Instructional Strategies in Teaching Physical Education and Health PDF

UNIT III: INSTRUCTIONAL STRATEGIES IN TEACHING PHYSICAL EDUCATION AND HEALTH LESSON 1 Demonstration Objectives At the end of the lesson, you will be able to:  discuss the definition of demonstration; ...

UNIT III: INSTRUCTIONAL STRATEGIES IN TEACHING PHYSICAL EDUCATION AND HEALTH LESSON 1 Demonstration Objectives At the end of the lesson, you will be able to:  discuss the definition of demonstration;  describe the characteristics of demonstration as a teaching strategy;  enumerate the steps in using demonstration strategy; and  name the advantages and disadvantages of using demonstration strategy. Introduction Learning is one of the primary purposes of education. Teachers must provide learning experiences that help pupils understand and acquire knowledge and skills needed to learn. To educate the pupils, teachers use different strategies to help them make the teaching and learning process successful (Wegner, Minnaert, and Strehlke, 2013). The physical education and health curriculum includes competencies classified into cognitive and psychomotor (Hoque, 2016). The cognitive phase focuses on learning concepts like the history of a particular sport, while the psychomotor phase deals with physical activities or performances. These are activities that pupils need to perform and master. Hence, teachers must show them how to perform certain physical activities and health routines for them to do it. This lesson aims to help future teachers discuss the definition of demonstration as a strategy in teaching physical education and health. It also includes a discussion on the characteristics of demonstration, the steps in using it, and the advantages and disadvantages of using this strategy. THINK: Defining demonstration Teaching physical education and health can be more effective if teachers use demonstration as a strategy (Chen, Zhu, Mason, Hammond-Bennett, and Colombo Dougovito, 2016). In this strategy, teachers demonstrate a routine to enhance learning and retention systematically. The demonstration is often used when the pupils find difficulty in connecting theories to actual practice or when they cannot understand the application of theories. The word demonstration comes from the word demos, which means to perform an activity or a concept. Ramadhani and Surya (2017) reiterated that teaching using demonstration strategy explains a particular event based on the teaching materials. The teacher will show to the pupils how to do certain activities or routines. With this strategy, pupils can easily understand concepts and accomplish tasks presented in the learning process. To become successful in using demonstration strategies for teaching physical education and health, teachers should consider the following points: Teachers should use instructional materials that are big enough for all the pupils to see. If the pupils cannot see what the teacher is presenting, it may cause misbehavior that may lead to an unorganized demonstration. The teacher needs to consider the language that he/she will use. The language to be used should be appropriate to the pupils so that they could easily understand the concept demonstrated. Lastly, pupils should be allowed to ask questions to the teacher regarding the ideas presented. In this scenario, pupils can make clarifications about their misconceptions to make the learning more meaningful. Characteristics of Demonstration Strategy The following are some of the distinct demonstration strategy characteristics (Ryan, Maina, and Mokgwathi, 2016):  It has clear goals and objectives.  In conducting a demonstration, stating a clear objective is essential. A teacher who has a clear direction on what to demonstrate could help pupils understand and master the presented concept. Furthermore, it will lead to a successful teaching and learning process.  It is a well-planned strategy. The demonstration requires preparation and planning before implementation. With this, the teacher needs to study and master the concept presented to the class. Practice and trial are necessary for the teacher to identify possible problems that may arise while working on the demonstration in front of the class.  Do the demonstration in a simple manner. Teachers need to remember that they conduct activities to help the pupils understand the concept. Hence, they have to make sure that the demonstration is done in a simple manner. Avoid presenting demonstration activities that result in confusion among pupils that may lead to misconceptions of the concept.  Attention must be given to all pupils. In the classroom, giving attention to all pupils is one of the duties of a teacher. While doing demonstrations, the teacher must see that pupils are paying attention to follow the given instruction. This strategy allows teachers to pay attention to all the pupils in the classroom. They can quickly identify the pupils who are experiencing difficulties and provide them with guidance or call the attention of those who are misbehaving or not listening to the demonstration. Steps in Using Demonstration There are steps that teachers can follow when using demonstration as their strategy in teaching physical education and health. Following these steps may lead the teachers to become successful in providing meaningful learning experiences to the pupils. Step 1: Planning and preparation Proper planning and preparation are required for a good demonstration. To ensure the success of the demonstration activity, the teachers should allot time in planning and preparing. In doing so, the teachers need to:  have a thorough mastery of the subject matter;  create a well-planned instructional plan;  collect necessary and relevant instructional materials; and  practice demonstration. Step 2: Introduction of the Lesson  The teachers should engage the pupils in the lesson. Hence, the proper introduction of the lesson must be done. Pupils should be prepared physically and mentally before the intended demonstration activity. Children have different and unique characteristics. When introducing the activity, the teachers should bear in mind the pupils' differences, the environment, and experiences. The teachers can introduce the activity by asking real life-related questions or situations related to the pupils' lives. Step 3: Presentation of the Subject Matter This step is an integral part of the demonstration. The teachers must have mastery of the topics for them to become successful in conducting the demonstration. They should keep in mind the importance of reflection to identify the strengths and possible hindrances to success. Furthermore, having a mastery of the subject matter can help the teachers guide pupils in connecting their prior knowledge to the new topic. Step 4: Demonstration Proper In this step, the teachers must make sure that everything is ready. The place where the demonstration will take place is prepared well, including the materials to be used. It should be ideal for the pupils and should be appropriately organized and clean. Step 5: Instructional Support Instructional support is needed by the teachers when having a demonstration activity. In teaching physical education and health using demonstration, the teacher must prepare instructional support like sports equipment, the place where the demonstration will occur, and other materials essential for the activity. Step 6: Evaluation This step is the end and an essential part of the demonstration activity. The evaluation will tell the teachers if they are successful in doing the exercise. The assessment will show the strengths and points that need improvement in the part of the execution. Furthermore, it provides both the teachers and pupils an opportunity to reflect on how the demonstration activity will improve. Advantages of Using Demonstration The following are the advantages of using demonstration strategy in teaching physical education and health to the primary grade pupils:  It allows the pupils to have more in-depth learning of the concept.  It engages and motivates the pupils to maintain activeness in the teaching and learning process.  It leads to the mastery of concepts or skills.   It creates interests among pupils.  It promotes reflective thinking.  It arouses discovery and creativity among pupils. Disadvantages of Using Demonstration There are several disadvantages of using demonstration strategy in teaching physical education and health. These are the following:  It can be costly and expensive due to the needed instructional support.  It requires time to plan and prepare, particularly during the activity's rehearsal before the actual presentation.  Many inexperienced teachers are teaching the subject, and sometimes, there is a mismatch between the teacher's specialization and the nature of the subject handled. EXPERIENCE: Identify the following. Write the answer in the space before the number. ___________ 1. These are needed to support teachers in conducting demonstration activity. ___________ 2. This is the first and one of the important parts in conducting demonstration activity. ___________ 3. It is a strategy used by the teachers in showing how to perform a particular routine or task. ___________ 4. It provides opportunities for the teachers and pupils to reflect on what happened during the teaching and learning process. ___________ 5. It is the part where the teacher will present the background of the topics taught before the demonstration. ASSESS: Create a short demonstration of the activities below. 1. Folk dance 2. Hip-hop 3. Physical fitness 4. First aid CHALLENGE: Using the curriculum guide in physical education and health, choose one standard. Write a semi-detailed lesson plan using the desired standard. Put your lesson plan in the space below. HARNESS: Search a demonstration related to any standards in physical education and health on the internet. Describe the strengths and weaknesses you observed on the demonstration and write a short reflection about them. Title of Demonstration: _________________________________________________________ Standard: __________________________________________________________ Strengths Weaknesses Reflection: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ LESSON 2 Problem-solving Objectives At the end of the lesson, you will be able to:  discuss the definition of problem-solving as a strategy in teaching:  identify the manners on how to use problem-solving in teaching physical education and health;   enumerate the advantages and disadvantages of using problem-solving; and  write an instructional plan in physical education and health using problem solving. Introduction None of us are exempted from experiencing everyday problems (Wright, 2004). There are two types of issues that we are all experiencing in our lives: natural phenomena and human- made problems. In facing specific issues, we employ different strategies such as identifying the problems, gathering information, brainstorming possible solutions, and finally, coming up with the best solution. Keen (2011) stated that even young children are experiencing the same problems when doing activities alone and with friends. They are wondering how a toy works or how other people do certain physical activities. With this, pupils must be taught to solve problems even at a young age and in any situation. The school has a vital role in developing problem-solving skills among children. Pupils must be exposed to activities that help them understand various problems that they had experienced in their lives (Zhai, Jocz, and Tan, 2015). They must be given activities that focus on real-life experiences in which they are given opportunities to think, know, and do in an authentic context (Glickman, 2002). Problem-solving as the strategy in presenting the lesson must be used when teaching in school, even in subjects like physical education and health. The Department of Education (DepEd) (2013) pointed out the importance of problem-solving skills in the K to 12 Basic Education Curriculum Guide as one of the skills pupils must acquire to live in the 21st century society. This lesson will discuss the definition of problem-solving as a strategy in teaching, how to use problem-solving in teaching physical education and health, and list the advantages and disadvantages of using the technique. Furthermore, this lesson will give you the experience of creating a lesson plan using a problem solving approach. THINK: Defining problem-solving Problem-solving as a strategy was introduced in the late 1900s and was first practiced by the McMaster University medical students to employ knowledge in real-life situations rather than merely acquiring the course concept (Edwards and Hammer, 2007). This strategy evolved and became popular among teachers when providing learning experiences in different subject areas in school. The foundation of the problem-solving strategy lies in the principles of constructivism. It advocates the child-center philosophy wherein each child is encouraged to learn how to think and understand. He/She can use his/her cognitive skills in solving problems, which results in meaningful learning. Pupils are engaged in authentic learning activities and real-world contexts. Critical thinking and creative thinking skills are part of problem-solving. These skills are developed in physical education and health through learning environments that encourage experiences that direct the pupils to answer questions posed by the teacher and, beyond that, encourage pupils to pose questions, develop solutions, challenge ideas, reflect and suggest reasoned and defensible decisions, and develop personal and social skills (Pill and Suesee, 2017). Thus, critical, creative, and problem-solving skills are developed in an environment that enables vital thought. Hence, PE and health must engage pupils' thought processes and not merely be a site of physical activity provision (Lai, 2011). Experiential learning focuses on problem-solving strategy, organized around that investigation and resolution of a messy, ill-structured, and real-world problem. At present, many pupils experience a direct relationship to physical education. These problems are personal hygiene, emotional control, eating habits, social awareness, accidents, etc. The teachers should help pupils identify the problem they are facing, discuss alternative solutions, and select the best solution based on the best available information and in line with personal values. Steps in Problem-solving The following are the typical steps that teachers can use in teaching pupils to solve a problem: 1. Identification of the Problem - This step exposes pupils to a particular situation. The teachers can guide children in the identification of problems by asking questions. For example, "What are the reasons why an individual is becoming overweight?" or "What are the effects of eating nutritious and not nutritious foods?" 2. Formulation of Hypothesis - With the stated problems, the teacher will ask the pupils to think of possible reasons for the particular problem. 3. Finding Facts - Pupils will gather information regarding the hypothesis using different resources like books, video clips, and other materials that can help lead them to understand the problem. 4. Brainstorm - The collected information will be classified and analyzed to identify the possible solutions to the presented hypothesis. For example, an overweight individual must practice meal management, conduct exercise, or visit a dietician. 5. Test the Idea - The given hypothesis will be tested to determine the best solution to address the problem. Advantages of Using Problem-solving The following are the identified advantages when using problem-solving in teaching physical education and health: 1. Pupils become independent thinkers. 2. They learn to identify and structure problems. 3. They learn to gather valid and reliable sources important to the problem. 4. They learn to formulate hypotheses. 5. They learn to test the hypothesis and gather data to prove or disprove the identified hypothesis. 6. They learn to solve real-life problems. 7. They learn to gain familiarity with various objects or situations around them, their applications, and their relationships instead of having simple knowledge. 8. They institute a healthy and favorable relationship with teachers and classmates. 9. They develop scientific manners of solving problems. 10. They develop creative, critical, cooperative, and problem-solving skills. Disadvantages of Using Problem-solving On the other hand, these are the notable disadvantages of using problem-solving strategies in teaching: 1. It is time consuming. 2. The ability of the teacher to conduct and handle problem-solving activities in the classroom 3. It requires many people's involvement and more time for preparation, discussion, and comparison of pupils' answers. 4. It requires the integration of multiple disciplines so that pupils can have different views of the problem. 5. Assessment is always a challenge for the teachers. 6. The teacher needs to create relevant problems that sustain the interest of pupils. 7. Independent learning may result in misconceptions among pupils. EXPERIENCE: Conduct an interview with physical education and health teachers in the elementary school near you. Ask them how they use problem. solving as strategy in teaching the subject. Also ask them what are the challenges they have encountered in using such a strategy. ____________________________________ Result of the interview Teacher 1 Teacher 2 Profile: Profile: Use of Problem Solving in Teaching PE and Use of Problem Solving in Teaching PE and Health Health Challenges Challenges  Insights gathered from the teachers: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ASSESS: Identify three problems that an individual usually experiences with regards to their health. Write the possible causes and solutions to the identified problems. Problem Cause Solution CHALLENGE: Write a semi-detailed lesson plan in physical education and health using the problem-solving strategy. HARNESS: In not less than 250 words, write a reflection on what you have learned using a problem-solving strategy. LESSON 3 Drill and Practice Objectives At the end of the lesson, you will be able to:  define drill and practice as teaching strategy:  name the different types of drill and practice;  identify the methods of drill and practice; and  enumerate the advantages and disadvantages of using drills and practice. Introduction There is a famous saying that practice makes perfect. This saying tells us the importance of practice for us to master essential skills. Performances such as dancing, singing, or doing physical activities like exercises need drill and practice. In addition, drills and practice strategies could be effective if an individual wants to master skills in performing first aid procedures or master the proper ways of brushing teeth. These activities are part of the physical education and health curriculum. Pupils are taught different activities that require drill and practice. Before they learn a game or an exercise routine, they need to practice it. Repetition is vital in teaching this subject, particularly to young pupils. In this lesson, a discussion on the definition of drill and practice as a teaching strategy in physical education and health will be done. It will present the different types of drill and practice, identify their methods, and enumerate the advantages and disadvantages of using this strategy in teaching the subject. THINK: Drill and practice Physical education teachers play an essential role in developing the motor skills needed to become physically literate (Silverman and Mercier, 2015). A study showed that teachers must provide a well-tailored instructional plan that enhances motor skills. To become experts at performing the skills, they need to undergo drills and practice. Hence, drill and practice strategies should be used by the teachers to achieve this purpose. Marwan (2018) defines a drill as a method in which the pupil is invited to skills training to see how to make something, how to use it, what is it made of, its benefits, and others. This method is anchored in the principle of repetition of motion until the pupils have mastered the skill. On the other hand, practice is defined as using an idea to gain familiarity and expertise (Mohammed, 2020). The teachers should use drill and practice to help the pupils become experts in performing games or other physical and health-related activities. The teachers' role in selecting and deciding on the activities that need to be included in the instructional plan is essential, as well as the strategy that they will use in presenting the activities. The instructional plan should target and help the pupils achieve the target skill. In using drill and practice, they need to familiarize themselves with the types of drill and practice.  There are two types of drill and practice. The first type is the massed practice. This type of exercise occurs when one skill is continuously practiced in a session with only a brief rest period or not at all. It involves a variety of drills to improve a skill performed after another. Each pupil has different learning styles and other responses to particular activities. This type of practice is suitable for highly motivated pupils or practicing simple discrete skills, but it is very difficult and may cause fatigue and loss of motivation. The second type is the distributed practice. This type of practice is broken up into several short sessions over a long period. Pupils distribute their effort in doing an activity over many relatively short study sessions. It is the opposite of massed practice wherein pupils are given few exercises with a long study session. Studies have shown that using distributed techniques promotes meaningful learning. It has a long benefit for pupils or athletes who use this type of practice because they become excellent in performing the tasks. There are several reasons why distributed practice is more effective. In a sports activity, pupils or athletes become responsive in the situation. They unconsciously decide on the skill they need to use when in a competitive situation. They recall the skill that they practiced and send messages to the appropriate muscles. Learning, when using this kind of practice, becomes better, and the knowledge and skills learned by the pupils will retain longer. Athletes are performing different skills in sequence and can compare techniques. With this, they can acquire a better understanding of the skills, which leads to better performance. Another reason for using distributed practice is that it can get the attention of the pupils or athletes. An activity that is done repeatedly and for an extended period of time can cause boredom. It takes better focus to adjust the task continuously and makes practice more challenging. Lastly, the pupils or athletes become flexible in applying the skills learned in the distributed practice. They can adapt to changes in speed, direction, distance, sequence, or opposition if needed. Methods of Drill and Practice Different types of drills and particular skills can be taught depending on the type of pupil and the skills taught. The following are the methods of drill and practice:  Whole Method - This method is done by demonstrating the skills and practicing the whole from beginning to end. This method allows the pupil to acquire the skills, have timing, and see the end product. This method is best used for a fast skill that cannot be easily separated into subpart.  Part Method - It focuses on practicing parts of the skills in isolation, which is useful in complicated skills and is suitable for maintaining motivation and concentrate on specific skill elements. It is possible that the transfer of skills from part to the whole may not be effective, and it may also reduce kinesthetic awareness for the full skill.   Whole-part-whole Method - The whole skill is being presented and broken into constituent parts to practice and improve it before it is shown again as a whole. This method is effective in skills that have easily recognized parts, particularly if the whole skill is complex and hard to learn as a whole.  Progressive Part Method - It is also called a chaining method. It focuses on practicing part of the skills individually and in order before being linked together and expanded. This method is a slow process, but it allows pupils to identify the skills to be targeted and understand the relationship of the sub-routines. Advantages of Using Drill and Practice The following are some of the advantages of using drill and practice: 1. The pupils can apply knowledge through interaction. 2. The pupils can learn certain concepts efficiently and effectively. 3. Teaching the pupils various repetitive activities can help them use them in different environments and many different ways. 4. It can accommodate the diverse characteristics of pupils. 5. The pupils can acquire and master high-level skills quickly and effectively. 6. Materials needed can easily be prepared. 7. The teachers can easily monitor the pupils if they can perform the routines well or need assistance. Disadvantages of Using Drill and Practice The following are some of the disadvantages of using this strategy: 1. The pupils who only learn from drills may get easily bored and distracted. 2. The pupils may merely rely on rote memorization and remembering without fully understanding. 3. The pupils, as well as the teacher, tend to over-emphasize technical skills and direct instructions. EXPERIENCE: Reflect on how drill and practice helped you master a game, exercise, or dance routine when you were young. Write your reflection in the space below. Students can use their knowledge by interacting. Certain topics can be learned by the students quickly and successfully. Teaching students diverse repetitive tasks can help them employ them in a variety of settings and contexts. It can take into account the various traits of the students. High-level talents can be learned and mastered by the students rapidly and successfully. The necessary materials are simple to prepare. The students can be easily observed by the teachers to see if they can complete the tasks without help or if they do. ASSESS: Study the K to 12 Curriculum Guide for Teachers in Physical Education and Health. Conduct a curriculum analysis. Identify the standards/ competencies that require drill and practice strategy. Write the result of your analysis below.  Physical Education Health Insights gained from the analysis: ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ CHALLENGE: Create an original exercise or dance routine. Record a video of yourself while performing the routine. Show it to the class. Paste the screenshot of your recorded video in the space provided. HARNESS: Write a lesson plan for physical education or health using drill and practice as a teaching strategy. LESSON 4 Games Objectives At the end of the lesson, you will be able to:  define games as teaching strategy;  discuss the steps in implementing games in teaching physical education and health; and  enumerate the advantages and disadvantages of using the game as a strategy in teaching physical education and health. Introduction Sports have been an essential part of the physical education curriculum (Barba-Martin, Bores-Garcia, Hortiguela-Alcala, and Gonzales-Calvo, 2020). The concepts in these subjects are taught using different strategies, including games. There are concepts included in the health curriculum that can also be learned using this strategy. Using games as a strategy engages the pupils to participate in the activities and develop essential skills such as cooperation and critical and creative thinking. However, the teachers must prepare well-planned games that can stimulate the pupils' interest and activities that have clear objectives and steps. Moreover, it must help educators identify and assess the pupils' skills and needed improvements while doing the game activities. THINK: Games in teaching physical education and health Traditionally, teachers used technical methods in teaching physical activities in the physical education subject. Through these methods, the teacher plans a sequence of prescribed exercises based on simulations of a part of the game and leads them with a direct command (Barba-Martin, Bores-Garcia, Hortiguela-Alcala, and Gonzales-Calvo, 2020). Game-based learning was created to balance a lesson, and the game activity was created to balance the pupils' ability to retain and apply real-world skills. In using games, pupils are exposed to different sports aspects in a context designed by the teachers for the learning process. The pupils (1) acquire the skills of understanding the purpose of the activity and (2) incorporate the required skills, and (3) the appropriate strategies that they can use to perform the exercises well. Furthermore, they can also reflect on how to improve themselves with regards to doing the game. With this, the teachers and the pupils should work together to attain the goals. On the other hand, games are associated with "gamification"-a different learning experience. It is a strategy that incorporates elements of gameplay into real-world activities and behaviors (Singhal, Hough, and Cripps, 2019). Medical education uses this kind of game in teaching medical pupils. They provide activities that stimulate the real-world situation. Hence, pupils' learning becomes meaningful to them. Teaching health at the primary levels aims to expose the pupils to different concepts that involve a healthy lifestyle-for example, how to maintain a healthy body by eating healthy food, the importance of exercise, and things they have to do during simple accidents. In these cases, the teachers can use games to teach the concepts to the pupils and make them more exciting and engaging. Furthermore, the pupils' attention will be maintained when a game strategy is used to understand the idea. Steps in Using Games It is a challenge for the teachers to use games in the lesson due to different issues. There are various points that they have to consider in using this strategy in presenting the study. The following are the steps that can help teachers become successful in using games to teach physical education and health: 1. Determine the purpose of the activity. There are times when the pupils have difficulty demonstrating the procedure's understanding because they do not know the purpose of the activity. The teacher should explain to the pupils the purpose of the game to execute it well and learn and master the intended skills that they need to acquire. 2. The game should be aligned with the purpose. Playing the game can help the teacher assess if it is aligned with the intended learning purpose. The result of the assessment may help teachers consider how they use the game. There are five ways how teachers can use games. First is the teacher-controlled games wherein the teacher has control over the content and he/ she could adjust each pupil's setting. For example, the teacher will provide physical activity or ask questions to a specific pupil. The second is intuitiveness in which the teacher will provide activities that pupils can easily do. The pupils should challenge themselves by processing and demonstrating knowledge of the activity and not just stressing how the activity works. The third is engagement. Based on the activity presented, the teachers can determine if the pupils enjoy the activity. Learning should be a fun activity, particularly for young pupils. If the activity is engaging, it will catch their attention and make them inherently want to do it, resulting in learning. The fourth way is content. The activity should offer different types of content. It may be presented in different ways using other motivating materials. The pupils possess different attributes. One pupil is different from the other. Hence, the teachers need to present content that uses differentiated instruction. This way is called content level. For example, simple content is presented to less capable pupils, while more complex content may be given to more competent pupils. 3. Ensure to meet the expectations from parents.  Parents' involvement should be acknowledged in the implementation of any school activities. The parents' participation is essential to achieve the success of the activity and the learning of their children. It cannot be denied that the family contributes to the achievement of any pupil. When the school considers the parents' engagement, there is a possibility of significant effects on the pupils' accomplishment because they perform better and enjoy the school in general. 4. Assess progress through play. The collected data from the pupils' performances can help the teachers uncover the trouble spots and aptitude of the pupils and help them cope with the in class instruction. Furthermore, these results can help teachers decide on the types of education he/she will provide that leads to meaningful learning. Advantages of Using Games The following are the advantages of using games in teaching primary school pupils (Lou, Lin, Hsu, Liao, and Kao, 2020): 1. It helps the pupils improve their motivation for learning. 2. It promotes the development of cooperative learning skills among the pupils. 3. It establishes mutual competition and growth, enabling the pupils to demonstrate their concentration and active participation. 4. It provides the pupils with an opportunity to interact with their peers while learning. 5. The pupils received more support in the learning process. Disadvantages of Using Games The use of games in teaching has some disadvantages for both the teacher and the pupils. The following are some of the drawbacks: 1. Its preparation and implementation are time consuming. 2. It requires correct instructional planning. 3. It can cause a distraction for the pupils, which can cause a waste of time. 4. Excessive use of games could lead to addiction in pupils, which may cause physical or psychological problems. EXPERIENCE: Using the DepEd Curriculum Guide in PE and Health, search for three standards and state how the game can teach the curriculum standard. Standard: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Use of the Game: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Standard: ______________________________________________________________________________ ______________________________________________________________________________ Use of the game: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Standard: ______________________________________________________________________________ ____________________________________________________________________________ Use of the game: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ASSESS: Answer the question below. What do you think is the importance of using games in teaching physical education and health? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What are the reasons for your answers? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ CHALLENGE: Create an original activity for physical education and health that uses the game as a strategy. A. Physical Education B. Health HARNESS: Read the following phrases. Write ADVANTAGE if the words are the advantage of using a game as a teaching strategy and DISADVANTAGE if not. ____________ 1. Time consuming ____________ 2. Needs proper planning and preparation ____________ 3. Can cause addiction ____________ 4. Requires correct instructional plan ____________ 5. Improves motivation ____________ 6. Engaging to the pupil ____________ 7. Receives more support ____________ 8. Can cause destruction ____________ 9. Enhances cooperative learning skills ____________ 10. Improves interaction LESSON 5 Role-play Objectives At the end of the lesson, you will be able to:  discuss the definition of role-play strategy:  identify the steps in using role-play; and  enumerate the advantages and disadvantages of using role-play in teaching, Introduction Helping the pupils know the value of empathy and compassion is present in many subject areas. Learning to understand the feelings and thoughts of others takes practice. These values are part of social skills that each individual should know. Subject areas like physical education and health involve interaction among individuals. Activities like playing sports with peers, doing physical routines with others, and even keeping oneself healthy and presentable are essential concepts taught to children in school. With this, the teacher should use a strategy that allows the pupil to incorporate the concepts they have learned and deal with others.  This lesson will discuss the definition of role-play as the strategy in teaching physical education and health and identify the use of role-play and steps of doing it. Also, it will present the advantages and disadvantages of using the role-play strategy. THINK: Defining role-play as a teaching strategy Various studies have supported the effectiveness of role-play strategy in teaching young pupils (Samalot-Rivera, 2014). Role-play is a created situation in which pupils portray a particular role. It is a learning structure that allows the pupils to immediately apply concepts learned in part. This strategy is an excellent tool for engaging the pupils and allowing them to interact with their peers as they try to accomplish the tasks being assigned to them and their specific roles. This strategy provides limitless opportunities for intervention and personal and social qualities during the physical education and health classes. Pupils play various roles in activities and express what may happen in a specific scenario using language or action. The teacher will prepare the objectives, the setting of the scene, and other things needed for the activity. Using this kind of activity exposes pupils to intrapersonal relationships through the way of playing problem scenarios. Furthermore, role-play activities make the pupils more engaged with the lesson and try their best to interact with the materials from the character's perspective. There are different activities in physical education and health subjects that can be taught using role-play strategy. For example, a teacher may create a sports festival scenario in school. The pupils are assigned different roles to portray while presenting the concepts they have learned or are learning. Some pupils may play as basketball players, while others may play as the referees, score committee, and audience. The basketball players will show how to play basketball, integrating the previous knowledge and the new knowledge that the teacher will present. At the same time, the referee's role is to make sure that the players are following the rules in playing the game through the teacher's guidance. The scoring committee will take note of the score. In comparison, the pupils who will play as the audience will perform cheering routines and behave appropriately while watching the game. On the other hand, a health activity may include going to the doctor when an individual is sick. In this activity, the teacher will assign a doctor, a patient, a parent, a nurse, and other roles. Each pupil will play the assigned role, while the teacher will guide them. A group discussion may be done every after the activity to enrich the presented topic and elicit misconceptions. Functions of Role-playing The manifestation of role-playing in physical education for the pupils is to take the whole sports learning process as a platform for sports performance (Tong, 2017). The pupils will play a role according to their characteristics, interests, and needs. The part-play activities change the teacher's part from the primary source of information to a learning facilitator. The abilities of the pupils are highlighted in this type of teaching strategy.  The primary function of the role-playing strategy in physical education is divided into two. These are the evaluation function and the training function. The evaluation function focuses on assessing the abilities and intelligence while performing the task. On the other hand, the communication between the pupils and the teacher may help the teacher understand the interests, personality type, personal temperament, and other psychological elements of the pupils. It may also help the teacher assist the pupils in developing their management and organization abilities, social interaction, and adaptability. The purpose of role-playing in training function is to identify the pupils' different roles in the sport process to understand and perceive sports activities with other participant's personalities. The process is not just simple training but a continuous process for the pupils to fully perform the roles. The use of exercise in physical education may lead to the fulfillment of teaching tasks and understanding the teaching goals that will help pupils develop various sports abilities. Steps in Using Role-play For the teacher to become successful in teaching using role-play strategy, the following steps should be followed: 1. Create a relevant scenario - The scenario should include the exact roles of what the pupils must play, the important information for understanding the position based on the discussion, and the task to complete based on the information. It is a must that the information is clear to the pupils for them to perform well. 2. Give the pupils ample time to complete the task - The teacher might have the pupils do the assignment by pairs or groups. The pupils will think and discuss with each other their strategy in completing the task. In this case, the pupils can enhance their cognitive skills, as well as their communication and collaborative skills. 3. Find ways to process the pupils' deliberation - The pupils are given opportunities to process what they have discussed. They may express their ideas and opinions and even oppose ideas that may make the task performance unsuccessful. Advantages of Using Role-play The following are the advantages of using role-play in teaching primary school pupils: 1. The pupils can immediately apply the content in a relevant and real world context. 2. The pupils develop communication skills because of the interaction that happens between the teacher and the pupils, and among the pupils. 3. It allows the pupils to explore, investigate, and experiment on the effective strategy in performing sports and other activities. 4. Teachers are helping pupils learn how to collaborate with others.  5. Teachers are helping pupils understand the importance of sportsmanship and proper behavior while playing a game. 6. The pupils can develop self-awareness. 7. Role-play activities spark creativity and imagination among pupils. Disadvantages of Using Role-play Strategies The following are some of the disadvantages in using role-play strategy in teaching: 1. Some pupils may not be comfortable in doing a role. 2. It requires guidance and leadership. 3. It requires more time in planning and preparation. 4. If not correctly done, it may cause damage to self-confidence among pupils. EXPERIENCE: Create a role-play activity for physical education or health at the primary level. Fill out the needed information. Title: ____________________________________________________________ Objectives: 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ Brief description of the scenario: Characters and their roles: Character Role Reflection after doing the activity: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________ ASSESS: Choose one strategy in teaching physical education and health and compare it against the role-playing strategy using a Venn diagram. Write a short description of the result of the comparison. Description of the result: CHALLENGE: Write a lesson plan using the role-playing strategy for physical education or health. HARNESS: Interview two physical education and health teachers in a primary school. Ask them how they use role-play strategy in teaching the subject. Teacher 1 Teacher 2 Insights from the results of the interview: