one teaching disposition used in teachig PES.
b. Discus on the importance of choosing that disposition.
2. Draw any four disposition used in teaching physical education lesson.
3. Discuss the importance of making corrections during conducting a PES lesson.
3.3 Principles of teaching Physical Education and Sports
Activity 3.3
In the process of teaching and learning of physical education and sports, some methodological principles should be respected. Those principles are listed below.
- Holistic principle
Well-planned game and sport programmes must contribute to child global development: physical, mental and socio-affective development.
• Principle of adaptation to the age and to the stage of child development Age of learners must be taken into consideration while making choice of recreational and sport activities. Note that success in games constitutes a source of motivation for children. Those who do not succeed can be frustrated and lose self-confidence. For more stimulation, it is necessary to propose new tasks and new activities because if games are too easy, children will be less interested.
- Principle of inclusion (integration of all children) Every child must take advantages from their participation in games and sport programmes without distinction of performance, sex, etc. All forms of discrimination must be avoided. A particular attention has to be paid to children living with handicap; either physical or mental: those children have right to games and sport, be it in a special or ordinary school.
- Principle of physical and emotional security Recreational and sports activities have some risks. Teachers/educators have to adopt strategies to protect children, for instance by watching over their physical and emotional security.
- Principle of interdisciplinary
The PES course is indisputably linked to other disciplines. As it was underlined in the previous point (Importance of teaching Physical Education and Sport), this course provides relaxation, increases self-confidence, builds
up concentration, etc., like other necessary elements needed for school success in general. Moreover, teachers regularly resort to games to introduce a course, awake a dormant class or to strengthen knowledge acquired from other subjects (languages, sciences, mathematics…).
• Principle of participation and fair-play
All children, even those less performing, must participate in games and not watching. The bottom-line in educational programme and sport is to participate, not to win. Fairplay incorporates the concepts of friendship, respect for others and always playing within the right spirit.
Application activity 3.3
3.4 End unit assessment
Using two examples of games and techniques, describe how to conduct the process of learning and teaching of Physical Education and Sports in order to be successfully.