Planning ensures the implementation of a quality lesson

Consider these variables when selecting appropriate teaching style

• Lesson objectives
• Activities to be taught
• Students (characteristics, interests, developmental level)
• Class size
• Equipment and facilities available
• Unique abilities, skills, and comfort of the teacher

• Direct style

• Teacher controlled
• Explanation and demonstration
• Followed by independent practice
• Teacher is demonstrator, lecturer, motivator, organizer, disciplinarian, director, and corrector of errors
• The emphasis is on creating a safe, controlled environment

• Task (Station) Style

• Students rotate between several stations
• Students work at stations individually, in pairs, or in small groups
• Less teacher involvement
• Instruction focuses on teacher feedback
• Students learn tasks at self-pace

• Mastery Learning Style

• Outcomes-based
• Breaks outcomes into smaller parts
• Sub-skills are the focus of learning
• Individually paced and self-directed
• Can use a variety of grouping patterns
• Student monitors may be used

• Individualized Style

• Student-centered learning
• Individualized curriculum
• Knowledge of cognitive factors precedes psychomotor tasks
• More control for students
• Individualized feedback
• Involves a lot of prep time for the teacher

• Cooperative Learning Style

• Reciprocal style
• Focus on working together
• Emphasis on joint rather than individual outcomes
• Reaches social objectives
• Success occurs when all reach the goal
• Students should switch roles often

• Inquiry Style

• Process oriented
• Emphasis on the learning process
• Cognitive objectives are sought
• Teacher guides and directs students
• Combination of questions, problems, examples, and learning activities
• Teacher leads students toward final solution
• Guided discovery and problem solving exists

• Free Exploration Style

• Child-centered
• Teacher selects instructional materials and designates area to be used
• Only safety limits are imposed
• Teacher should avoid demonstration and praising certain results too early
• Concentrate on motivating effort

Understanding Developmental Patterns

• Learning and development vary among children
• Sequence of skill development is similar for learners
  • Development proceeds from head to toe
  • Development occurs from inside to outside
  • Development proceeds from general to specific

Arousal -  The level of excitement stress produces.

• Can have a positive or negative affect on motor performance
• Must find the amount that is "just right"
• Competition increases arousal
• Avoid competition when teaching skills
• Stress and anxiety through competition reduce a child’s ability to learn
• Too little arousal can result in too little interest

Meaningful Skill Feedback

• Skill feedback is information about a movement performance
• Intrinsic (from within) vs. extrinsic (from outside source) feedback
• Skill feedback should be encouraging, given frequently, delivered publicly, and is contingent on performance (or effort).
• Knowledge of results-  Extrinsic feedback given after the skill is finished.
• Knowledge of performance-  Verbal extrinsic feedback which occurs after performance and focuses on the process of the skill performance.

Effective Practice Sessions

• Practice is a key part of learning motor skills.
• Focus on the process rather than a performance outcome.
• Place emphasis on technique.
• Emphasis on outcome (product) decreases risk taking (learning)  behaviors
• Use mental practice techniques-  Involves thinking about performing a skill.
• Design practice sessions that optimize motor skill learning (short practice, sequencing)

Proper Progression for teaching Skills

• Move through ordered steps
• Least challenging to most challenging
• Simple to complex
• Present activities that best suit the individual regardless of recommended level
• Students progress at their own rate
• Present developmentally appropriate activities

Prepare a written plan to minimize disruptions and spur-of-the-moment decision-making.

• Lesson plans should be adjusted when needed.
• Characteristics of a lesson plan

• Objectives-  designed to accomplish standards.
• Equipment-  Identify amounts and kinds of equipment.
• Instructional activities-  List movements and skills to be taught.
• Teaching hints-  Include organizational tips.

• Four part lesson plan:
  • introductory activity
  • fitness activities
  • lesson focus
  • closing game

Introductory Activity

• Warm-up (2-3 minutes)  
• Sets tone for rest of the class
• Physiological preparation for activity
• Little instruction
• Practice class management skills
• Students receive immediate feedback

Fitness Activity

• Enhance health-related fitness and promote lifetime activity
• Personalized activities
• Exercise all parts of the body
• Brief discussions about health and fitness

Lesson Focus

• Designed to teach physical skills
• Attain major program objectives
• Repetition and refinement of skills
• Sequential, success-oriented setting
• Teaches skills necessary to function comfortably in lifestyle activity
• Emphasis on instruction that focuses on the process of skill development

Closing (Game) Activity

• Stresses and reinforces skills learned
• May be a game that uses skills learned in the lesson focus
• Leaves students with a positive feeling about physical activity participation and physical education class
• Avoid using game as a bribe

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