Teaching Styles Within The Classroom

The national curriculum states that ‘PE develops pupils’ 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.’ (QCDA, 2008)

Physical education is a fundamental component of the Australian curriculum that maintains an underlying goal of providing the knowledge and skills to students to allow them to live healthy and productive lives. However, the beginning of physical education in its purest form can be traced back to a time when human society was in its infancy, when the discipline would have been exhibited mainly through necessary survival skills including hunting and spear throwing along with combat skills involving wrestling and swordsmanship (Lumpkin, 2004). The ancient Greeks bestowed great honour and prestige upon those who possessed athletic perfection through the emphasis on the anatomy of an individual and their balanced life. This was coupled with the Olympic Games that were used to adjudicate athletic perfection amongst many individuals. It was the

A learning style is a particular way in which the mind receives and processes information. There are four types of Learning Styles: Visual (Sight), Auditory (Talk), Tactile (Hands-on),, and . I am an auditory learner which means I'm a talker. My weak learning style is

As a Physical Education teacher of Year 9 and 10 students, it is important to take steps to achieve prolonged participation in sport. The experience that a student has in HPE is likely to determine whether that student continues to participate in sport both at school and once they graduate (Penney, 2006). Wahl-Alexander (2011) found that students’ strongest memories from physical education were from authentic and rich sport experiences resulting from Sport Education (Siedentop & Tannehill, 2006). Sport Education aims to ensure the unit is delivered in a way that mimics an actual sport season, which has many

I limited my searches to peer-reviewed journals and to research that examined the discussion at the grade school level, however I did examine several articles focused on coaching due to the similarities between coaching and teaching physical education. Furthermore, I strengthened my search by using a comprehensive search of the information found at www.http://selfdeterminationtheory.org/ . From this information, I was able

Woods, Amelia Mays, and Jesse Rhoades. "Teaching Efficacy Beliefs of National Board Certified Physical Educators." Teachers & Teaching 19.5 (2013): 507-26.

Using different styles of teaching ensures that all learners get to have their style of learning taught to them, this also ensures that no one gets bored and that everyone has an equal chance of learning. With day to day teaching the learner will know the structure of the class after the first lesson so they will know what to expect each week. With the instructor course the manuals going out before the course allows the learners to know what is expected from them within the days. With pole fitness demonstrating is crucial to the learners needs to ensure they know how the move is suppose to look.

or physical education with mrs. Fluit, but we had a substitute teacher who I like more than any other physical education teacher I have had in school. For the activities in P.E. we listened to some rules like no chewing gum in class, be respectful, always wear your P.E. clothes when you do the activities, no slacking during the activities because you will lose a lot of hard earned points, and make sure you don't go in the taped off area, that's for teachers only. After they finished telling us the rules, we got our planners and some other papers for our parents to sign as well as a nametag that we got to design by

I am a cross age tutor for physical education. This means I am the PE coach of twenty-seven first graders. As a coach, I am responsible for my students, and I have to try and motivate them to participate. I am also in charge of organizing and demonstrating activities for the class. Being the oldest of 6 kids, I am often around young children. I incorporate my experiences with my siblings to help me with my first graders. My knowledge from my siblings make me a better cross age tutor. I have the patience to wait for the children to settle down. I can speak in a kid friendly tone and language, but also make them aware that I’m their coach. As their coach, I notice some students don’t enjoy physical education. My job is to make sure all my students

With having both Jesús Viciana’s paper “INNOVATIVE TEACHING UNITS APPLIED TO PHYSICAL EDUCATION – CHANGING THE CURRICULUM MANAGEMENT FOR AUTHENTIC OUTCOMES” and Jay Cameron’s paper “Teacher-Led Change in Secondary School Physical Education” go over ideas on how to change the physical education system in schools. It’s a great way to see the similarities in what people find most important changing physical education. Such as, importance of planning, teachers having knowledge plus a good background, and making it feel different. These changes show what’s important to help make sure the students get the best physical education without it feeling like such a burden.

NEWARK—John Wescott, one of four physical health educators at North 13th Street Tech, is stuck in between a rock and a hard place when it comes to his school’s physical education customs.

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

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.

Physical education is defined nowadays as a “systematic instruction in sports, exercises, and hygiene given as part of a school or college program” (Park). When most people think of the term “physical education” they think of it as “a broad, inclusive term comprising the fields of physical education, health education, safety education, athletics, recreation, dance education, kinesiology and so on” (Zeigler 1). It may sometimes be referred to as physical training or gym class and mainly is taught in grades kindergarten all to the way up to your senior year in high-school in the United States. The history of physical education dates way back to the Greek and Roman times and has slowly evolved into what it is now today. There is a

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.