Objectives of Physical Education

The Meaning of Physical Education

1. Physical Development
Physical education has undergone many vicissitudes Through carefully selected physical education
and several changes of direction in Philippine schools. activities, an individual who participates actively will
Time was when physical education was considered as develop and maintain good health and a high level of
education of the physical, hence, a well-built physique was physical fitness. The acquisition of physical skills can
considered as physically educated body. The activities then motivate an individual to participate further in physical
were such terms as ‗‘drill‘‘, ‗‘physical training‘‘ and activities, hence his growth and development will
calisthenics. This old concept of physical education would enhanced.
in all respects mean today as strengthening the muscles.
The newer and modern concept of physical education is that 2. Social Development
it is education through physical activities. In modern Participation in physical education activities provides
physical education parlance it is education through opportunities for the development of desirable social traits
‗‘movement‘‘. Wunderlich (1967) says of movement: It needed for adjustment to the social life in general. Some
provides sensory data. It broadens the perceptive horizon. It worthwhile traits are: friendliness, cooperation, respect for
stimulates function and structure of all bodily organs. It is the rights of others, good sportsmanship, good leadership
the means by which an individual learns about himself in and fellowship, and honesty in group competition.
relation to his ambient environment. What education
through movement more particularly entails in addition is 3. Emotional Development
the taking of the culture-based family of activities and The informal nature of physical education activities
processes-games, dance, gymnastics, athletic sports, and offers opportunities for self- expression and emotional
outdoor pursuits- as a means ‗‘through‘‘ which the teacher mastery. Examples of worthwhile emotional traits are: self-
can help effect desirable outcomes, regardless of whether or confidence, self-control, self-reliance, courage and
not those activities have intrinsic worth of their own. determination.
4. Mental Development
Functions of Physical Education Through participation in physical education activities
the individual develops his mental capacities as he acquires
1. Biologic - refers to enhancement of the individual knowledge and understanding of rules and strategies of
growth and development through body movement. games and sports, and as he discovers ways of improving
his movements in gymnastics and dance.
2. Integrative – refers to personality integration
achieved through participation in properly selected
physical education activities.

3. Social – consists of transmitting values and

standards that are consistent with the needs and
ideals of society.

All in all, physical education as education ‗‘ through‘‘

movement is best conceived of as being that part of the
educational process which aims to enhance and harmonize
the physical, intellectual, social and emotional aspects of a
growing individual chiefly through professionally selected
and directed physical activities.

Physical Education Defined

Physical education is an integral part of educational

program designed to promote the optimum development of
the individual physically, socially, emotionally, and
mentally through total body movement in the performance
of properly selected physical activities.

FITNESS -A MAJOR GOAL OF PHYSICAL

EDUCATION
Different people differ in their concept of fitness. In the
field of physical education, the concept of fitness has
implications of physical, social, emotional, and mental
well-being. Considering these four aspects, it can be said
that the fitness is the ability to live a healthy, satisfying, and
useful life. This kind of life is what the educational
philosophers and thinkers' term as the ‗‘good life‘‘. This is
the ultimate goal of education.
To live the ‗‘good life‘‘ means that an individual satisfies
his basic needs as physical well-being, love, affection,
security and self-respect. He lives happily with other people
because he likes them and is interested in them. He has an
interest and desire to serve humanity and believes in and
exemplifies high ethical standards. Because of his close
relationship with people and future events he lives an
interesting and exciting life.
Physical education as a part of educational system strives
to help or facilitate the development of the potentialities of
the individual so that he can attain total fitness to enable
him to enjoy the ‗‘good life.‘‘ Thefore, a major goal of
physical education is fitness.
 2. The produce individuals who can contribute to the
economic well-being through:
THE CONCEPT OF PHYSICAL FITNESS a. The improvement of proper work habits and
work attitudes, such as punctuality,
Physical fitness is the primary specific objective in cooperation, reliability, precision and
teaching physical education. Therefore, it is in order that accuracy, and open-mindedness.
the physical education teacher should have the correct b. Proper emphasis on problem-solving skills
concept of physical fitness. Physical fitness is the ability to such that an individual can identify a problem
perform one‘s daily tasks efficiently without undue fatigue correctly and master the skills necessary or
but with extra ―reserve‖ in case of emergency. The specific useful in school and in the busines world;
components of physical fitness are: 3. To train good leaders with moral integrity of the
highest order, and develop other desirable traits
Organic vigor - refers to the soundness of the heart and the necessary for effective group participation or
lungs which contributes to the ability to resist disease. group living essential to the New Society:
a. Through an adequate system of values by
Endurance – is the ability to sustain long-continued equipping the individual to be able to make normal
contractions where a number of muscle group are used; the choices or decisions needed in daily living.
capacity to bear or last long in a certain task without undue b. Through offering group participation in such
fatigue. experiences as intramurals, extramurals play days
or sport fests
Strength - is the capacity to sustain the application of force 4. To develop creativity and innovativesness inspired
without yielding or breaking; the ability of the muscles to by an abiding faith in God and love of country and
exert effort against a resistance. fellowmen;
5. To instill a love of and pride for our rich cultural
Power - refers to the ability of the muscles to release heritage and strive for their preservation, and
maximum force in the shortest period of time. develop an understanding of the culture of others
for a feeling of international brotherhood and
Flexibility - is the quality of plasticity which gives the unity.
ability to do a wide range of movement.
WHO SHOULD TEACH PHYSICAL EDUCATION?
Agility - is the ability to the individual to change direction
or position in space which quickness and lightness of Physical education is a professional field which demands
movement. the necessary qualities and competence of a strong leader.
Merely wanting to be physical education teacher is not an
Balance - is the ability to control organic equipment neuro- index of one‘s fitness for the profession. But who is good
muscularly; a state of equilibrium. leader? He is a leader who can make people move and
guide them in carrying out effectively the desired goal or
Speed - is the ability to make successive movements of the objectives. Some of the leadership qualities a physical
same kind in the shortest period of time. education teacher should posses are discussed briefly
below.

NEW DIRECTIONS FOR PHYSICAL EDUCATION Pleasing and Stimulating Type of Personality

All our educational efforts must be directed towards the A pleasing personality for the physical education
development of our national goals as a developing country. teacher has implications on a general physical appearance.
This focus is contained in Presidential Decree No. 6-A He is neat and clean at all times. He is the living example of
which is entitled the ―Educational Development Decree of excellent health and good posture.
1972‖ the goals of which are: A stimulating personality is one who exhibits inner
qualities, such as enthusiasm, sympathy, self-control, fair
1. To achieve and maintain an accelerating rate of mindedness, and resourcefulness. Enthusiasm begets
economic development and social progress; enthusiasm. An enthusiastic teacher has pep and vigor
2. To assure the maximum participation of all the which can easily be revealed in his facial expressions,
people in the attainment and enjoyment of the voice, and actions or movements. Showing concern for
benefits of such growth; others especially in times of disappointments or emotional
3. To strengthen national consciousness and promote imbalance is what termed as sympathy. He can treat his
desirable cultural values in a changing world. children with firmness but tempered with sympathy and
love.
The foregoing development goals must provide direction
to the teaching of physical education. How many physical
educations relevant itself to these development goals? What
can the physical education Versatility
teachers do to be able to contribute to the attainment of the The varied activities in physical education program requires
goals? The answers to these questions will come to the fore versatility for the teacher. He must have necessary expertise
when the purposes of physical education have been well in most, if not all, of the activities in the physical education
understood. program. He must be able to keep attuned to modern trends
of teaching and coaching techniques. Versatility of the
PURPOSES OF PHYSICAL EDUCATION teacher is needed due to rapid development of extra-
curricular activity programs which have assumed a major
A physical education teacher in a developing country consideration and importance in and out of school.
like the Philippines should be able to identify the purposes
in teaching physical education so that he will understand Professional Aptitude
his important contribution in the education of the Filipino
child as well as his service to our country. The following The teacher of physical education must possess special
purposes of physical education have been identified by abilities in physical education activities and must have a
physical education specialist in our country: knack for teaching them because activities form the
1. To develop optimum physical fitness and health of medium through which the physical education teacher
the individual so that he is capable of living the educates the child. The teacher who lacks the ability in the
―good life‖ and o contributing to his maximum performance of the physical activities will attain no more
capacity to the attainment of the goals of the New teaching success than the mathematics teacher who does
Society. not know how to compute or solve problem, and the teacher
in English or Pilipino who cannot speak the language
correctly.

Good Moral Character

Only those who represent the highest ideals in morals and

personal character should be selected to teach physical
education. Considering the nature of physical education
activities, the teacher decidedly influences the character-
building of the boys and girls under his care. Teaching
through example is more powerful than teaching through
precept. Hence the character and behavior at all times must
be unquestionable and beyond reproach.

Value Judgements and Aesthetic Sense

One of the greatest challenges in the teaching of physical

education is the teaching of values and appreciation of the
finer things in life called aesthetics. The physical education
teacher must be able to play the role of maximizing his
influence in making value judgements and in promoting or
enhancing aesthetic sense among the children. It is
important for the teacher to be able to play role well
because it is the development of these ingredients that
contribute to the refinement of the spirit.
 3. 3. Singing Games- both the song and game elements it is
GROUP 2 called a singing game.

1. Instructional Phase – Regular Class Program 4. 4. Folk Dances- traditional dances.

2. Recreational Phase -Extra-Class Program
5. 5. Other Dance Forms- dance mixers, jazz, modern dance,
Regular class program- is instructional in nature social and ballroom dancing.
-It is a continuity of movement
*Main Areas*
Core Activities -the main activities. GYMNASTICS- are systematic bodily exercises.
Related Activities -the co-curricular activities.
Adaptive Activities- -specially designed or selected activities. 1) 1. Self-testing Activities- ability to perform a difficult activity.

EXTRA-CLASS PROGRAM- is recreational in nature. a. Stunts – any feat of performance.

-attendance to this program is voluntary. The types of stunts
Individual stunt- duck walk, dog run, crab walk, coffee
1. Intramurals - competitions of teams within the same school. grinder
2. Extramurals - competitions of teams from different schools.
3. Field mass demonstration - the public of the activities in physical Dual or couple stunt- Chinese get-up, wring the dishrag,
education. wheelbarrow, Siamese twins

Exhibition groups - specially trained children. Group stunt- walking chair, skin the snake, the clock,
merry go round
*Activities In The Physical Education Program*
1. Developmental Activities Combative stunt- rooster fight, tug of war, Indian hand
2. Simple Games (Group Games) wrestle
3. Rhythmic Activities
4. Gymnastics Stunt race- crab walk race, wheelbarrow race, or any stunt
5. Sports-Type Games (Lead-up games) conducted in the form of a race or competition.
6. Athletic Sports
b.Tumbling – any body-rolling movements
Developmental Activities- the simple or basic type of activities. Examples: forward roll, backward roll, cart-wheel, egg roll

1. Perceptual Motor Activities- develop neuro-muscular c.Pyramid-building- individuals who are in symmetrical
coordination. position.
a. Right – Left discrimination
b. Directionally (forward, backward, sideward, etc.) 2) Conditioning Exercises- aimed primarily to tone up
c. Laterality (unilateral, bilateral, cross-lateral) and strengthen the muscles.
d. Spatial orientation (own space, moving with partner, moving with
a group around) Three types of exercises
e. Balancing activities a. Isotonic exercises – contractions to gain tonus. -
f. Manipulative activities for eye-hand, eye-foot, ear-foot -called calisthenics or freehand exercises.
coordination)
b. Isometric exercises –muscles are made to undergo
2. Posture and Body Mechanics Posture-refers to the habitual or tensions.
assumed alignment.
3. Basic Movement Skills – these include the locomotor and non- c. Aerobic exercises – when very vigorous movements are
locomotor. performed.
a. Locomotor b. Non Locomotor
Walking Stretching-bending 3) Apparatus Exercises- exercises performed with light
Running Pushing-pulling equipment.
Hopping Swaying-swinging
Jumping Rotating/circling Sports type Games- These types of games are sometimes
Skipping Percussive called lead up games or games of high organization.
Galloping Vibratory -complicated rules.
Leaping Shaking/twisting - involve the skills used or needed in a particular
Sliding Sustained sport.

Simple Games- refer to games of low organization ATHLETIC SPORTS- highly organized and which are
governed rules and regulations.
*Categories*
1. Story Plays –young children use their gross bodily movement. TEAM SPORTS
Volleyball, Softball, Basketball, Soccer, Baseball, Rescue
2. Simple Organized Games – quickly organized and contains a few league basketball.
simple rules.
INDIVIDUAL SPORTS
3. Relays and Races –involves the competition of two or more groups Badminton. Table Tennis, Sipa, Bowling, Lawn
or teams. Tennis, Archery, Pelota.
RHYTHMIC ACTIVITIES- activities where an individual responds
TRACK AND FIELD
physically and emotionally to music.
sprints, runs, relays; and field events such as long jump,
1.Fundamental Rhythms- combinations of locomotor movements. high jump, discuss throw, javelin throw, shot put

2. Rhythmic Interpretations- child interprets his own conception of 4.SWIMMING- it is optional.

the movements of nature
Purely imitative movements rhythmically- are called mimetic
rhythms.
Rhythmic movements- portray the thoughts or ideas of a nursery
rhyme, poem, song, or story are called dramatized rhythms.
CHARACTERISTICS OF A GOOD PHYSICAL Adolescent Development and Implications
EDUCATION PROGRAM PHYSICAL DEVELOPMENT

1. A good physical education program includes a large Developmental Changes and Implication to Physical
variety of activities. Characteristics Education
2. It stressed equally for both boys and girls.
3. It is adapted to the needs of individual children. 1. Height and Plan and organize co-
4. It requires adequate facilities, equipment, and supplies. Weight educational activities to
5. It has competent leadership. • Girls are taller minimize undue
than boys at early embarassment.
stage. Boys catch
SCOPE, CONTENT, AND SEQUENCE
up later.
• Girls are
SCOPE - It means the materials, areas, and body.
frequently heavier
SEQUENCE - It refers to the arrangement to the materials.
at early stage.
Boys catch up
*4 PRINCIPLES FOR SEQUENCE*
later.
1. Simple to Complex Learning – Content and
experiences are organized. 2. Skeletal Changes

2. Pre-requisite Learning –fundamental things to be • Differences in body Offer suggestions on

learned ahead. proportion caused by healthful nutrition and
skeletal changes. proper execises.
3. Whole to Part Learning – Overview.
Developmental Changes and Implication to Physical
4. Chronological – the order of event. Characteristics Education

1. THE ALTERNATION PATTERN IS BASED ON 3. Sex Maturation Foster a healthy attitude

THE ALTERNATION OF ACTIVITIES • Primary Sex towards menstruation.
ACCORDING TO CERTAIN DAYS OF THE WEEK. changes Proper hygiene and
- Done by scheduling. • Girls- 12 to 14 cleanliness. Foster an
signal of acceptance of individual
For example: maturation differences.
-Monday – Group Games • Boys- 14 to 16 or
-Tuesday – Rhythmic Activities about 2 years later
-Wednesday – Self -Testing Secondary Sex
-Thursday – Lead – up Games Characteristics
-Friday – Scouting
Girls at around 10 years of Help the students
2. THE SEASONAL UNITS PLAN IN GROUPING age after menarche have: understand the process of
THE ACTIVITIES BY UNIT LESSONS AND THEN growth.
SCHEDULING THEM WHEN THESE CAN BE
INTRODUCED AND CONDUCTED. Developmental Changes and Implication to Physical
- During rainy days or months, gymnastics can be Characteristics Education
conducted indoors.
- November and December season for occasions 4. Other Systematic Changes • Watch carefully
that includes dance activities. • Circulatory for signs of
System fatigue and
3. THE CONCURRENT UNITS PLAN MAKES • Respiratory exhaustion.
USE OF TWO OR MORE UNITS AT THE SAME System • Exercise is
TIME. • Digestive System needed to
-Offer two or more units concurrent by Folk dances, two • Nervous System improve vital
days and week during months of November and December. capacity
• Proper Nutrition
• Thought-
provoking and
problem solving
5. Basic Motor Skills For girls- improvement in
balance

Changes in Adolescent For boys- emphasis on

Performance agility, control and
strength.
 need of approval and close supervision.

GROUP 1 Implications:
1. Continue with nos.1—8 of the early childhood group in
*Characteristics of Filipino Children* as much as this is a transition age range.
2. Begin to assign pupils some responsibility for equipment,
Early Childhood 4-6 discipline, and activity selection.
3. Introduce dance activities that involve partners and group
Physical Characteristics participation.

1. Period of rapid structural growth. LATE CHILDHOOD Age 10 to 12

2. Muscular strength is somewhat limited giving rise to
early postural defects. Physical Characteristics
3. Ability to continue an activity or strenuous exercise
program for extended period of time is also limited. 1. A period of marked change in physical growth and
4. Gross control of hands and fingers due to partly to maturation with extreme differences in height and weight.
inability to quickly focus objects within close range. 2. Heart and lungs are in size and capacity proportional to
5. Dominance of the hand and foot becomes well height and weight.
established near the end of the age range. 3. Music strength continues to increase with boy, showing
significant improvement over the girls. Girls, however, are
Physiological Characteristics more flexible and graceful in self-testing and dance
activities.
1. Individualistic, possessive, and intensely curious. 4. Muscular development and motor coordination usually
2, Attention span is very short and quite related to their good.
personal motivation. 5. Still active, full of energy, while physical and organic
3. Show a great deal of friendliness almost to point the growth continues to be slow and steady.
affection. 6. Reaction time continues to improve with boys revealing
4. Show no sex preference. a noticeable inferiority in skill involving hand-eye
5. Would rather play in small groups: not ready for coordination.
sustained cooperation.
6. Like to move to music, words, or some other stimuli that Physiological Characteristics
encourage creative response.
1. Both sexes are becoming more conscious of their body.
Implications: 2.Boys tend to be sloppy in dressing because they are more
1. Provide exercises and activities that will develop and concerned with physical skills and fitness rather than
maintain good posture. grooming; keenly interested in vigorous competitive sports;
2. Provide vigorous activities involving all parts of the show a keen concern about their peer; a great deal in
body. confidence in adults. Hero-worship, particularly for well-
3. Provide frequent rest periods, particularly between known basketball players is the rule rather than the
vigorous action or movement. exception.
4. Provide simple activities that develop eye-hand 3.Girls become concerned with their own personal
coordination, stationary and moving balance general body femininity. Activities such as general mechanics and social
control. dance are now more important than vigorous and "rough"
5. Select rythmic activities that allow for the development team sports.
of free expression and creativity. 4. Strong feelings for right and wrong. Team loyalty and
6. Provide a variety of activities within a unit and within a success seem to mean more than personal glory.
single lesson. 5. Desire for independence increases.
7. Stress wherever possible maximum class participation. 6. Sexual antagonism and rivalry very rampant.
More and more interested in activities that give chances to
Middle Childhood 7-9 tax skill, agility and staying power.

Physical Characteristics Implications:

1. A period of stable and regular structural growth and 1. Separate the boys from the girls in such activities as
physical maturation. competitive sports and some self-testing activities. The
2. General increase in strength, particularly in the arms and separation must be based upon a combination of skill and
the legs. interest level.
3. Improve muscular control, specifically those relating to 2. Provide team sports, club activities, and intramural
hand-eye movement and in reaction time and balance. competition.
4. Postural abnormalities become more evident as bones 3. Provide longer periods of instruction with an increase
continue to harden. emphasis on skill development.
5. Heart and lungs are still small in proportion to body 4. Give much emphasis on the development of good
weight responsible of early fatigue with strenuous sportsmanship, leadership, and team loyalty.
activities. 5. Provide opportunities for dance activities as folk and
6. Rapid and almost unbelievable recovery from acute social dancing for both sexes to develop a healthy boy-girl
fatigue after short rest periods. relationship.
6. Give more lessons on health and good grooming with
Physiological Characteristics emphasis on proper hygiene.
7. Provide a variety of self-evaluative devices for all areas
1. Classified as the age of conflict; sometimes still of the program.
individualistic, self-assertive, then without warning or
reason, may reveal a willingness to share or cooperate. SOCIAL DEVELOPMENT- refers to how people
2. By 7—adult approval is more important than that of develop social and emotional skills across the lifespan
classmates. By 8—a shift to the importance of "gang life."
3. Show increase attention span coupled with a desire to Social traits generally observed are easy going.
participate specific skills. Enthusiastic carefree and friendly.
4. Still movable, imaginative, and keenly interested in
rythmical sounds; enjoy expressive movements of all kinds.
5. Easily excited. Sensitive to criticism and strongly in
 Theories of Learning
1. RELATIONSHIP WITH THIS OWN SEX Stimulus response (S-R Theory) - developed by Edward
Early adolescents - age-mates of same sex. Thorndike.
Mid adolescents - break down into smaller and more - conditioning a response to a
adhesive cliques. stimulus.
- Learning is associating and
2. RELATIONSHIP WITH OPPOSITE SEX conditioning
Early adolescents - sex antagonism and rivalry are - accompanied by pleasure or
marked. satisfaction.
Mid adolescents - the girls are interested in boys.
Cognitive Theory of Learning
3. RELATIONSHIP WITH ADULTS (Field Theory)
Early adolescents- resentful of adult authority. - Developed by Gestalt focuses on the individual.
Mid and late adolescents- receptive to adult. - meaningful whole rather than a series of related parts.
- Jerome Bruner is an outstanding advocate by the means of
Socializing activities can prevent snobbishness and discovery approach emphasize the intuitive thinking.
prejudices found in small or cliques
Recent Views on Learning
*Plan co-educational activities for relaxed socialization. Older Concept of Learning
*Give recreational activities as dancing, individual sports - Thorndike.
and games. - Questioned by Robert Gagne.
*Stress on athletic achievement for popularity. Group - school subjects repetition is not necessary in order to
planning for standards of behaviour. learn.
*Guidance for self- direction and self-motivation. -prior learning of pre-requisite skills or capabilities is the
most important factor to ensure learning.
INTELLECTUAL DEVELOPMENT
Some ways to facilitate learning by Robert Gagne
Cognitive or intellectual development- means the growth 1. It is generally recognized that each learner has different
of a child's ability to think and reason. pre-requisite skills as he attempts to learn a new creativity.
A complete diagnostic survey should be made of what the
1. Memory- seems to decrease due to lack of interest ( child can not do and can do.
carefree and easy going). 2. The teacher should have available the re-requisites the
2. Concentration- areas of work . child has not yet mastered.
3. Imagination- increasing. 3. Students do not need additional practice to ensure
4. Reasoning power- distinct increase , generalize. retention but should be subjected to periodic and spaced
reviews.
What is learning?
BASIC PRINCIPLES OF LEARNING AND
Physical education stresses on " Learn to move and move IMPLICATIONS
to learn
Learning is changing. 1. Each learner is a unique individual.
The way in which an individual learns is not
The Nature of Motor Learning exactly like that of any other individual.

Motor Learning- learning in which bodily movements 2. The learner learns as whole individual.
play a major part. These movements are patterns of The whole of man in an entity.
responses to recognized stimuli ( visual, kinesthetic,
auditory, or other sense). 3. Learning is an active process
The learning of a motor skill.
EMOTIONAL DEVELOPMENT
4. The child learns in terms of his maturity, his
experience background, and his own purposes.
Adolescent Needs The child cannot learn what he is not ready
to learn.

1. Neet to adjust • Use different techniques in PRINCIPLES IN SKILL LEARNING

to- physical motivating students.
state, interest, • Socializing activities To assist the learner in the acquisition of a
parental • Provide a varied program particular skill in the instructional program the teacher
must be guided by scientific principles. The following
protocol. for a sense of principles are practical as well as scientific:
2. Affection accomplishment
3. Achievement • Satisfy the need for 1. Accurate and effective practice is important.
4. Adventure excitement and adventure 2. Correct and accurate practice repeated many times
5. Security • Make students feel at ease to the point of ever learning will result in an automatic
and smooth movement.
6. Sense of well- through concrete 3. Practice periods should be short for beginners and
being instructions and may become a little longer as learning progresses.
(Individual established definite 4. Practice periods should be distributed over a long
worth) procedure and regulation period rather that concentrated in a short aapan of
• Be aware of abnormal time.
extremes
  Historical background or origin
 Facilities and equipment
Group 3  Fundamental skills to be developed
 Team composition and officials
Curriculum guide
 Terminology
 It is a written outline of the essential content to be  Simplified rules and strategies
covered in a specific discipline or of a course
B. Activity Phase (movement experiences with emphasis
within that disciplined. It serves as an aid to
skills development.)
instruction.
 Is the most important document available to them C. Evaluation tools
and without one; it will be difficult to write lesson
plans. Using a (curriculum) guide, teachers create  Practical test
effective lesson plans that are based on the state‘s  Paper-pencil test
goals and objectives that all students benefit from  Based on the objectives of the unit.
and appreciate well-structured lessons.

Guide for Physical Education Curriculum making. Daily Lesson Plan

Follow these proven useful steps:
Detailed Lesson Plan
1. Write your Philosophy of physical education.
2. List down the specific objectives for the particular grade  Used by beginning teachers, used for
you are teaching. demonstrations ad guide for the observers. all the
3. Determine the scope and content to be introduced during parts are properly labelled or indicated.
the school year.
4. Select suitable specific activities to be introduced during Three types of Daily Lesson Plan
the school year.
5. Make plans for introducing these activities at appropriate  Activities Divide into two parts
time during the year.
6. Write or construct evaluative tools to be used in Teacher’s Activity
evaluating the children‘s performance-based on the
objectives listed in No. 2  Guide for teacher‘s discussions.
7. Make a list of the references that will be of help in
planning your daily lessons. Students Activity

 Pupil‘s responseVerbal or the form of movement

THE RESOURCE UNIT

 It is a huge collection of material and activities

related to a particular topic. It is much more PARTS OF A DAILY LESSON PLAN
comprehensive than a teaching unit. It in prepared
by a group of expert in particular subject. It in a I. Objectives
reservoir of knowledge or information for
teachers.  The objectives of the lesson should be specifically
 From the curriculum guide the teacher can now stated in terms of progress toward the specific
develop the units of instructions. If planned goals of physical education.
properly, the resources unit provides the teacher  At the end of a class period the children are,
with a thorough sequential approach to instruction. therefore, expected to have developed or acquired
There is no one single outline to be followed in the new skills, gained new concepts, and new
development of the unit .different authors vary in attitudes.
the outlines or models they suggest. The following
A. Psychomotor domain
framework or model is suggested by the author:
 The functional skills and abilities the child should
have acquired at the end of a series of activities.
A Resource Unit In Volleyball
B. Cognitive domain
I. PRELIMENARY PLAN
 The specific knowledge. Understandings and
 Introduction (includes the rationale or overview of concepts the child will have gained as a result of
the unit). exposure to the series of activities.
 Specific Objectives:
C. Affective domain
 Psychomotor
 Cognitive  The specific attitudes, interests and appreciations
 Affective which help the child to determine his actions and
 Materials: (chart, diagrams, loop, films, and other reactions toward people and situations as brought
instructional aids) about through an exposure to the same series of
 Teaching Strategies or Techniques activities.
 Safety Precautions
II. Subject Matter
II. Operational Plan
 The main lesson or activity should also be stated
A. Orientation Phase (lecture/discussion) specifically.
  What specific skill is going to be learned or
practiced or mastered?
 What game, dance, sport, or gymnastic activity is
going to be introduced in order that the skill just
learned can be used in a meaningful situation?

Materials

 The instructional materials such as charts,

diagrams, pictures, etc and such equipment as
balls, ropes, wands, etc. Needed in teaching or
performance may also be indicated on the lesson
plan.

Activities

A. Warm-up

 This is a brief setting-up activity of not more than

five minutes duration in the elementary grades and
ten minutes in the... High school for the purpose of
getting started or "get going" or for body
conditioning.

B. Lesson Proper

 This is the main lesson as indicated in the subject

matter. The skill to be learned or practiced for
mastery is gain indicated including the technique
or strategy used.

C. Quieting Activity

 This is something called relaxation or cooling off

period. After vigorous participation it is important
that the tired muscles be given time to return to
normal condition.

D. Evaluation

 Children must be involved in evaluating their

performance in the form of a teacher- guided
discussion about the skills they have experienced.

Remarks or Agreements

 When the day's activities are over, the teacher may

now recall and write down pertinent facts which
can be used as basis for future plans.

Brief Lesson Plan

 A very simple outline of the guide for the teacher.

 Used by the teacher who has gained experiences in
teaching.
 Written in a vertical and horizontal form.
 Title of the activity will be introduced is indicated.
 Teacher follow depends only on a simple choice of
convenience.