UNIT III

INSTRUCTIONAL
STRATEGIES IN
TEACHING PHYSICAL
EDUCATION
Prepared by: AND
Group 2
HEALTH
 Sheina Batuhan Trisha Mae Eleazar

Romelyn Padon Mary Joy Tabang

Jacky Mustasa Lyka Joyce Aborot

Manilyn Lapaz
Lee-Ann Dancil Shane Angela Abis
 Introdu
ction
Learning is one of the primary purposes
of education. Teachers must provide
learning experiences that help pupils
understand and acquires knowledge and
skills needed to learn. To educate the
pupils, teachers use different strategies
to help make the teaching and learning
 Lesson

DEMONSTRA
1:

TION Prepared by:

Jacky F.
Mustasa
 Demons
tration
In this strategy, teachers demonstrate
a routine to enhance learning and
retention systematically. The
demonstration is often used when the
pupils find difficulty in connecting to
actual practice or when they cannot
 The word demonstration comes from
the word demos, which means to
perform an activity or a concept.
 Ramadhani and Surya (2017)
reiterated that teaching using
demonstration strategy explains a
particular event based on the
teaching materials. The teacher will
Demonstration strategies for teaching
Physical Education and Health,
teachers should consider the
following:
1. Teachers should
use instructional
materials that are
big enough for all
the pupils to see.
2. The teachers
needs to consider
the language that
he/she will use.
3. Pupils should be
allowed to ask
questions to the
teacher regarding
the ideas presented.
Characteristics of
(Ryan, Maina, and
Demonstration
Mokgwathi, 2016) Strategy
 It has clear goals and objectives

A teacher who has a clear direction on

what to demonstrate could help pupils
understand and master the presented
concept.
 It is well- planned strategy.
Practice and trial are necessary for the
teacher to identify possible problems that
may arise while working on the
demonstration in front of the class.

 Do the demonstration in a simple

manner.
Avoid presenting demonstration activities
that result in confusion among pupils that
 Attention must be given to all
pupils.

While doing demonstrations, the teacher

must see that pupils are paying attention
to follow the given instruction. They can
quickly identify the pupils who are
experiencing difficulties and provide them
with guidance or call the attention of those
Steps in
Using
Demons
Prepared by:
Shane Angela D.
Steps in Using
Demonstration
 Step 1: Planning and
Preparation
In doing so, the teachers need to:
• Have a thorough mastery of the subject
matter;
• Create a wee-planned instructional plan;
 Step 2: Introduction of the
Lesson

Pupils should be prepared

physically and mentally before the
intended demonstration activity.
When introducing the activity, the
teacher should bear in mind the
 Step 3: Presentation of the
Subject Matter

This step is an integral part of the

demonstration. The teachers must
have mastery of the topics for them
to become successful in conducting
the demonstration. They should keep
 Step 4: Demonstration
Proper

In this step, the teachers must

make sure that everything is ready.
The place where the demonstration
will take place is prepared well,
including the materials to be used. It
should be ideal for pupils and should
 Step 5: Instructional Support

Instructional support is needed by

the teachers when having a
demonstration activity. In teaching
physical education and health using
demonstration, the teacher must
prepare instructional support like
sports equipment, the place where
 Step 6: Evaluation

This step is the end and an

essential part of the demonstration
activity. The evaluation will tell the
teachers if they are successful in
doing the exercise. The assessment
will show the strengths and points
that need improvement in the part of
 Advantages of Using
The following are the advantages of using
demonstration strategy in teaching physical education
and health to the primary grade pupils:
Demonstration
•It allows the pupils to have more in-depth
learning of the concept.
•It engages and motivates the pupils to maintain
activities in the teaching and learning process.
• It leads to the mastery of concepts or skills.
• It creates interests among pupils.
 Disadvantages of Using
There are several disadvantages of using
demonstration strategy in teaching physical
education and health. These
Demonstrationare the following:

• It can be costly and expensive due to the

needed instructional support.
• It requires time to plan and prepare,
particularly during the activity's rehearsal before
the actual presentation.
• Many inexperienced teachers are teaching the
 Lesson

PROBLEM-
2:

SOLVING Prepared by:

Lapaz
Manilyn R.
Objectives:

At the end of the lesson, you will be able to:

discuss the definition of problem- solving as a
strategy in teaching
identify the manners on how to use problem-
solving in teaching physical education and health
enumerate the advantages and disadvantages of
using problem solving and
write an instructional plan in physical education
and health using problem solving
 Introdu
ction
None of us are exempted from experiencing
everyday problems (Wright, 2004). There
are two types of issues that we are all
experiencing in our lives: natural
phenomena and human –made problems.
In facing specific issues , we employ different
strategies such as identifying the problems,
gathering information, brainstorming possible
 Keen(2011) stated that even young children are
experiencing the same problems when doing activities
alone and with friends. They are wondering how a toy
works or how other people do certain physical activities.
With this, pupils must be taught to solve problems even
at a young age and any situation.

The school has a vital role in developing problem-

solving skills as children must be exposed to activities
that help them understand various problems experienced
in their lives (Zhai,Jocz and Tan ,2015) They must be
given activities that focus on real-life experiences in
which they are given opportunities to think, know and do
Problem solving as a strategy in
presenting the lesson must be used
when teaching in school, even in
subjects like physical education and
health. The Department of Education
(DepEd)(2013) pointed out the
importance of problem- solving skills in
the K to 12 Basic Education Curriculum
Defining Problem –solving

Problem-solving as a strategy was introduced

in the late 1900s and was first practiced by
the McMaster University medical
students to employ knowledge in real-life
situations rather than merely acquiring the
course concept(Edwards and Hammer, 2007).
This strategy evolved and became popular
among teachers when providing learning
The foundation of the problem-solving lies in
the principles of constructivism. It advocates
the child center philosophy wherein each is
encouraged to learn how to think and
understand. He/She can use her/his cognitive
skills in solving problems, which results in
meaningful learning. Pupils are engaged in
Critical thinking and creative thinking skills are part
of problem-solving. These skills are developed in
physical education and health through learning
environments that encourage experiences that
direct the pupils to answer questions posed by the
teacher and, beyond that, encourage pupils to pose
questions, develop solutions, challenge ideas,
reflect and suggest reasoned and defensible
decisions, and develop personal and social skills
are develop in an environment that enables vital
thought. Hence, PE and health must engage pupils’
Experiential learning focuses on problem-
solving strategy, organized around that
investigation and resolution of a messy, ill-
structured, and real-world problem. At
present, many pupils experience a direct
relationship to physical education. These
problems are personal hygiene, emotional
control, eating habits, social awareness,
accidents etc. The teachers should help
pupils identify the problem they are facing,
 Step in
Problem-
The following are the typical steps that teachers can use

solving
in teaching pupils to solve a problem:

1. Identification of the problem- This step

exposes pupils to a particular situation. The
teachers can guide children in the identification of
problems by asking questions. For example, “What
are the reasons why an individual is becoming
overweight? or “What are the effects of eating
2. Formulation of Hypothesis- With the
stated problems, the teacher will ask the
pupils to think of possible reasons for the
particular problem.

3. Finding Facts- Pupils will gather information

regarding the hypothesis using the different
resources like books, video clips, and
other materials that can help lead them
to understand the problem.
4. Brainstorm- The collected information
will be classified and analyzed to identify
the possible solutions to the presented
hypothesis. For example, an overweight
individual must practice meal management,
conduct exercise, or visit a dietician.

5. Test the Idea- The given hypothesis will

be tested to determine the best solution to
address the problem.
Advantages &
Disadvantages of

Problem-
Prepared by:
Lee-Ann C.
 Advantages of Using
The following are identified advantages when using
problem-solving in teaching physical education and
health:
Demonstration
• Pupils become independent thinkers.
• They learn to identify and structure problems.
• They learn to gather valid and reliable sources
important to the problem
• They learn to formulate hypothesis
• They learn to test the hypothesis and gather data to
prove or disprove the identified hypothesis.
• They learn to solve real-life problem.
• They learn to gain to familiarity with
various objects or situation around them,
their application, and their relationships
instead of having simple knowledge.
• They institute a healthy and favorable
relationship with teachers and classmates.
• They develop scientific manner of solving
problems.
• They develop creative, critical, cooperative
and problem-solving skills.
 Disadvantages of Using
On the other hand, these are the notable
disadvantages of using problem-solving strategies
in teaching: Demonstration
• It is time consuming.
• The ability of the teacher to conduct and handle
problem-solving activities in the classroom.
• It requires many people involvement and more
time for preparation, discussion, and comparison
of pupil's answers.
• It requires the integration of multiple discipline so
• Assessment is always a challenge for the
teachers.
• The teachers needs to create relevant
problems that sustain the interest of pupils.
• Independent learning ,ay result in
misconception among pupils.
Lesson
3:
DRILL
AND
PRACTI
Prepared by:
Lyka Joyce
 Drill and
Practice
Physical education teachers play an essential role in
developing the motor skills needed to become
physically literate (Silverman and Mercier, 2015). A
study showed that teachers must provide a well-tailored
instructional plan that enhances motor skills. To become
experts at performing the skills, they need to undergo
drills and practice. Hence, drill and practice strategies
Marwan (2018) defines a drill as a method in which
the pupil is invited to skills training to see how to
make something, how to use it, what is it made of, its
benefits, and others. This method is anchored in the
principle of repetition of motion until the pupils have
mastered the skill. On the other hand, practice is
defined as using an idea to gain familiarity and
expertise (Mohammed, 2020). The teachers should
use drill and practice to help the pupils' become
The teachers' role in selecting and deciding on the
activities that need to be included in the instructional
plan is essential, as well as the strategy that they will
use in presenting the activities. The instructional plan
should target and help the pupils achieve the target
skill. In. using drill and practice, they need to
familiarize themselves with the types of drill and
 2 Types of Drill
and Practice
Massed practice
 This type of exercise occurs when one skill is
continuously practiced in a session with only a
brief rest period or not at all. It involves a variety
of drills to improve a skill performed after
another. Each pupil has different learning styles
and other responses to particular activities. This
type of practice is suitable for highly motivated
pupils or practicing simple discrete skills, but it is
Distributed practice

 This type of practice is broken up into several short

sessions over a long period. Pupils distribute their
effort in doing an activity over many relatively
short study sessions. It is the opposite of massed
practice wherein pupils are given few exercises
with a long study session.

Studies have shown that using distributed techniques

promotes meaningful learning. It has a long benefit
There are several reasons why distributed
practice is more effective. In a sports activity,
pupils or athletes become responsive in the
situation. They unconsciously decide on the
skill they need to use when in a competitive
situation. They recall the skill that they
practiced and send messages to the
Learning, when using this kind of practice,
becomes better, and the knowledge and skills
learned by the pupils will retain longer. Athletes
are performing different skills in sequence and
can compare techniques. With this, they can
acquire a better understanding of the skills,
which leads to better performance.
Methods of
Drills and
Practice
Prepared by:
Romelyn Padon
Different types of drills and particular skills can be
taught depending on the type of pupil and the skills
taught. The following are the methods of drill and
practice:

 Whole Method- This method is done

by demonstrating the skills and
practicing the whole from beginning to
end. This method allows the pupil to
acquire the skills, have timing, and see
the end product. This method is best
 Part Method- It focuses on
practicing parts of the skills in
isolation, which is useful in
complicated skills and is suitable
for maintaining motivation and
concentrate on specific skill
elements. It is possible that the
transfer of skills from part to the
 Whole- part-whole Method-
The whole skill is being
presented and broken into
constituent parts to practice and
improve it before it is shown
again as a whole. This method is
effective in skills that have
easily recognized parts,
 Progressive Method- It is also
called a chaining method. It
focuses on practicing part of the
skills individually and in order
before being linked together and
expanded. This method is slow
process, but it allows pupils to
identify the skills to be targeted
and understand the relationship of
 Lesson
4:

GAM
ES
Prepared by:
Trisha Mae
H. Eleazar
 Introdu
ction
Sports have been an essential part of the physical
education curriculum (Barba-Martin, Bores-Garcia,
Hortiguela-Alcala, and Gonzales-Calvo, 2020). Using
games as a strategy engage the pupils to participate in
the activities and develop essentials skills such as
cooperation and critical and creative thinking.
However, the teachers must prepare well-planned
games that can stimulates the pupils’ interest and
activities that have clear objectives and steps.
Moreover, it must help educators identify and assess
Games in teaching Physical
Education and Health
 Through these methods, the teacher plans a
sequence of prescribed exercises based on
stimulations of a part of the game and leads
them with a direct command (Barba-Martin,
Bores-Garcia, Hortiguela-Alcala, and Gonzales-
Calvo, 2020).

 Game-based learning was created to balance a

lesson, and the game activity was created to
balance the pupils’ ability to retain and apply
In using games, pupils are exposed to
different sports aspects in a context
designed by the teachers for the learning
process. The pupils:

1. acquire the skills of understanding the

purpose of the activity and;
2. incorporate the required skills,
3. the appropriate strategies that they can
use to perform the exercises well.
In using games, pupils are exposed to
different sports aspects in a context
designed by the teachers for the learning
process. The pupils:

1. acquire the skills of understanding the

purpose of the activity and;
2. incorporate the required skills,
3. the appropriate strategies that they can
use to perform the exercises well.
On the other hand, games are associated
with “gamification”- a different learning
experience. It is a strategy that incorporates
elements of gameplay into real-world
activities and behaviors (Singhal, Hough, and
Cripps, 2019.

Teaching health at the primary levels aims to

expose the pupils to different concepts that
involve a healthy lifestyle for example, how
to maintain a healthy body by eating healthy
The teachers can use games to teach
the concepts to the pupils and make
them more exciting and engaging.
Furthermore, the pupils’ attention will be
maintained when a game strategy is
used to understand the idea.
 Steps in
Using Games
There are various points that they have to consider in
using this strategy in presenting the study:

1. Determine the purpose of the activity.

The teacher should explain to the pupils the purpose of

the game to execute it well and learn and master the
intended skills that they need to acquire.
 Steps in
Using Games
2. The game should be aligned with the purpose.

Playing the games can help the teacher assess if it is

aligned with the intended learning purpose. The result
of the assessment may help teachers consider how
they use the game.

Five ways how teachers can use games:

 Teacher –controlled games wherein the teacher

has control over the content and he/she could adjust
each pupils’ setting.
 Steps in
Using Games
 Intuitiveness in which the teacher will provide
activities that pupils can easily do. The pupils should
challenge themselves by processing and
demonstrating knowledge of the activity and not just
stressing how the activity works.

 Engagement. Based on the activity presented, the

teachers can determine if the pupils enjoy the
activity. Learning should be a fun activity, particularly
for young pupils. If the activity is engaging, it will
catch their attention and make them inherently want
 Steps in
Using Games
 Content. The activity should offer different types of
content. It may be presented in different ways using
other motivating materials.

The pupil possess different attributes. Hence, the

teachers need to present content that uses
differentiated instruction. This way is called content
level.

Example:

Simple content is presented to less capable

 Steps in
Using Games
3. Ensure to meet the expectations from parents

The parents’ participation is essentials to achieve

the success of the activity and the learning of their
children. It cannot be denied that the family
contributes to the achievements of any pupils,
there is a possibility of significant effects on the
pupil's accomplishment because they perform
better and enjoy the school in general.
 Steps in
Using Games
4. Assess progress through play.

The collected data from the pupils’ performance can

help the teachers uncover the trouble spots and
aptitude of the pupils and helps them cope with in the
class instruction.
 Advantages of Using Games
The following are the advantages of using games in
teaching primary school pupils (Lou, Lin, Hsu, Liao, and
Kao 2020):

1. It helps the pupils improve their motivation for

learning.
2. It promotes the development of cooperative learning
skills among the pupils.
3. It established mutual competition and growth,
enabling the pupils to demonstrate their concentration
and active participation.
 Disadvantages of Using

1. Its preparation and implementation are time

consuming. Games
2. It requires correct instructional planning.
3. It can cause a distraction for the pupils, which can
cause a waste of time.
4. Excessive use of games could lead to addiction in
pupils, which may cause physical for psychological
problems.
 Lesson
5:

ROLEPLA
Y
Prepared by:
Mary Joy
Tabang
 Role-
Role Playingplay
is a method by which
learners participate in an unrehearsed
dramatization. They are asked to play
assigned parts of a character as they
think the character would act in reality.
This method is a technique to arouse
feelings and elicit emotional responses in
Defining role-play as a teaching strategies:
Various studies have supported the
effectiveness of role-play strategy in teaching
young pupils (Samalot-Rivera. 2014). Role-play
is a created situation in which pupils portray a
particular role. It is a learning structure that
allows the pupils to immediately apply concepts
learned in part. This strategy is an excellent tool
for engaging the pupils and allowing them to
interact with their peers as they try to
There are different activities in physical
education and health subjects that can be
taught using role-play strategy.
On the other hand, a health activity
may include going to the doctor when
an individual is sick. In this activity, the
teacher will assign a doctor, a patient.
a parent. a nurse. and other roles. Each
pupil will play the assigned role, while
the teacher will guide them. A group
discussion may be done every after the
 Function of
Role-playing
The manifestation of role-playing in physical education
for the pupils is to take the whole sports learning
process as a platform for sports performance (Tong,
2017).
The primary function of the role-playing strategy in
physical education is divided into two. These are the
 Evaluation Function - focuses on
assessing the abilities and
intelligence while performing the
task. On the other hand, the
communication between the pupils
and the teacher may help the
teacher understand the interests,
personality type, personal
 Training Function - is to identify
the pupils' different roles in the
sport process to understand and
perceive sports activities with
other participant's personalities.
The process is not just simple
training but a continuous process
for the pupils to fully perform the
Steps in
Using
Role-play
Prepared by:
Sheina Z.
For the teacher to become successful in
teaching using role-play strategy, the
following should be followed:

1. Create a relevant scenario

 The scenario should include the exact
roles of what the pupils must play, the
important information for
understanding the position based on
the discussion, and the task to
2. Give the pupils ample time to
complete task.

 The teacher might have the pupils to

do the assignment by pairs or groups.
The pupils will think and discuss with
each other their strategy in
completing the task. In this case, the
pupils can enhance their cognitive
skills, as well as their communication
2. Find ways to process the pupils’
deliberation

 The pupils are given opportunities to

process what they have discussed.
They may express their ideas and
opinions and even oppose ideas that
may make the task performance
unsuccessful.
 Advantages of Using Role-play
The following are the advantages of using role-play
strategy in teaching primary school pupils:

1. The pupils can immediately apply the content in a

relevant and real-world context.
2. The pupils develop communication skills because of
the interaction that happens between the teacher
and the pupils, and among the pupils
3. It allows the pupils to explore, investigate, and
experiment on the effective strategy in performing
sports and other activities.
 Advantages of Using Role-play
5. Teachers are helping pupils understand the
importance of sportsmanship and proper behavior
while playing a game.

6. The pupils can develop self- awareness.

7. Role-play activities spark creativity and imagination

among pupils.
 Disadvantages of Using Role-
The following are the disadvantages of using role-play
strategy in teaching:
play
1. Some pupils may not be comfortable in doing a role.

2. It requires guidance and leadership

3. It requires more time in planning and preparation.

4. If not correctly done; it may cause damage to self-

confidence among pupils.
THANK
YOU