EXPANDING YOUR KNOWLEDGE

Physical Education (PE) develops students' competence and confidence to take part
in a range of physical activities that become a central part of their lives, both in and out of
school. Physical inactivity then is a key determinant of health outcomes across the life span.
A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes
mellitus, hypertension, osteoporosis, anxiety and depression, and other diseases. Recent
studies have found that in terms of mortality, the global population health burden of physical
inactivity approaches that of cigarette smoking and obesity. Indeed, the prevalence of
physical inactivity, along with this substantial associated disease risk, has been described as a
pandemic.
Physical literacy is consist of movement, motor- and activity-specific skills. In the
early grades the learners are taught the 'what,' 'why' and "how' of the movement. This
progresses to an understanding of the "why' of the movement which is achieved by
developing more mature movement patterns and motor skills in a wide range and variety of
exercise, sports and dance activities to specifically enhance fitness parameters the learners
build on these knowledge and skills in order to plan, set goals and monitor their participation
in physical activities (exercise, sports and dance) and constantly evaluate how well they have
integrated this their personal lifestyle.
PHYSICAL EDUCATION AS PART OF EDUCATION
In institutionalized education, the main goal has been developing children's cognitive
capacity in the sense of learning knowledge in academic disciplines. This s goal dictates a
learning environment in which seated learning behavior is considered appropriate and
effective and is rewarded. Physical education as part of education provides the only
opportunity for all children to learn about physical movement and engage in physical
activity. As noted, its goal and place in institutionalized education have changed from the
original focus on teaching hygiene and health to educating children about the many forms
and benefits of physical movement, including sports and exercise. With a dramatic expansion
of content beyond the original Swedish and German gymnastics programs of the 19th
century, physical education has evolved to become a content area with diverse learning goals
that facilitate the holistic development of children (NASPE, 2004).
SPORT EDUCATION
One prevalent physical education model is the sport education curriculum designed by
Daryl Siedentop (Siedentop, 1994; Siedentop et al, 2011). The goal of the model is to
"educate students to be players in the fullest sense and to help them develop as competent,
literate, and enthusiastic sportspersons" (2011). The model entails a unique instructional
structure featuring sport seasons that are used as the basis for planning and teaching
instructional units. Students are organized into sport organizations (teams) and play multiple
roles as team managers, coaches, captains, players, referees, statisticians, public relations
staff, and others to mimic a professional sports organization. A unit is planned in terms of a
sports season, including preseason activity/ practice, regular season competition, playoffs
and/or tournaments, championship competition, and a culminating event (e.g., an awards
ceremony or sport festivity). Depending on the developmental level of students, the games
are simplified or modified to encourage maximum participation. A sport education unit thus
is much longer than a conventional physical education unit.

FITNESS EDUCATION
Instead of focusing exclusively on having children move constantly to log activity
time, a new curricular approach emphasizes teaching them the science behind why they need
to be physically active in their lives. The curriculum is designed so that the children are
engaged in physical activities that demonstrate relevant scientific knowledge. The goal is the
development and maintenance of individual student fitness. In contrast with the movement
education and sport education models, the underlying premise is that physical activity is
essential to a healthy lifestyle and that students understanding of fitness and behavior change
result from engagement in a fitness education program.
LEGAL BASES OF PHYSICAL EDUCATION
Article 1 of the international charter of physical education and sports, UNESCO, pani,.
1978 and recommendation 1, iplinary regional meeting of experts on physical education,
UNESCO, Brisbane Australia, 1982. States that:
The practice of physical education and sports is a fundamental right for all." "and this
right should not be treated as different in principle from the right to adequate food, shelter,
and medical care."
Article xiv, section 19, 1986 constitution of the republic of the Philippines"
"The state shall promote physical education and encourage sports programs, league
Competitions, and amateur sports including training for international competition to foster
self- Discipline, teamwork, and excellence for the development of a healthy and alert
citizenry."
"All educational institutions shall undertake regular sports activities throughout the
Country and in cooperation with athletic club and other sectors.
Regular exercise and physical activity are extremely important and beneficial for long-
Term health and well-being.
HEALTH BENEFITS OF EXERCISE AND PHYSICAL ACTIVITY
1. Reduce the risk of premature death.
2. Reduce the risk of developing and/or dying from heart disease
3. Reduce high blood pressure or the risk of developing high blood pressure.
4. Reduce high cholesterol or the risk of developing high cholesterol.
5. Reduce the risk of developing colon cancer and breast cancer.
6. Reduce the risk of developing diabetes.
7 Reduce or maintain body weight or body fat.
8. Build and maintain healthy muscles, bones, and joints.
9. Reduce depression and anxiety.
10. Improve psychological well-being.
11. Enhanced work, recreation, and sports performance.

TEACHING APPROACH AND STRATEGIES FOR PE AND

HEALTH
TEACHING APPROACH- It is a set of principle, beliefs, or ideas
about the nature of learning which is translated into the classroom.

TEACHING STRATEGY- Is a careful plan for achieving a

particular goal usually over a long period of time.

TEACHING METHODS- It is a systematic way of doing something,

it implies an orderly logical arrangement of steps. It is more procedural.

What is the characteristic of Good PE AND HEALTH

Teacher?
1. AROUSE CURIOSITY-
One of the difficult tasks for a teacher is to avoid the loss of curiosity among
students.

2. CONDUCT FUN SESSIONS

3. GUIDES BUT DOENSN’T SOLVE

While clarifying the doubts of students, the teacher may guide the students how
to arrive at the solution instead of just giving the answer.

4. SHOW REAL WORLD APPLICATION

PE and Health may become boring if the student is not shown the connection
between theory and practice.

5. ISN’T TERRIYING
The teacher may make sure that students do not fear to interact with him/her.

TEACHING APPROACH, STRATEGIES, AND METHODS

PE AND HEALTH
TEACHER-CENTERED
Students put all their focus on the teacher. You talk, and the students exclusively
listen. During activities, students word alone, and collaboration is discouraged.
PROS
 When education is teacher-centered, the classroom remains orderly. Students are quiet,
and you retain full control of the classroom and its activities.
  Because students learn on their own, they learn independently and make their own
decisions.
 Because you direct all classroom activities, you don’t have to worry that students may
miss the important topic
CONS
 When the students work alone, they don’t learn to collaborate with other students, and
their communication skills may suffer.
 Teacher-centered instruction can be boring for the student. Their minds may wander,
and they may miss important information or facts.
 It also doesn’t allow students to express themselves, ask question, and direct their own
learning.
STUDENT-CENTERED
When a classroom operates with student centered instruction, students and
instructors share the focus. Instead listening to the teacher exclusively, students and
teachers interact equally. Group work is encouraged, and students learn to collaborate
and communicate with one another.
PROS
 Students learn important communicative and collaborative skills through group work.
 Students learn to direct their own learning, ask questions, and complete tasks
independently.
 Students are more interested in learning activities when they can interact with one
another and participate actively.
CONS
 Because students are talking, classrooms may often be noisy or chaotic.
 Teacher may have to attempt to manage all student’s activities at once, which can be
difficult when students are working on different stages of the same project.
 Some students prefer to work alone, so group work can become problematic.
TEACHER-CENTERED LEARNER-CENTERED
Focus is on instructor Focus is on both students and instructor
Focus is on language forms and structures Focus is on the language use in typical
(What the instructor knows about the language) situations (how the students used the language)
Instructor’s talk, students listen Instructor models, students interact with the
instructor and vice versa.
Students work alone Students work in pairs, groups or alone
depending on the purpose of the activity.
Instructors choose topics Students have some choice of topics
Instructor evaluates student learning Students evaluate their own learning; instructor
give feedback
Classroom is quiet Classroom is often noisy and busy

MICROTEACHING
Provides an opportunity for teaching assistants to improve their teaching practices
through a "teach, critique, reteach”. Microteaching is valuable for both new and experienced
teaching assistants to hone their teaching practices. It is often used in pre-service teacher
training programs to provide additional experiences before or during the clinical experiences.
Microteaching is a concentrated, focused form of peer feedback and discussion that can
improve teaching strategies.

TEAM TEACHING
Involves a group of instructors working purposefully, regularly, and cooperatively to
help a group of students of any age learn. Teachers together set goals for a course, design a
syllabus, prepare individual lesson plans, teach students, and evaluate the results. They share
insights. argue with one another. and perhaps even challenge students to decide which
approach is better.
INDIVIDUALIZED INSTRUCTION
Focuses on the needs of the individual student. Teaching is specific and targets one
need at a time. This teaching method can be used on its own, or it can be part of
differentiated teaching. Some students who received individualized instruction need teachers
to help them understand and learn. Other students using the same teaching method can skip
topics they already know and go on to advanced information. Special Education is a great
example of individualized instruction. Students who receive special education services have
an Individualized Education Program (IEP) Through an IEP, the school can meet their
individual needs and provide accommodations just for them.
LECTURE METHOD
There is a direct and continuous communication from the teacher who provides
information through speech and visual media.
DEMONSTRATION METHOD
Those teacher shows how something is done, the students observe and may even take
part.
GROUP DISCUSSION
The exchange of ideas is mainly between and among the students.
BRAINSTORMING
The teacher introduces the topics and asks an ideas/comment.
DIRECTED STUDY
Students study the lesson on prescribed topics using books, modules, equipment under
the teacher's directions.
INDEPENDENT STUDY
Students worked independently on assigned study. Reading, listening or viewing. It is
intended to provide a unique learning experience not normally achieved through the class-
directed strategies.
INDIVIDUAL REPORTING
Each student renders a report on a topic previously assigned.
PANEL DISCUSSION
A group of 3 to 6 students, who have done extensive reading on the assigned topics,
discuss them before the class.
BUZZ SESSION
 A presentation to the class is followed by grouping with a discussion. Later group
reactions are presented to the whole class.
FIELD TRIPS
Students travel to some places/schools to view or witness actual sports competitions.
games, dance sports, shows, exhibits, field mass demonstrations, etc.

RECITATION METHOD
Students recite about the lesson to satisfy the teacher or answer the teacher’s question
on a prepared lesson.
DISCUSSION METHOD
A face-to-face encounter between the teachers and the students and/or between and
among students under the guidance of a teacher aimed at a free exchange of ideas about a
particular topic. This method is goal for reason such as clarifying some points during a
learning activity or as a check at the end to find out if the objective of the lesson has been
achieved It encourages students to express their ideas, thereby enhancing their thinking
skills.
QUESTONS AND ANSWER
Students prepare/ask questions about an assigned lesson to be answered by the
classmates during the class discussion.
GROUP DEMONSTRATION
Students perform, execute, demonstrate skills in sports, games, dance steps, dance
terms, etc. by group. However, each group should be supervised by the teacher.
DRILL AND PRACTICE
A series of exercises a series of exercises, demonstrations. or activities (written or
practicum) given to students by the teacher.
ROLE PLAYING
It consists of an enactment by the students of a learning situation through which they
depict real life responses and behavior.
JOURNAL WRITING
A journal is a record, chronology or register of events. memories, and daily
happenings. In teaching it is best used to keep a record of what transpires during a leaning
activity.
THINK-PAIR-SHARE
Can be used as a lesson starter or in making generalizations.
a. THINK- Analyze a certain topic
b. PAIR- Get a partner and discuss your analysis.
c. SHARE- Share what you and your partner have discussed with one another.
ROUND ROBIN/ROUND TABLE
Each group member contributes an idea to the group in a systematic round-the-group
fashion. The teacher presents an issue, students make use of round table to discuss the issue
in their respective groups.
TEACHER FEEDBACK
 Teacher is assigned tasks (i.e. Task sheet) with x\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 is given a task with clear criteria and evaluate their own performance.
CONVERGENT DISCOVERY
Students are given 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 answer.
INSTRUCTIONAL MATERIALS
Are all forms of materials or materials are arranged systematically used to help
teachers/instructors in conducting learning activity that create an environment or atmosphere
that allows students to learn. Such material written or unwritten material.
ROLES OF INSTRUCTIONAL MATERIALS
(Cunningworth & Dudley Evans& St. John 1998)
Cunningworth Dudley Evans& St. John
 A resource for presentation materials  A syllabus (Where they reflect learning
(Spoken and written) objectives that have already been
 A source of activities for learner practice determined.)
and communicative interaction.  A support for less experienced teachers
 A reference source for learner practice who have gain confidence.
and communicative interaction.
 A support for less experienced teachers
 BASIC PRINCIPLES OF MATERIAL DEVELOPMENT
ACCORDING TO BRIAN TOMLINSON

Materials
should
encourage
Materials should learners to Materials should
be student learn more make students
centeredness think

Materials should
be clear and
systematic but
Materials flexible enough to
should be Materials
allow for creativity
should provide
engaging and
BASIC PRINCIPLES authenticity
motivating OF
MATERIAL DEVELOPMENT

BENEFITS OF INSTRUCTIONAL MATERIALS

The
Acquire
topic/lesson
meaningful
can give a
Enhance the experiences
clearer Good
learning and ideas
understanding learning
ability of the
outcomes
students

The lesson Can improve

become the quality of
more learning and
interesting teaching

Help determine
the strength
and weakness
of the learner
 TYPES OF INSTRUCTIONAL MATERIALS
VISUAL MATERIAL
Such as picture, diagrams buildings, projectors, teachers themselves (s), chart, real objects (realia)
studies etc. these materials such as books, newspapers journals, magazines, pamphlets, handout or NTI
modules were also involved.
AUDIO MATERIALS
Such as tape recording, Cassette, radio, teleconferencing, teachers voice. They appeal to the sense of
hearing.
AUDIO-VISUAL MATERIALS
Which include the television, video recording motion pictures with soundtracks, slide and films trips
projection with sound tapes, films and multimedia. They appeal to both sense of hearing and sight.
MATERIALS/SOFTWARE
Include graphic materials, printed materials, slide, filmstrips, overhead transparency, tapes cassettes,
and motion pictures.
EQUIPMENT/HARDWARE
Examples include; black boards, tape recorders, projectors and video recorders. They are used in
presenting materials, static or display such as chalkboard, flannel graph, flip charts, magnetic board are also
used in presenting materials or lectures.
ELECTRONICS
This comprises of radio, computer, E-mail, multimedia. These teaching Materials makes teaching
and Learning process easier and Concrete.
NON-PROJECTED MEDIA
Include books and other printed materials, objects, specimens. Models, mock-up graphical materials
bulletin boards that exhibits black boards, buildings, field trips simulation and games.
PROJECTED VISUALS
It includes overhead projector, filmstrip, slides, and opaque projector.
TWO-DIMENSIONAL INSTRUCTION
Materials include flat pictures, graphs, chat, diagrams posters, conics, cartoons, slides, films, trips
and films. They are also non-projected materials with characteristics of being flat and light and may be
either in opaque or transparent form. They have length but no height, hence they are 2 dimensional aids.
THREE-DIMENSIONAL INSTITUTION MATERIALS
Include: models, mockup objects, specimens, laboratories, simulation and games. They are non-
projected materials. Characteristically, they have length, breath, height, hence they are called 3 dimensional.