GROUP 3

PRINCIPLES OF TEACHING P.E.APPROACHES AND METHODS

1.Direct Versus Indirect Teaching
2. Movement Exploration
4. Teaching Styles
3.Cooperative Activities
5. New Skill Teaching Methods
1.DIRECT VERSUS INDIRECT TEACHING
DIRECT TEACHING:
In this approach, teachers explicitly Introduce a skill all at once. It’s a structured method where students
receive clear instructions and demonstrations.
INDIRECT TEACHING
Movement exploration is an example of indirect teaching. It involves using aids (such as equipment) to
allow students to explore and discover skills on their own.
2.MOVEMENT EXPLORATION
This method encourages students to explore movement patterns and skills using aids. These aids can
include items like balls, hoops, or ropes. Movement exploration fosters creativity and self-discovery in
Physical education1.
3. COOPERATIVE ACTIVITIES
Cooperative activities involve collaboration among students. They work together to achieve common
goals, enhancing teamwork, communication, and social skills.
EXAMPLES:
Group games, partner exercises, or team challenges.
4. TEACHING STYLES
Teaching styles influence how educators deliver content. Here are some teaching styles relevant to P.E
Command Style: Teacher-led, with clear instructions.
Exploration Style: Encourages students to explore and discover.
Reciprocal Style: Students teach each other.
Peer Teaching: Students teach their peers.
Peer Assessment: Students assess each other’s performance.
Self-Assessment: Students evaluate their own progress
5. NEW Skill TEACHING Methods These methods focus on introducing and developing new skills:
Whole-Part-Whole: Teach the entire skill, break it down into parts, then integrate them again.
Progressive Part Method: Teach skills in a sequence of steps.
Task Progression: Start with simple tasks and gradually increase complexity.
Guided Discovery: Pose questions to guide questions toward discovering the skill.
Problem-Solving Approach: Encourage students to solve movement challenges.
Teaching Methods
During lessons and training sessions, the teacher or coach must provide guidance to the athletes to
ensure they learn effectively. To do this the demonstration and practice of the new skill will be
manipulated by the coach to best suit the individual, skill, and situation.
Instructing – instructions must be given for them to complete the task or skill. These may be written or
verbal. The teacher must ensure the student knows what is required of them.
Demonstrating – The teacher may provide a demonstration of the skill or may get a peer to perform it.
It is key that this is a good demonstration to allow the student to form a model in their memory and
mentally rehearse the skill to be performed.
Applying – The student then practices the skill in a planned situation to help them transfer the learning
from practice to a competitive situation.
Confirming – This is all about feedback and providing information for the student about how successful
they have been. Testing or assessing the skill allows the teacher and the student to evaluate
performance.
TYPES OF PRACTICE AND METHODS OF PRACTICE
TYPES OF PRACTICE
There are four types of practice which can all be used in different situations and dependant on the skill
being learned:
TYPES OF PRACTICE
1.Fixed Practice
2.Massed Practice
3.Variable Practice
4. Distributed Practice
1.Fixed Practice
These are sometimes also known as drills and involve repeatedly practicing a whole skill in order to
strengthen the motor programmed. This type of practice is best with discrete, closed skills.
2.Massed Practice
This is a continuous form of practice which is best for simple skills.
3.Variable Practice
This is used best for open skills and involves repeating a skill in varying situations.
4. Distributed Practice
Attempts at the skill are divided up with intervals in-between to allow for rest and mental rehearsal. This
is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated individuals.
METHODS OF PRACTICE
Certain skills are best taught in different ways depending on the learner and the skill in question:
METHODS OF PRACTICE
Whole Method
Part Method
Whole-Part-Whole Method
Progressive Part Method
WHOLE METHOD
The skill is first demonstrated and then practiced as a whole, from start to finish. It helps the learner to
get a feel for the skill, timings and end product .
PART METHOD
The parts of the skill are practiced in isolation which is useful for complicated and serial skills and is good
for maintaining motivation and focusing on specific elements of the skill.
WHOLE-PART-WHOLE METHOD
The whole skill is first demonstrated and practiced, before being broken down into the constituent parts
to practice the individual elements and improve on these, before putting the whole skill back together.
PROGRESSIVE PART METHOD
This is sometimes also known as the chaining method, as the parts of skill are practiced individually, in
order, before being linked together and expanded.
CONCEPTUAL FRAMEWORK OF TEACHING HEALTH
CONCEPTUAL FRAMEWORK
The Kindergarten to Grade 12 (“K to 12”) Health Curriculum aims to assist the Filipino learner in
attaining, sustaining and promoting life-long health and wellness. The learning experience through the
program provides opportunities for the development of health literacy competencies among students
and to enhance their over-all wellbeing.
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as
the social, moral and spiritual dimensions of holistic health. It enables the learners to acquire essential
knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control
diseases; to prevent substance misuse and abuse; to reduce health-related risk behaviors; to prevent
and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development

Of positive health attitudes and relevant skills in

Order to achieve a good quality of living. Thus, the

Focus on skills development is explicitly

Demonstrated in the primary grade levels.

Meanwhile, a comprehensive body of knowledge

Is provided in the upper year levels to serve as a

Foundation in developing desirable health

Attitudes, habits and practices.