Teaching Physical Education: An Orientation Chapter 1

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Teaching Physical Education An Orientation
Chapter 1

• The first problem for all of us, is not to
  learn, but to unlearn.
• Gloria Steinem

2
Review

• 20 Teaching Criteria
• Set Induction

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CHAPTER 1

• National Standards (Rink, 2006 p. 5-Box 1.1)
• describe the skills, abilities, and dispositions
  students will need to lead a physically active
  lifestyle.
• used in all local, state curriculum documents
• ? Why are the standards so general?
• ? Which of the standards are psychomotor
• cognitive
• affective
• Physical Education integrates all 3 domains of
  learning.

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NASPE Standards

• 1. Demonstrates competency in motor skills
  and movement patterns
• to perform a variety of physical activities.
• 2. Demonstrates understanding of movement
  concepts, principles,
• strategies, and tactics as they apply to the
  learning and
• performance of physical activities.
• 3. Participates regularly in physical
  activity.
• 4. Achieves and maintains a health--enhancing
  level of physical fitness.
• 5. Exhibits responsible personal and social
  behavior that respects self
• and others in physical activity settings.
• 6. Values physical activity for health,
  enjoyment, challenge, self-
• expression, and/or social interaction.
• (Rink, 2006, p. 5)

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• How do goals and objectives differ?
• What are open/closed skills?
• Which skills are easier to teach? Why?
• 4 Criteria for Designing Learning Experiences
• 1. Potential to improve skill (meaningful)
• 2. Maximal participation/practice time
• 3. Individualized (developmentally appropriate)
• 4. Integrate all 3 domains

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Teacher / Student Behaviors

• Define behaviors
• Two types of behaviors
• Instructional
• Managerial
• Most important teacher/student behavior for
  learning? (should spend most of time)
• Teachers MUST create a positive learning
  environment
• No matter how good a teacher is at selecting
  appropriate tasks, explaining tasks, or providing
  appropriate feedback, it is all for NOTHING if
  the environment does not support the lessons
  short- and long-term goals.
• (Rink, 2006, p. 18).

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?

• Beliefs uninformed by experience can inhibit
  growth.
• (Rink, 2006, p. 18)

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ACTIVITY

• TASK 1 Pick a sport skill. Describe how you
  would integrate all 3 domains in your lesson.
• TASK 2 Using the same sport skill, select a
  skill and list an appropriate and logical
  teaching progression.
• What basic elements (movement concepts) are
  altered to vary skill difficulty.

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ASSIGNMENTS

• READ Chapter 3 (beginning on p. 49 Critical
  Variables Related to Teaching)
• TB Test Name Badges from LRC Begin collecting
  collared shirts AU PE shirts
• ALWAYS be prepared for quizzes!
• January 23rd Assignments
• Mistakes are the portals of discovery.
• -James Joyce