TEACHING QUALITY PHYSICAL EDUCATION
USE POSITIVE INSTRUCTIONAL STRATEGIES
Most converts to a contemporary PE model agree that the greatest curriculum in the world, if taught with a traditional approach will probably fall short of helping all students to enjoy physical activity now and for the rest of their lives. Without instructional strategies grounded in the philosophy of quality PE and energized by teachers with a student-oriented focus, physical educationa is likely to fail at a time when it should be one of the most important components of school day.
We think that the following instructional strategies are indispensable for quality PE.
- Eliminate activities that are purposeless, dangerous, or likely to embarass or humiliate students (as line basketball or dodgeball).
- Provide choices for students. Just knowing that they were given a choice can encourage students to participate and help students and teachers meet their goals. During a lesson's fitness portion, you might give student a choice of jogging, walking fast, or jumping rope for a designated time.
- Have students work in small groups or pairs as often as possible to maximize participation and practice times. This strategy contrasts sharply with the traditional PE emphasis on large groups of students, all of whom are doing the same thing.
- Being class with an introductory activity that provides a transition from a classroom environment to a physical activity setting and prepares the body for physical activity.
- Try to have half of the class time devoted to moderate to vigorous physical activity.
- Integrate fitness into most lessons in such a way that the activity reflects a student's personal best effort and goal setting rather than strict adherence to a predetermined standard (such as a set time in which a student must run a mile). Focus on activities that are fun, encourage improvement and place emphasis on using time instead of repetitions.
- Provide a variety of activities. Allow students to select activities and equipment suited to their interests and abilities.
USE EFFECTIVE CLASS MANAGEMENT TECHNIQUES
PE classes are dynamic environments with different types of equipment and many students of varied abilities. A successful PE class requires preparation. Good management is necessary for creating a safe, secure, productive environment conductive to learning.
Effective PE teachers plan and direct the lesson. They choose appropriate lessons and equipment, give instructions, keep students on task, and move students in and out of activities. Teachers who carefully consider their instructional and management strategies will accomplish their lesson objectives and improve the chances that students will be safe, have fun, and succeed.
MAKING MOVES IN THE GYM
To better manage their PE program, teachers can use the acronym MOVES:
M- Moderate to vigorous activity during class
O- Opportunity to be active outside of a PE class
V- Variety of and within activities
E- Enjoyment of physical activity
S- Success in applying physical activity, health, and asset-building concepts
The moves acronym provides teachers with a simple checklist that they can use to evaluate the activities and whether activity goals and student needs are being met within the lesson.
MANAGING PHYSICAL ACTIVITY SESSIONS
Although quality instructional activities are important because they allow teachers to meet objectives and standards, class management and its accompanying strategies bring order and success to any physical activity session or PE classroom. Because of physical education's dynamic environment, students' varied ability levels, safety issues, the large number of participants, and the demands of hands-on teaching and learning, the teacher or physical activiy director faces many challenges. Class management includes establishin rules and routines, implementing them, and reviewing them often.
ACTIVITY MANAGEMENT TIPS
TIP 1
Create a positive learning environment that includes rules, boundaries, and expectations.
TIP 2
Establish classroom routines and teach them to students.
Just as classroom teachers have classroom protocols, PE teachers must establish routines at the beginning of the year. These routines should be taught and practiced during the first few weeks of the school year in order to establish class structure and expectations. The goal is for the routines to become automatic. They allow for safe movement, traveling, transitions, and action during lessons.
Teachers should create their own routines to meet their students' needs. The routines for physical activity may include how to
- Enter and exit the gym
- Stop on signals
- Get equipment
- Listen
- Form groups, and
- Get a drink of water
All routines should be posted in three or four simple steps for students to see. Once students have learned the routines, revise them often to remind students of the expectations for movement in class. A sign describing the routine for stopping play when signaled might read as follows:
How to stop on signal when playing:
1. Freeze
2. Put any equipment on the floor between your feet
3. Put your hands on your hips
4. Look at the teacher
TIP 3
Prepare for the lesson beforehand.
Prepare the lesson, room, and equipment. Know the needs and abilities of the students in each class. Consider potential pitfalls and devise appropriate solutions. Have alternative activities ready.
TIP 4
Give clear, concise instructions.
Students are most likely to remember instructions when they're brief (e.g,. three or four sentences). Give the directions and then briefly repeat them. Always begin the directions with "when i say , Go', in order to cue the students to being the activity. For example, you might say "when i say, "go" walk, get one beanbag, go to your own space, and put the beanbag on your head." Stop the activity if a student isn't following the directions. Repeat the directions to big groups as necessary.
TIP 5
Plan for transitions during class.
Check out for traffic patternss and equipment placement so that students can move quickly and safely. Tell students ahead of time that the class will be changing activities in a certain amount of time. For example, you might say, "students, in five minutes you'll be putting your beanbags away. When i say "go", find a new partner and continue to toss and catch underhand until i say "stop".
TIP 6
Keep students in view at all times.
Keep your back to the wall. Teach from the perimeter of the area from a variety of spots.
TIP 7
Use music to motivate students and encourage participation.
TIP 8
Link students' reactions in class to developmental assets.
Praise students who are working responsibly. Give them points for responsible behaviors. Have them add up their points during class to see how many points they can get for the day. Give points for caring, encouraging, sharing, listening, stopping on the signal, coming to class dressed for movement, and so on.
TIP 9
Guide students to a conflict corner to resolve relationship problems.
Establish a conflict corner. Cut out a paper table and hang it on the wall. Students can sit in front of the paper table to work out their problems.
TIP 10
After lessons, reflect on them and, if necessary, redesign them.
As necessary, make notes on plans to redesign or reteach routines.
CONFLICT RESOLUTION STRATEGIES
PE teachers can help their students develop the skills and strategies necessary for success. One of the most important skills for anyone to learn is how to get along with other people. Social, or interpersonal, skills are important because we all must interact with others throughout our lives. A major component of interpersonal skills is the ability to resolve conflicts as they arise. Conflicts are inevitable among children of elementary and middle-school age.
TIPS:
1. Remind students that bullying, fighting, pushing, or any other kind of harming is not allowed in class. That includes hurtful speech.
2. Teach conflict resolution skills. Sit down with the class and discuss potential conflicts. Also, discuss minor conflicts before they escalate. For example, if two students want to use the same ball, you might tell the students to play Rock, Paper, Scissors to determine which student gets to use the ball this time. Alternatively, the students could decide which of them will use the ball this time and which will use it next time.
3. Teach students to use "I" messages. Search Institute suggests the following formula for an "I" message: "I feel ____________ when ____________ because ____________, i want you to _______." Instead of saying. "You make me so mad when you kick the ball i'm using," a student could use an "I" message: " I feel angry when you kick the ball away because then i have to chase after it and lose playing time. I want you to wait for your turn". The "I" messagee is less confrontational.
4. Choose a corner, and label it either "Conflict Corner" or, as Search Institute suggests, " Peace Place". Cut out a paper table and put it on the floor or wall in a place where students can pretend to sit at the table. The corner can serve two purposes: More than one student can go there to quietly resolve a conflict by talking and negotiating a solution, or a student can go there alone to relax, calm down, or diffuse anger. Post the following rules for resolving conflicts.
- If someone asks you to go to the corner, go.
- Be respectful.
- Take turns speaking and listening.
- Use "I" messages.
- Stay calm.
- Ask for a teacher's help if you can't negotiate a solution.
HOW TO SOLVE A PROBLEM
You can post the following message on the classroom or gym wall.
- Invite the other people involved in the conflict to the Conflict Corner or Peace Place.
- Go to the Conflict Corner or Peace Place if someone asks you to.
- Listen to the others involved.
- Allow everyone involved to talk.
- Don't blame the others. Use "I" messages such as, "I feel bad when you won't share the equipment with me because then i don't get to practice. I want you to share so i can have a turn",
- Use respectful words.
- Get help if things don't work out.
Taken from the book, PE CONNECTIONS : Helping Kids Succeed Through Physical Activity (Thomas M. Fleming & Lisa Bunting)
