JML 464 Planning and Preparation for Effective Teaching in PE PDF

UNIVERSITY OF PRETORIA PLANNING AND PREPARATION FOR EFFECTIVE TEACHING IN PE JML 464 HUMAN MOVEMENT STUDIES S A Nxumalo [email protected] Department of Humanities Education Human Movement Studies Sport Manage...

UNIVERSITY OF PRETORIA PLANNING AND PREPARATION FOR EFFECTIVE TEACHING IN PE JML 464 HUMAN MOVEMENT STUDIES S A Nxumalo [email protected] Department of Humanities Education Human Movement Studies Sport Manage 1  JMB 464: AN OVERVIEW SECTION A PHYSICAL EDUCATION SECTION A: SPORT MANAGEMENT SECTION B: HUMAN MOVEMENT JML 464 STUDIES METHODOLOGY OF PHYSICAL EDUCATION AND LIFE ORIENTATION SECTION B LIFE ORIENTATION 2  DEPARTMENT INFORMATION Role Name Room no and building Telephone no and e-mail address Programme coordinator Mr S A Nxumalo 3 – 9 Sport Centre (012) 420 5526 [email protected] Lectures Dr Cherese Jones Couto 3 – 8 Sport Centre (012) 420 5526 [email protected] Mr S A Nxumalo 3 – 9 Sport Centre (012) 420 5526 [email protected] Head of Department Prof J Wassermann Aldoel 1 – 114 (012) 420 4447 [email protected] Departmental Administrator Ms Z Khumalo Aldoel 1 – 116 (012) 420 5639 [email protected] 3  CLASS TIMES DAY PERIOD TIME VENUE WEDNESDAY 2 08:30 ZOOM (LIVE) 4  JMB 222 STUDY GUIDE PHYSICAL EDUCATION Lecture Nr. Section A Lecture Nr. Section B Sport Management Human Movement Studies 1 Introduction and Orientation 1 Introduction and Orientation 2 Project Planning 2 Planning and preparation for effective teaching of Physical Education 3 Marketing 3 The use of technologies in Physical Education 4 Values and Motivating 4 Designing Instructional Factors Materials 5 Prototype and Technology 5 Risk Management in Physical Education 6 PowerPoint Presentation 6 Semester Test discussion and planning (BBC - recording) 7 PowerPoint Presentation + 7 Supplementary Test Peer Assessment 5  LESSON OUTCOMES After this theme, learners should be able to: describe planning and preparation in the context of a PE lesson plan appraise the benefits of planning and preparation for effective teaching describe non-instructional tasks in a PE lesson describe instructional tasks in a PE lesson compare and contrast various types of feedback in a PE lesson create content and practice progression strategies in a PE lesson  PRESENTATION OUTLINE  Planning for teaching  Constructive alignment  Preparation for teaching  Benefits of planning and preparation  Organisation and instruction in PE  Non-instructional tasks in a PE lesson  Instructional tasks in a PE lesson  Feedback  Content progression and practice strategies in a PE lesson  PLANNING FOR TEACHING Planning involves a teacher’s yearly, quarterly, weekly, and daily preparation for lessons [teaching] or activities related to the lesson (s) [learning]. This preparation includes lesson planning or any other processes that a teacher uses to prepare themselves to facilitate a lesson. Lesson planning is how teachers synthesise the curriculum goals with pedagogy and knowledge of their specific teaching context. Planning Macro-planning Micro-planning 8  PLANNING FOR TEACHING Macro-planning  National Curriculum Statement (CAPS) for Life Skills/Orientation (LS/LO) or equivalent and applicable phase(s) to be studied  Instructional time for PE allocated for each grade  Content as described by sub-topics as prescribed according to the annual teaching plan in the CAPS document or equivalent for each grade.  Sub-topics/Learning themes as divided per quarter and then per week and the amount of time for sub-topics that needs to be re-divided and planned by the PE teacher as per CAPS or equivalent.  Researching applicable themes and creating learning content and activities to follow progressively for each grade. Micro-planning Micro planning starts with determining set learning outcomes related to the lesson theme. The educator needs to create learning (movement) activities for each lesson phase to reach these outcomes (refined or personal lesson outcomes). 9  PLANNING FOR TEACHING Important questions to answer from the start and right throughout the lesson planning process: 1. What am I going to teach? What am I teaching? (” Sub-topic” applicable learning activities and tasks) 2. What outcomes (unit, lesson) do I want to reach with different activities? (Lesson & topic applicable/refined) 3. What methods am I going to use? (How) 4. Where and what would I need? (Planning and management) 5. How will I adapt for all? (Planning and strategies/differentiation) 6. What do I want to assess, and how will I assess? These questions could also apply to each of the lesson phases. 10  PLANNING FOR TEACHING Constructive alignment. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364. Preparation includes aspects like lesson planning and creating daily activities and the initial or ongoing training to gain skills and competency as a teacher. 11 CONSTRUCTIVE ALIGNMENT Biggs, 1996 12  PREPARATION FOR TEACHING Preparation includes aspects like lesson planning and creating daily activities. Teacher preparation can also mean the initial or on-going training to gain skills and competency as a teacher (Initial Teacher Preparation/Training). Two routes to becoming a teacher in South Africa:  a four-year Bachelor of Education degree (B. Ed.)  a three-or four-year Bachelor's degree + one-year Postgraduate Certificate in Education (PGCE) 13  BENEFITS OF PLANNING AND PREPARATION Allows the teacher to translate the curriculum into learning activities Assist the teacher in aligning the instructional materials with the assessment Assist the teacher in aligning the assessment with the learning goal (s) Helps ensure that the needed instructional materials [(L)earning and (T)eaching (S)upport (M)aterials are available Helps learners and teachers understand the goals of an instructional module Enhanced learner learning and performance Improved teaching skills Effective use of time Fewer disciplinary issues Increased confidence (teacher and learners) Demonstration of passion and skill Enables the teacher to address individual learning needs among learners thoughtfully 14  ORGANISATION AND INSTRUCTION IN PE How do you organise, manage, and teach a class of ± 50 learners? In other words, how do you get their attention and organise them into groups? What factors should you consider when demonstrating or planning for skill development and practice? 15  NON-INSTRUCTIONAL TASKS IN A PE LESSON Classroom organisation consists of tasks such as: PE attire Getting learners’ attention, Taking an attendance, Grouping learners Handling out and collecting equipment. All these common tasks are called non-instructional tasks. The goal is to develop a normal routine for accomplishing organisational tasks efficiently so learners can spend most of their lesson time in instruction and activity (Oslin, 1996). Organise your own set of effective classroom organisational strategies for teaching. 16  NON-INSTRUCTIONAL TASKS IN A PE LESSON Non-instructional tasks to consider in preparing for class:  Appropriate attire  Taking a register  Stop signal  Teacher positioning and class formation  Grouping students  Equipment distribution and collection 17  NON-INSTRUCTIONAL TASKS IN A PE LESSON Appropriate attire Make changing into appropriate PE attire a routine. Learners need to understand the importance of wearing proper PE clothing. Need to highlight that it’s for their safety. Establish clear protocol and consequences of failure to bring PE attire.  Always have t-shirts available for learners to borrow if they forget to bring clothing.  Deduct attendance marks Should PE educators allow learners to participate in PE lessons without appropriate attire? What are the pros and cons of such a decision? 18  NON-INSTRUCTIONAL TASKS IN A PE LESSON Taking attendance an attendance register Need a routine that allows you to take class register quickly. Call out their names and tick-off Group or squad captains can assist An exit interview (a piece of paper with a learner’s name on which he or she provides feedback about the lesson Do you consider taking attendance Can you think of the quickest ways to register in PE important? take attendance quickly and efficiently in PE class? 19  NON-INSTRUCTIONAL TASKS Stop signals You need to establish an effective stop signal. Distinct and loud enough for everyone to hear, especially when the gym is filled with bouncing balls, laughter and physical activity. Whistle, shout, use music, planks, use hand signals, etc. Whatever stop signal you decide to use, it must be something learners will quickly recognise as a message to stop and listen. Learners are scattered throughout the gym. How will you get their attention to begin class? 20  NON-INSTRUCTIONAL TASKS IN A PE LESSON Teacher positioning and class formation One of the biggest mistakes beginning PE teachers make is standing in the middle of the class when speaking to learners. If you are positioned in the middle, several learners will be behind you, out of sight. Some learners may not see what you are demonstrating or hear what you are saying. Most importantly, you cannot see what those out-of-sight learners are doing. Always position yourself in front of your learners. 21  NON-INSTRUCTIONAL TASKS Suppose learners are scattered in the gym as you are about to begin the class. You blow your whistle as your stop signal and quickly direct learners to the centre of the gym for instruction. How will you organise the class to provide instruction or give directions? 22  NON-INSTRUCTIONAL TASKS IN A PE LESSON Teacher positioning and class formation Scattered Squads Split squads One line Split lines Semicircle Corner up School circle 23  NON-INSTRUCTIONAL TASKS IN A PE LESSON CLASS FORMATION Scattered Squads Split Squads T T XXXXXXXXXXXXXXXXX XXX X XX XXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXX X XXX XXX XXXXXXXXXXXXXXXXX T XX X X XXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXX XX X X X XXXXXXXXXXXXXXXXX One line Split lines Semicircle T XXXXXXXX XXXXXXXX XX T X XX T XXX XXX XXXXXXXXXXX XXXXXXXX XXXXXXXXX 24 NON-INSTRUCTIONAL TASKS IN A PE LESSON 25  NON-INSTRUCTIONAL TASKS IN A PE LESSON Teacher positioning and class formation Will students sit or stand during instruction or directions? For more class control, direct learners to sit down. Pay attention to other distractions occurring at the same time. e.g., class is outdoors; the sun is shining; learners should not look at the sun while listening to instructions. If learners have equipment in their hands, they should put it down. 26  NON-INSTRUCTIONAL TASKS IN A PE LESSON Grouping learners Using pre-assigned groups is a quick and effective method for determining practice groups, squads or teams. You can arrange groups, squads or teams before class based on:  squads  ability levels  activity knowledge  friends You can also arrange for learners to work with those outside their normal circle of friends to promote cooperative learning. Group, squads or team listings can be posted on the gym wall to make the process go even faster when the time comes for learners to get into groupings. 27  NON-INSTRUCTIONAL TASKS Options for forming pre-arranged groups Learner chooses their group members; allowing learners to select their groups usually enhances motivation because they can work with their friends. Objects (the luck of the draw) randomly hand out objects to learners as they warm up or enter the gym. Items like cards (showing numbers, symbols, shapes or pictures). Team captains can select their teams privately with the teacher while the rest of the class is involved in an activity. Captains can pick names out of a hat. Captains can pick names alphabetically. 28  NON-INSTRUCTIONAL TASKS Equipment distribution and collection Determining how to distribute and collect equipment safely is the final consideration you will need to make before instructional tasks.  Squad leaders for each group  Females first, then males; males first, then females  Various coloured clothing (bibs) 29  INSTRUCTIONAL TASKS IN A PE LESSON Instructional tasks entail providing demonstrations and explanations, using teaching cues and giving feedback to improve learner’s learning. Demonstrations and teaching cues Learners learn by observing and listening. Thus, demonstrations are an important instructional method for PE teachers, especially when teaching beginner learners. Five essential concepts to consider when giving demonstrations:  Show it  Tell it  Giving teaching cues  Provide the whys  Check for understanding 30  INSTRUCTIONAL TASKS IN A PE LESSON Show it PE teachers often assume learners know how to perform a skill. Accurately demonstrate the entire skill so learners get a general idea. Important that you show it several times, just in case a few learners are not paying attention.  Modelling theory as an expert.  Have learners view a video clip.  Ask learners to demonstrate or use the learner model. Very important; the teacher should still explain the steps when using the learner model. 31  INSTRUCTIONAL TASKS IN A PE LESSON Tell it PE teachers often overload learners with excessive information during skill demonstrations. It may be too much for learners to process and remember at one time. Lenghty demonstrations take up too much instruction time. When introducing a new skill, provide learners with a visual demonstration and an explanation of the task. 32  INSTRUCTIONAL TASKS IN A PE LESSON For example, a teacher demonstrates how to do a two-handed set shot in basketball. The teacher demonstrates and explains the following skill elements to the class during the demonstration: Keep your shooting foot slightly in front of the other foot, slightly bend your knees, and face the basket. Your shooting hand is behind the ball, and your wrist is cocked; your other hand rests alongside the ball. Remember to keep your eyes focused on the basketball on the basket. As you bring the ball up in front of your body, ensure the shooting hand is facing the basket. Transfer your weight slightly as you straighten your legs, spring up, and pump your shooting arm straight up and out. Your nonshooting hand guides the ball. Aim the ball to the hoop. As the ball leaves you, release your non-shooting hand off to the side and flick the wrist and fingers of your shooting hand. This will give the ball a backspin. Make sure your legs are straight and lift off with your toes” 33  INSTRUCTIONAL TASKS IN A PE LESSON Tell it How many skill elements did the teacher describe? Although the information is correct, it’s too much for anyone to pay attention to understand and remember all at once. While demonstrating a skill to learners, keep it simple by explaining only one or two elements simultaneously. Use the funnel technique. 34 INSTRUCTIONAL TASKS IN A PE LESSON 35  INSTRUCTIONAL TASKS IN A PE LESSON Teaching cues Teaching cues are short, catchy words or phrases, acronyms, or even sequences to follow that call learners’ attention to key components of the skill. For example, in teaching a volleyball dig: Stance (open stance in anticipation of the ball) Keep both arms straight (in a dig position) Bend your knees as the ball approaches Make contact with the ball and lift to scoop the ball up Follow through and keep the arms straight For example, in swimming, teaching water familiarisation: Sit on the edge of the pool Splash water with your feet Enter the shallow end of the pool facing the opposite direction while holding onto the edge Splash water with your hands (use both hands; start with a small movement and increase the force) Water your entire body with water all over the body (as if you are taking a bath in a river in a seated position or scooping the water with both hands and water yourself) Take a deep breath, close your eyes and go under the water for 2 seconds (count 1, 2 and come out) 36  INSTRUCTIONAL TASKS IN A PE LESSON For example, in cricket, teaching batting to beginners: Pick up the bat. left hand should hold the end of the bat facing the bowler, and your right hand should be placed on top of your left hand and hold the bat with 2 fingers and your thumb Draw a (guard) line from the middle wicket to your field Stand sideways (stance), feet shoulder-width apart, bend your body with your hips, keeping your back straight Tap the bat on the ground line and straighten your bat as much as possible When the ball is coming towards you, and you have to hit it, always keep your lead leg forward and swing your bat back for speed Follow or track the ball; if it lands in a sweet place, you can drive to take a long shot, but if the ball is too high or too low, take a defensive shot After the ball bounces, push your bat down to hit by placing the lead leg forward and placing the elbow facing the bowler 37  INSTRUCTIONAL TASKS IN A PE LESSON Provide the whys Some learners learn and remember skill elements or teaching cues when thinking through the performance process. It is always helpful to add a justification or explain why a skill is done a certain way. “We keep the arms straight during digging in volleyball to increase the surface area (Newton’s third law)”. “We enter from the shallow end as beginners to promote safety; later on when we are competent in other swimming skills such as flotation and swimming strokes, we will use the deep end”. “Taking a deep breath before we go underwater increases our lung capacity, making it easier to float (volume over density)” “We keep our feet shoulder apart during the stance to improve static and provide a platform for dynamic stability”. Use the opportunity to consolidate theory learned in class, i.e., Kinesiology, Biomechanics, and Exercise Physiology. 38  INSTRUCTIONAL TASKS IN A PE LESSON Check for understanding How will you know whether learners have comprehended your demonstration, instructions or directions? Common mistake from beginner teachers: “Does anyone have any questions? Teachers rarely get a response from anyone when a question is phrased generally. 39  INSTRUCTIONAL TASKS IN A PE LESSON Check for understanding Checking for understanding with a purpose can be done in several ways, including the following; Shadowing: ask learners to physically show how to do a certain part of the skill. Vocal responding: ask the class to respond in unison to a question. “Hands up or thumbs to those who think a particular skill is demonstrated correctly” Reiteration: you ask learners to find someone next to them and describe or explain what was presented in the class. Question alert: you present a question to the class and ask learners to raise their hands to answer. Once a learner provides an answer, restate it so all learners can benefit from the reply. 40  FEEDBACK The final instructional component involves the use of feedback. Providing feedback to learners while they practice or play is a critical part of each lesson. Feedback helps improve performance. The most common type of feedback PE teachers use is augmented feedback. This feedback is also known as external or extrinsic feedback. Learners receive information (feedback) about their performance outcome through an external source. 41  FEEDBACK This source is most often the PE teacher. It can also come from analysing a video of their performance, a peer critique, a stop-and-watch or the end product of a task. Learners learn skills more quickly or perform better at higher levels when they receive augmented feedback during practice. 42  FEEDBACK There are two types of augmented feedback: knowledge of results knowledge of performance. Knowledge of results is the information learners receive after finishing practice attempts. e.g., learners know immediately whether they made a basket or scored a goal, finished how many push-ups in a given time, etc. This type of external feedback is based on the results, or outcome, of their performance. As a result of the feedback, learners may be able to correct the performance if the outcome was not anticipated. 43  FEEDBACK Knowledge of performance is feedback learners receive about their movement performance. It is usually in the form of a verbal comment from the teacher. e.g.,. I am happy with every aspect of your batting, but I still feel you can improve your shot selection. Remember what we said: if the ball lands in a sweet place, you can drive to take a long shot, but if the ball is too high or too low, take a defensive shot 44  FEEDBACK The following section addresses various types of feedback you can provide learners about their technique or performance: General, positive feedback General positive feedback is perhaps the easiest to use. Phrases such as “good job”, “keep it up” and “looks good” This type of feedback is a great motivator and helps to encourage learners to keep working. However, this feedback does not help learners improve their performance. 45  FEEDBACK Corrective, specific feedback This one is used to correct specific movement errors. This feedback indicates what part of the skill a learner needs to correct and focus on during the next practice attempts. “Remember to keep your eyes on the basket” Informative, evaluative, or instructional feedback It informs learners of aspects of the lesson or skill they are doing well, reinforcing correct form for future repetitions. “I like the way you straighten your arms during a dig (volleyball) to increase your lever arm” 46  FEEDBACK The following are common methods of giving effective feedback: Entire class: if you see a majority of learners doing part of a skill incorrectly, you can quickly stop the entire class and provide corrective feedback to everyone at once. Individuals, as you monitor the practice area, you can provide feedback to learners who require help but be mindful of the entire class. Groups: you may find that groups of learners perform different skill errors than others. Talking to ears as you monitor the practice area, you can verbally prompt or remind students using teaching cues. Monitor the periphery as you walk around and give feedback to learners; keep your back to the wall or perimeter of the practice area as much as possible. This position allows you to keep the class in view in the gymnasium or outdoors. 47  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Extensions After demonstrating how to perform a skill, the next logical step is to have learners practice it in their groups. Extensions are tasks you add to drills or games to increase difficulty or complexity or to add variation to the task (Rink 2010). , e.g., the first set shot drill in basketball involves students taking shots from various points around the key. 1st extension: modify the space by taking students one step back before shooting. 2nd extension: modify skill by having students take two or three dribbles before performing a set shot. 3rd extension: modify the number of students in the drill by adding a partner who passes the ball to the person taking the shot 48  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Adding extensions to drills and games helps learners develop skills in various practice conditions and game formats, accommodates learners with diverse skill abilities and keeps practice and game play segments fresh and exciting. Modify the equipment Smaller/Larger targets Lower/Higher heights Lighter/Heavier objects Shorter/Longer handles Smaller/Larger objects Modify the intent Focus on the skill technique Focus on the outcome Modify the space Decrease/Increase the area Decrease/Increase the distance 49  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Modify the students Change partners or groups Change the numbers in groups Work solo, then add a partner Modify the skill Practice parts or the whole Learners moving or stationary Objects moving or stationary Modify the playing conditions Shadow a defender Add an active defender Change the number of defenders 50  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Application activities These are activities used while learning a skill to allow learners to use it in ways that further develop it. For example. after using a variety of extensions in taking shots, you introduce the time factor. “How many times can they accurately execute a set shot in 30 seconds while shooting around the key?” Application activities that challenge learners to test their progress (how many times can you? How far can you ? How quickly can you)? Application activities can also include game-like settings, such as lead- up and modified games. 51  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Lead up games allow learners to practice skills in situations far from actual games. Usually, these games have little emphasis on rules, team strategies or positions, yet they allow learners to practice skills in more game-like settings. e.g., ipopo an isiZulu game, when teaching another indigenous game Jukskei. e.g., ipopo an isiZulu game, and Jukskei in teaching lawn bowling. Modified games are a more advanced form of application activity. Use small-sided games; they usually result in more successful performances because of the decreased complexity of the game. e.g., continuous cricket in teaching cricket 52  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Closed and open skill practice Closed skill practice is when a skill is performed repeatedly in a stable and predictable setting. Keeping the environment, the same helps learners develop consistency in their performance. In a closed skill practice, learners practice at their own pace. Examples include gymnastics routines and swimming in an empty lane in a pool. 53  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Open skill practice: this setting involves an environment that is constantly changing; it is unpredictable and unstable. It requires learners to perform or adapt their movements in response to the dynamic properties of the environment. It is helpful for learners to learn various skills in a closed skill environment; later, they need to practice in an open skill environment for full mastery of the skill and dynamics involved. Examples include engaging an opponent in a wrestling match or a defender during throwing activities in basketball, netball, etc. 54  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Whole versus part skill practice When planning for content development, you will also have to consider whether to have learners practice the entire skill all at once whole skill practice or parts of the skill separately before trying to perform the entire skill. It is generally recommended to use the whole skill approach as much as possible. Consider the complexity and organisational makeup of the skill before making the final decision. Usually skills with fewer parts can be taught through the whole approach, such as performing a free throw. Skills with complex parts like tennis serve or shot put throw require parts of the skill approach. 55  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Massed versus distributed practice schedule Massed practice schedules consist of lots of skill repetition condensed into fewer lessons, e.g., day 1: dribbling; day 2; passing; day 3; set shots. Distributed practice schedules offer learners shorter practice time extended over more lessons e.g. day 1: dribbling and passing; day 2: dribbling, passing and set shots; day 3: dribbling, passing, set shots, and layups. 56  CONTENT PROGRESSION AND PRACTICE STRATEGIES IN A PE LESSON Generally, units and lessons that distribute shorter and frequent skill practice over time usually have greater potential to enhance learner performance and learning than those that mass skill practice in a short time. In addition, learners are less likely to become bored or tired or lose interest when shorter bouts of practice are scheduled over each lesson. 57