Physical Education

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Physical Education Health Education - New
Agendas 80014
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FURTHER ISSUES IN PLANNING

• Week Four-
• Planning Considerations in
• A Physical Education Lesson

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PLANNING CONSIDERATIONS

• Our last session looked at one approach to
  planning units in PE - the focus now is to take
  that further into the actual lesson or learning
  experience phase.

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PLANNING CONSIDERATIONS

• All of your individual lessons should relate back
  to the learning outcomes listed in your initial
  unit planning.

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STATING THE OBVIOUS

• You should not plan lessons that dont link back
  to the unit.
• You should not plan lessons that cannot be
  offered due to facility, equipment or safety
  concerns.
• You should not plan lessons that encourage the
  isolation of children ahead of their inclusion.
• You should not plan lessons that use physical
  activity as punishment.

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PLANNING CONSIDERATIONS

• The lessons will be driven by the outcomes that
  you have chosen. However you must consider the
  following.
• Student needs, based on interest, developmental
  level, gender, cultural background etc.
• Lesson structure
• Facilities and resources available
• Time ( on a per lesson basis no. of lessons
  basis)
• Class size
• Safety requirements
• Management and organisation issues (More about
  these areas next week)
• Content selection.
• Teaching and learning styles.
• Assessment
• Cross-curricular possibilities

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STUDENT NEEDS

• Interest
• Developmental level
• Gender
• Cultural background

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FACILITIES AND RESOURCES

• What options do you have with facilities for
  physical education lessons?
• For example do you have access to an oval, a
  multi-purpose court, and undercover area.
• What resources do you have available to teach
  with?
• Types and amounts of equipment
• Standard of equipment.
• Suitability of equipment.

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ISSUES RELATED TO TIME

• How long will each lesson be?
• Is there travel time in addition to this?
• How many lessons can I spend on these outcomes?
• Are there interruptions to the regular school
  timetable that will affect these lessons?

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ISSUES RELATED TO CLASS SIZE

• How many students am I planning for?
• Individual Tasks
• Small groups within a single class
• Single class
• Double Class
• Year level
• School section
• Whole school

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SAFETY REQUIREMENTS

• Do I understand the safety requirements
  associated with each activity I plan?
• Risk assessment procedure
• Duty of care
• Logical consequences
• URL to Education Queensland web page about safety
  has been included in the web page links.

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TEACHING AND LEARNING STYLES

• Styles of teaching - what will work best with
  the children you have?
• Direct or Indirect. That is the question.
• How do these children learn effectively?
• The 3 Cs approach to individual learning
  experiences.
• contemporary
• creative
• child-centred

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CONTENT AND CONTEXT

• Content Selection Issues.
• What type of content best allows children to
  demonstrate the learning outcomes?
• Traditionally content has been drawn from many
  areas when formulating quality learning
  experiences.

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CONTENT AND CONTEXT

• Activity based approach.
• games, dance, athletics, aquatics, sport.
• Movement Education approach.
• based around Labans work on how we move, what we
  move and where we move.
• Sports program approach.
• Inter-school and Intra-school sport practice and
  participation.
• Fitness Approach.
• fitness activities having more prominence that
  skill development and enjoyment.
• Recreation Approach.
• alternative activities based around enjoyment
  principle.

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SOME CONTENT CONCERNS

• Some teachers rely on one particular approach
  when teaching PE.
• Examples include the lack of movement education
  taught in primary school e.g.. Dance
  Gymnastics.
• Activity games (Sport) often has a very large
  percentage of content time.
• An interesting paradox
• Little skill development and all game based
  activity Vs. Too much skill development and no
  play. What is the correct approach?

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THE LEARNING EXPERIENCE

• Each experience should have distinct sections
• Some sort of introductory activity that revises
  previous work.
• Learning related to specific new content.
• Opportunities to put that new content into
  context through play practice.
• Some form of review or conclusion

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THE LEARNING EXPERIENCE

• From this comes a framework for each experience.
• What are the outcomes?
• What do I want the students to know and do?
• What style or styles will be used?
• How will I organise the students?
• What resources do I need?
• What safety issues need to be considered? (Environ
  mental, Developmental,Physical)
• What performance indicators will I use to assess
  progress?

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THE HORIZONTAL LESSON PLAN FRAMEWORK
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THE VERTICAL LESSON PLAN

• Unit title Games to Play
• Unit Purpose Refer to Level statement (Level 2)
• Year Level and class Size Year 3 ( 26
  students)
• Resources 13 bibs, 1 soft volleyball,6 markers
• Outcomes 2.2 Students demonstrate basic
  movements using equipment in play and simple
  games.
• What students should know
• Recall the basic game strategies relating to
  movement in space
• State the rules of Prison ball.
• What students should do
• Perform locomotor skills of running, evading and
  jumping.
• Perform a variety of throwing catching and
  passing skills from a stationary and moving
  position.
• Apply spatial awareness concepts to team play.
• Appreciate teamwork as an essential component of
  game performance.

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THE VERTICAL LESSON PLAN

• Performance Indicators
• Demonstrate a variety of throwing and catching
  skills in a game.
• Assessment Instruments
• Teacher observation of game play.
• Skills rubric.
• Assessment Criteria
• Displays a variety of throwing and catching
  skills in a team context with degrees of
  precision and success.
• Evaluation
• Review of skills rubric combine with
  observational analysis.

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THE LAST WORD ON PLANNING

• Use a format that you can prefer.
• Use a format that you can understand.
• Stages of planning make interesting data.
• Early in career equals extensive planning.
• Middle career equals average planning
• Late career equals little or no planning.
• Data is relation to PE lessons would appear to
  indicate that planning is done on a minimal basis
  at the very best of times.
• Planning ensures that the learning experiences
  you offer to your students are worthwhile.
  Remember you are a teacher, not a baby-sitter
  earning 10 per hour.

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NEXT WEEK

• Management and organisation of your students.
• Good Planning Active Management Thoughtful
  Organisation Less Stress in day-to-day
  teaching.