Download learn - Certainly Fundamental Physical Education

THE UNIVERSITY OF THE WEST INDIES
School of Continuing Studies
Certificate in Physical Education
Methods & Materials in Physical Education
Teaching Methods

The term Teaching Method refers to the
general principles, pedagogy and
management strategies used for classroom
instruction

A teaching method comprises the
principles and methods used for instruction
to be implemented by teachers to achieve
the desired learning in students. These
strategies are determined partly on subject
matter to be taught and partly by the nature
of the learner
Teaching Materials

Teaching materials are the resources
a teacher uses to deliver instruction.
Each teacher requires a range of tools to
draw upon in order to assist and support
student learning
COURSE OUTLINE
COURSE DESCRIPTION:
 This course provides students with
knowledge of the methods of teaching
Physical Education at both the primary and
secondary level. Students are also exposed
to the selection and development of
resources for teaching Physical Education.
COURSE OUTLINE
COURSE OBJECTIVES:
Upon the completion of this course participants
should have gained:
 Knowledge of the general procedures needed to
develop competencies for class organization and
methods of teaching Physical Education.
 Knowledge of the practical application of theories
of Physical Education.
 An understanding of the appropriate methods,
selection and development of materials for
teaching Physical Education.
 Enhanced abilities in planning, implementing and
evaluating Physical Education Programmes.
TOPICS
Learning Theory
 Teaching Methods, Styles And Strategies
 Lesson Planning and Student Assessment
 Equipment and Technology use in
Physical Education
 Classroom Organisation

HOUSEKEEPING

Signing of the register

Class-Examination protocol

Submission of assignments

Make-up Classes
Tuesday 24th January, 2017
Tuesday 14th 2017
Tuesday 7th March, 2017
-
LESSON #1
Learning Theories
A CLOSER LOOK
AT
LEARNING
LEARNING
Learning can be defined as…
The relatively permanent change in behaviour
brought about as a result of experience or
practice (Behaviourism)
 The acquisition of knowledge or skills through
study, experience, or being taught
 Modification of a behavioural tendency by
experience (Dictionary)
 The act of acquiring new, or modifying and
reinforcing, existing knowledge, behaviours, skills,
values, or preferences (Richard Karban 2015)

LEARNING THEORIES
1. BEHAVIOURISTS
2. CONSTRUCTIVIST
3. INFORMATION PROCESSING
4. BRAIN-BASED LEARNING
Behaviourists Theory #1
Law of Contiguity
Edwin Ray Guthrie (1952)
Contiguity means an association
Contiguity Theory suggests that…
 All learning is based on a stimulus-response association
 A learned behaviour is a series of movements
 Learning is incremental (small /progressive steps)
 That which was done last in the presence of a set of stimuli will be
that which is done when the stimulus combination occurs again Recency principle
 Associative strength is greater when the association is novel/new
 Stimulus-response connections tend to grow weaker with elapsed time
Stimulus – Environmental Event Response – Action,/Behaviour
Law of Contiguity
It proposes that any stimulus and response
connected in time and/or space will tend to be
Associated
Law of Contiguity - Examples
A student making a good grade
on a test after trying a new
study technique makes an
association between the
stimulus of studying and the
response of getting a good
grade.
NOUN - VERB
Behaviourists Theory #2
Classical (Respondent) Conditioning
Ivan Pavlov (1902)
Conditioning
= Learning
Reflexive
=involuntary
Innate
= inborn
Elicits
= causes
Classical Conditioning
If the conditioned stimulus (CS) is repeatedly presented
by itself (without pairing with the unconditioned stimulus
[US]) the CONDITIONING / association process is
reversed, and the CS will become an New Stimulus.
EXAMPLE
Behaviourists Theory #3
Operant (Instrumental) Conditioning
Burrhus Frederic Skinner (1948)
Intentional actions that
have an effect on the
surrounding
Changing of behaviour
environment
by the use of
reinforcement which is  Behaviour which is
reinforced tends to be
given after the desired
repeated
response
 Behaviour which is not
reinforced tends to die
out-or be extinguished

Operant (Instrumental) Conditioning
B. F. Skinner (1948) - continued
Operant conditioning is
the study of the impact
of consequences on
behavior
With operant
conditioning we are
dealing with voluntary
behaviors
Operant (Instrumental) Conditioning
Positive Reinforcement - Rewarding the correct
response with praise or a treat. This strengthens the
stimulus - response bond (S-R Bond) making this
response more likely to be repeated in the same
situation in the future.
2. Negative Reinforcement - Removal of unpleasent
consequence from coach when correct technique is
shown e.g. coach will stop shouting at the performer.
This will also strengthen the S-R Bond as performer will
see when the correct action is performed.
3. Punishment - This is used when the action performed is
not desirable e.g. a player may be sent off for a reckless
tackle, they could miss a game, be fined or lose their
role in a team. This weakens the S-R Bond meaning that
this action is less likely to be repeated in the future.
1.
Operant Conditioning
If the response is no longer followed by a
consequence (it is not reinforced or punished), it will
cease to be voluntary
EXAMPLE
Rewards and Punishments (Consequences)
Students who come to class on time are greeted while late
students have marks deducted.
WHAT COULD HAPPEN?
Edward L. Thorndike's Law
(1898) – Cat in a box

Law of exercise – (Practice)
Rehearsing (or exercising) the stimulus-response (SR)
connections helps strengthen them and reinforce the
correct skill

Law of effect –
If the skill is followed by a pleasant reaction, then the SR
bond is further strengthened. If the following reaction is
negative, then the SR bond is weakened

Law of readiness –
The athlete must be both mentally and physically capable
of performing the skill efficiently
Social Learning Theory
Albert Bandura (1977)

Behaviour is learned
from the environment
through the process of
observational learning.

Humans are active
information
processors and think
about the relationship
between their
behaviour and its
consequences

Models provide
examples of behaviour
to observe and imitate
(encode)
Modelling Conditions
1.
Perceived similarity
2.
Responses from
environment
> Reinforcement:
- Internal or external
- Positive or negative
>Punishment
Vicarious
Reinforcement
A child will also take
into account of what
happens to other
people when deciding
whether or not to
copy someone’s
actions
3.
MODEL

Children will have a number of models with
whom they identify

The model has a quality which the individual
would like to possess

Identification occurs with another person (the
model) and involves taking on (or adopting)
observed behaviors, values, beliefs and attitudes of
the person with whom you are identifying.
(internalizing or adopting another person’s
behavior)
- Identification is different to imitation as it may
involve a number of behaviors being adopted,
whereas imitation usually involves copying a single
behavior
Social Learning Theory Modeling
If the observed response is no longer followed by a
consequence (it is not reinforced or punished), or if
the model begins to display an incompatible behavior,
the response will cease to be voluntary.
Constructivist Theory
Jerome Bruner
(1966)
People construct their
own understanding and
knowledge of the world,
through experiencing
things and reflecting on
those experiences
The new is reconciled
with our previous
ideas and experience
 The result maybe:
 Consonant – New
experience supports
previous knowledge
and is accepted
 Dissonant – No
match = a change what
we believe, or
 Ignored – No match
yet beliefs remain the
same and new
information is
discarded

BENEFITS OF THE
CONSTRUCTIVIST
APPRAOCH
Benefit
 Children learn more, and enjoy learning more
when they are actively involved, rather than
passive listeners.
Benefit
 Education works best when it concentrates on
thinking and understanding, rather than on rote
memorization.
Benefit
 Constructivist learning is transferable to other
learning environments.
Benefit
 Constructivism gives students ownership of
what they learn, since learning is based on
students' questions and explorations, and often
the students have a hand in designing the
assessments as well.. The students are also
more likely to retain and transfer the new
knowledge to real life.
Benefit
 By grounding learning activities in an
authentic, real-world context,
constructivism stimulates and engages
students. Students in constructivist
classrooms learn to question things and to
apply their natural curiosity to the world.
Benefit
 Constructivism promotes social and
communication skills by creating a
classroom environment that emphasizes
collaboration and exchange of ideas.
 Students must learn how to articulate
their ideas clearly as well as to collaborate
on tasks effectively by sharing in group
projects. Students must therefore
exchange ideas and so must learn to
"negotiate" with others and to evaluate
their contributions in a socially acceptable
manner. This is essential to success in the
real world, since they will always be
exposed to a variety of experiences in
which they will have to cooperate and
navigate among the ideas of others.
STUDENTS

Students use inquiry methods to ask questions, investigate a topic, and
use a variety of resources to find solutions and answers

Have already formulated knowledge, ideas, and understandings –
Previous Knowledge

Creates new understanding for him/herself

Students control their own learning process by reflecting on their
experiences

Students become expert learners – they learn how to learn

Students collaborate and pick up strategies and methods from one
another

Students have ideas that they may later see were invalid, incorrect, or
insufficient to explain new experiences
TEACHERS
prompt students to formulate their own
questions (inquiry)
 allow multiple interpretations and
expressions of learning (multiple
intelligences)
 encourage group work and the use of
peers as resources (collaborative
learning)

Constructivist Theory
Implications for Teaching and Learning
Use active techniques
for teaching: Experiments
 Authenticity
 Real world problemsolving


Focus on correcting
pre-existing concepts

teachers encourage
students to constantly
assess how the activity
is helping them gain
understanding

The teacher coaches,
moderates, suggests,
but allows the
students room to
experiment, ask
questions, try things
that don't work
Information Processing Theory

The information processing theory is
a cognitive approach to understanding
how the human mind transforms sensory
information.

lt assumes that information that comes
from the environment is subject to
mental processes beyond a simple
stimulus-response pattern. "
Information Processing Theory
SENSORY MEMORY
Sensory memory processes incoming
sensory information for very brief periods of
time, usually on the order of 1/2 to 3
seconds.
 The amount of information held at any given
moment in sensory memory is limited to
five to seven discrete elements such as
letters of the alphabet or pictures of human
faces.
 Thus, if a person viewed 10 letters
simultaneously for 1 second, it is unlikely
that more than five to seven of those letters
would be remembered.

Screening
EXAMPLE
Drivers on a busy freeway in heavy traffic are constantly
bombarded with visual and auditory stimuli. To maximize
efficiency and safety, they process only information that
is relevant to safe driving. Thus, they would attend to
road conditions but not buildings they pass as they drive.
Similarly, they would attend to sounds of other cars, but
not to music from the radio or one passenger's casual
conversation with another.
WORKING MEMORY

After stimuli enter sensory memory, they
are either forwarded to working memory
or deleted from the system.

A temporary memory system in which
information is assigned meaning, linked to
other information, and essential mental
operations such as inferences are
performed
Control Processes
Labelling
2years
 Rehearsal
7years
 Grouping
11years
 Search and Retrieval
 Decision Making – if-then-do

LONG TERM MEMORY

The role of long-term memory is to
provide a seemingly unlimited repository
for all the facts and knowledge in memory
ENCODING

Encoding refers to a large number of
strategies that move information from
temporary store in working memory into
long-term memory.

Examples include organization, inference,
and elaboration strategies
RETRIEVAL

Retrieval refers to processes that enable
individuals to search memory and access
information for active processing in
working memory
Encoding and Retrieval
Both encoding and retrieval greatly facilitate
learning when information in long-term
memory is organized for easy access
Implications for Teaching
1. Learners cope with limited capacity by:
 Selectively focusing their attention on
important information
 And engaging in as much automated
processing as possible
II. Previous knowledge facilitates encoding and
retrieval processes
III. Children have less information and
knowledge
Brain-Based Learning

Brain-based learning refers to teaching
methods, lesson designs, and school
programs that are based on the latest
scientific research about how the brain
learns, including such factors as cognitive
development—how students learn
differently as they age, grow, and mature
socially, emotionally, and cognitively
Implications of Brain-Based Learning
1.
The brain performs many
functions simultaneously
2.
The whole body is engaged
when learning
3.
4.
5.
We naturally search for
meaning
The brain looks for patterns
in order to learn
Emotions are involved in
learning
1.
Variety of teaching
methods caters to the
parallel processes
2.
Learning must
incorporate every facet of
health
3.
Learning must satisfy
curiosity
4.
Provide information that
is related
5.
Emotional climate must
be supportive and
respectful
Implications of Brain-Based Learning
6.
7.
8.
The brain perceives and creates
parts and wholes simultaneously.
Meaning derived from both.
Learning involves both focused
attention and peripheral
perception
6.
Build understanding and
skills over time
7.
Materials outside of the
main focus of the lesson
should be purposeful
8.
Use metacognitive activities
to reorganize the material
in personally meaningful
and valuable ways
9.
Direct learning long term
memory. Apply learning
through multiple interactive
experiences
10.
Experiential learning
experiences
Learning involves conscious and
unconscious processes
9.
We have two types of memory
10.
The brain understands and
remember best when facts and
skills are embedded in Natural
Spatial Memory
Implications of Brain-Based Learning
11.
12.
Learning is
enhanced by
challenge and
inhibited by threat
Each brain is unique
11.
Create a state of
relaxed alertness in
students
12.
Cater to individual
differences
Experiential Learning
HOUSEKEEPING

Signing of the register

Examination protocol

Submission of assignments

Make-up Classes
Tuesday 24th January, 2017
Tuesday 14th February, 2017
Tuesday 7th March, 2017
-