Principles of Teaching PE, Approaches and Methods
• The conceptual framework for PE cites five (5) teaching approaches
namely:
o Activity-based
o Developmentally appropriate
o Standards-based
o Integrated
o Inclusive for the teaching of PE
PE is a movement or physical skill-dominated subject. It is
unthinkable to have a PE class without the students actively
involved in the learning process.
PE teaching is also standards-based
• The teaching of PE is also integrated
• The teaching of PE is inclusive.
Types of Practice
o Fixed Practice - these are sometimes known as drills and involves
repeatedly practicing a whole skill in order to strengthen the motor
program.
o Massed Practice - this is a continuous form of practice which is
best for simple skills.
o Variable Practice - this is used best for open skills and involves
repeating a skill in varying situations.
o Distributed Practice - attempts at the skill are divided up with
intervals in between to allow for rest and mental rehearsal
Methods of Practice
o Whole Method - the skill is first demonstrated and then practiced
as a whole, from start to finish.
o Part Method - the parts of the skill are practiced in isolation which
is useful for complicated and serial skills and is good for maintaining
motivation and focusing on specific elements of the skill.
o Whole-part-whole Method - the whole skill is first demonstrated
and practiced before being broken down into the constituent parts
to practice the individual elements and improve on these, before
putting the whole skill back together.
o Progressive Part Method - this is sometimes also known as the
chaining method, as the parts of a skill are practiced individually, in
order, before being linked together and expanded.
Teaching and Learning Strategies in Health and PE
➢ Active Learning
➢ This includes question-posting, inquiry and self-directed learning
Interactive instruction – use of social interaction to enhance
students' learning. Interactive instruction involves two-way
communication - that is, communication between the teacher and
student or between students
Cooperative Learning
➢ This allows students to work in groups and be responsible for each
other’s learning and each accountable for their own learning
There are many variations of cooperative (sometimes called
collaborative) learning.
Convergent discovery - Here students are handed a problem with
only one unique solution. In addition to physical skills, students must
use their critical thinking and social skills. On the downside,
students have to display some motivation on their own.
Divergent discovery - This is pretty much the opposite of
convergent discovery, as students are handed a problem with
several solutions
Jigsaw learning - When you hear the term jigsaw learning do you
think of assembling the pieces of a puzzle? Here the students are
divided into small groups, and each group teaches a specific task
that is part of the whole skill
Student Teams-Achievement Divisions (STAD) - Here the
students are divided up into teams and must perform a task within a
specified time limit.
Critical Thinking
➢ This approach to thinking emphasizes stating original claims or
opinions and supporting them with reasons.
➢ Hands-OnThis encourages the students to design activities that
they are actively involved. Hands-on participation is as important as
verbal participation in the activity.
Peer teaching
➢ Students receive more time for individualized learning.
Direct interaction between students promotes active
learning and reinforces their own learning by instructing
others.
Group Dynamics/Activities
➢ Instructor will prepare set of activities for the students. The output
of the activity will be presented in class
Integrated Teaching Strategy
➢ This put together the parts of a whole to arrive at a holistic,
complete and more accurate view of reality.
TRACHING STYLE IN PE
Direct Teaching
Traditional method where the teacher leads the class through a
task. Usually all of the students are performing the same task at the
same time.
Teacher Feedback
Students are assigned tasks (ie. task sheets) with clear criteria and
the teacher is free to roam around and give feedback
Peer Feedback
Students are placed into groups where students evaluate each other
performing a task with clear criteria.
Self Feedback
Students are given a task with clear criteria and evaluate their own
performance.
Convergent Discovery
Students are given a problem that only has one solution and are
allowed the opportunity to discover the answer themselves.
Divergent Discovery
Students are given a problem that has multiple solutions and are
encouraged to discover their own answe
Jigsaw Learning
Students are placed into groups that are assigned to learn a specific
skill.
Student Teams – Achievement Divisions (STAD)
Students are placed in teams and are assigned a learning task along
with the necessary resources.
Team Games Tournament (TGT)
Similar to STAD except that the scores from team members are not
added together
