Effective Teaching Of Sport, Health And Physical Education

Physical education has yet to become an established and important feature in Australian and English school programs. At one level physical education has enjoyed considerable political support, acquired support from athletes and secured a place on Australia and England's national curriculum. However on another level physical education has been the subject of crisis meetings in Australia, on the verge of being wiped out in later secondary school education in England and had numerous reviews. So why is physical education important? The major factor being the increasing rise in obesity, but also children appear to have less knowledge of physical skill, lack fitness and are very inactive is a few reasons why physical education needs remain in

EPE 100 has not only taught me so much about becoming a teacher but a ton about myself. Prior to EPE 100, I felt as though I had a solid understanding of what it meant to be a physical education teacher. Do a quick warm up, Rally the students, put them into teams, explain the rules and let them go at it. Man oh man was I wrong. Throughout readings, assignments, and practice I now believe to have a much better understanding of what it means to be a physical education teacher. There has been three major ideas that have begun to influence my teaching philosophy; Teaching for physical literacy and skill development not just sports, embracing physical activity as a lifelong journey and challenging all students inside and outside of the classroom. These three concepts are very important to me as I begin my teaching career and are the three highlights in which I took out of EPE 100.

Sports have been a very big part of my life ever since I can remember. I began to participate in sports when I was about six years old. Now, thirteen years later, I’m a sophomore in college playing basketball at a Division 3 school. Through the years I have seen many different styles of coaching and teaching done by my mentors. The variety of different styles and how each one taught me throughout my years is astonishing to look back at. My coaching philosophy I believe would hit many aspects and could teach athletes important values in their life.

Therefore in addition to the social sciences and pedagogic literature I have tried to review its application within sports coaching.

After learning an extensive amount of information on my physical education teacher, Andrew Wagner, I came to realize that this profession suited me quite well. Various aspects of him and his interests aligned with mine and I was able to observe this similarity while completing the Big 6 Research project. After reading over Mr. Wagner’s informative sheet relating to his career, I became more informed on certain aspects pertaining to this occupation including the required education, the skills needed, the job outlook, the salary, and a diversity of other fact related to being a physical education teacher. More specifically, Andrew Wagner is a person who takes a liking to physical activity and gives instruction very directly. As a student in today’s

With this new philosophy, the curriculum needs improvements to align with the new goals. These new concepts need to be fully implemented in order to achieve success. The physical education name has been tarnished over the years, and needs to incorporate a new standard for the department. The focus of the new curriculum will include: “cardiorespiratory fitness, muscular endurance, muscular strength, flexibility, and related concepts” (HCPS, Revised 9/13/16). These will be incorporated into the various sports; invasion, net & wall, striking, and target sports. Examples of these types include, but are not limited to: invasion; soccer, basketball, flag football, ultimate Frisbee, street hockey. Net & wall; volleyball, tennis, badminton. Striking; baseball, softball, kickball. Target; golfing, bow & arrow, and bowling. The approach the teachers will use for incorporating is the tactical games approach, and the way the students will be evaluated is performance based assessments.

Throughout the lesson, as exemplified in the video evidence, it is clear that my feedback was minimal and not specific. On numerous accounts I exclaim to the participants “good job” and sometimes I didn’t even provide reinforcement. This was seen in the first drill where there was only one instance where I provided positive feedback that was based on knowledge of performance (technique) the other forms of feedback were all forms of Knowledge of results (their time). Although this extrinsic feedback was useful, a greater emphasis on Knowledge of Performance would have been more beneficial in the skill acquisition both in the training session and in a game setting. This emphasis would need to include more specific feedback and positive reinforcement as these are the foundations to the correct execution of a skill (Schempp, 2013). The specific feedback should be related to the behavior, positive, with unattached emotions, concise, achievable, and relatable and have a long term impact/goal (Florida International University, n.d.). The effectiveness knowledge of performance over knowledge of results in such a scenario is seen in a study consisting of thirteen professional rugby players who completed a 6 week training session. There were 2 groups that each performed the same conditioning skills, with one given real time feedback on their

Throughout module four we have learned about different methods of teaching, coaching and overall assessing the end product which is our student athletes. We have focused on teaching our student athletes how and why they need to conduct themselves as a professional in the classroom and on the field of play. I have learned there is no one set standard of teaching student athletes, we as teachers and coaches need to adapt to our student athletes learning to ensure they are learning and processing the new information. Lastly, we as facilitators have to understand how we learn some we may master the knowledge that we are going to teach or student athletes. I will discuss my preferred learning style, was able to use my preferred learning style while

Specificity - This means that the training should be specific to the sport so this means the movements and exercise are appropriate for the athlete’s sport. You have to look at the mechanical aspects of movement that are movement patterns, force, acceleration and velocity (Pearson Foundations in Sports Coaching) and each sport will have a different need.

When it comes to physical education, it is very important for students to have a qualified teacher. However, what we perceive to be a fit instruction may be different than the actual instructor’s vision. I interviewed a teacher who provides physical education, Jennifer Slezak, in order to have some insight about physical education in an elementary school. Mrs. Slezak teaches kindergarten through third grade at Rio Bravo Elementary. She is a Reading Intervention teacher Monday through Thursday and teaches physical education on Fridays. She was assigned to teach P.E and has three aides. The sessions are forty-five minutes each to an hour and it’s a whole grade level at a time. For Mrs. Slezak, physical

Traditional instructor to student feedback during the practice of psychomotor skills consists of verbal commentary and demonstration related to the application of learned skills. Feedback in clinical and professional education has been described as “specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance” (van de Ridder, Stokking, McGaghie, & ten Cate, 2008, p. 193). This conceptualization of feedback can be thought of as a cycle of information as initial performance is observed, then commented on, with refined performance observed at a later time to assess skill progression or competence. Students internalize the verbal feedback

This essay will highlight both models of teaching PE, their advantages and disadvantages as well as how we can improve on these. Released in 1982, TGFU is a new approach in teaching physical education. This theory uses the idea that people will learn better in a game based environment, rather than using skill training for one specific sport (Bunker and Thorpe, 1982). When compared to the traditional approach that uses the idea of practising skills in isolation, then applying them into the game. The traditional model follows a more basic format whereas TGFU requires the teacher to be well prepared.

Making sure students have self-esteem is critical when it comes to physical education. Many students tend not to like physical education, so as teachers it is our job to implement strategies that will help students build self-esteem, develop problem solving skills, tech cooperation and challenges in physical education. One strategy to accomplish these goals is to make small reachable goals. Students tend to “give up” when they cannot perform a skill, so implementing small reachable goals, students will feel successful which will ultimately give them the determination to do better in physical education. During one of my observations, I was able to see a prime example of a teacher implementing a small reachable goal to had every student participating. The objective of this lesson is for the big balloon to not hit the ground. Students would hit the balloon in the air and they would have to run under it before the balloon hit the ground. Students were having so much fun running around and motivating their group to do their best. It was a small reachable goal that all students could complete and if they

Taking into consideration those factors and learning to differentiate lessons for those students is very important for success and building of a physical education program. The most important part about a physical education lesson is so each and every student is participating to his or her fullest and best ability, while also learning something. Whether or not a lesson has to be differentiated or adapted, they should all be learning (Ebbeck, 2015, p. 54).

There are several methods that will improve the education in coaching. There are three topics that will give the best opportunity to have a greater impact on the improvement for not just the coach, but the athletes’ who play a game they love. The first crucial aspect in improving coaching is knowing what the future has in store for changes within society, identities of coaches along with athletes, and the ever