METHODS OF TEACHING PHYSICAL EDUCATION
"The actions of the teacher during class makes implementing a
teaching technique based on a number of variables such as the objectives, the
motor tasks or characteristics of students" (Delgado, 1991). In this way
the teaching technique includes the right course of action the teacher, the way
to initial information, the way to provide knowledge of results, or how it
keeps the motivation of the student group.
Traditional
Teaching Styles
The direct command and
modifications thereof.
In its origin and stricter enforcement, the direct command has military
roots. This traditional style has been the most used in EF and, according to
various authors and still remains so.
objective:
-
Repetition
of the physical exercises to be performed under the leadership of Professor
-
-
Teaching massive
Role of the teacher:
-
The teacher has provided all teaching performance
following a linear
-
Control and severe discipline
-
We proceed to explain and demonstrate the gesture
or exercise to be performed by the student group
Student Role:
- Submission to the guidelines of the teacher
- Students they obey
- They have no choice and autonomy
Planning and development of
the class:
- The organization and control is very important, maintaining geometric
formations and strictly
- The position and evolution of the group's formal geometric shapes
- Position of outstanding teacher and external to the group, with
constant control
- Procedure class: verbal explanation and visual demonstration by the
teacher, occasional essay, following the pace set repeat count (rhythmic)
system signals that regulate the action (beginning and end) and corrections of
a massive and comprehensive
The Task Assignment
The fundamental difference with the direct command and modification is
that the student takes part in interactive decisions concerning the position
and organization of the same and the pace of implementation. Is a step towards
autonomy and individualization of the student (Mosston, 1982). Although the
tasks are the same so that there is no individualization by levels or interests
(Delgado, 1991).
objective:
- Repetition of the physical exercises to be performed under the
leadership of Professor
Role of the teacher:
- It is not so prominent, as students moved to some decisions (rhythm,
cadence, execution, location on the ground ...)
Student Role:
- More active. begin to take some responsibility
Planning and development of
the class:
- It focuses on the organization of the task.
- Part of an organization is very well maintained and initial
information of a general nature.
- The tasks are posed by the teacher as a circuit or general tour, but
the tasks are the same, they work for everyone.
- The organization will be massive or subgroup
- During execution, the teacher feedback given, stimulating and
interacting with students.
evaluation
Has as its sole responsible for the teacher. Focusing on the product.
Styles individualizing
Work in groups
objective:
-
Repeat the exercise to be conducted under the
leadership of professor and attending to individual differences of students
-
Attending a group with different levels of
execution and / or interest
Role of the teacher:
- It is prominent, it
prepares and provides all the process information
- Has a role to help and
guide, expert who offers each of Outcome Knowledge
Student Role:
- Active. There needs to
maturity in the group
- Has a starring role as
the task is focused on it (choose what you want to learn and the level of work)
Planning and development of the class:
- We distinguish different
subgroups within a group, in terms of: run levels (need prior valuation) and
interest.
- Planning of tasks the
teacher decides. Being different for each subgroup, and the initial
information, feedback, which can be individual and specific.
- In the case of run levels
can be changes of level. In the case of interest the selection may be fixed or
intermittent.
- We need to avoid interference
between the groups, so that the teacher will be close to all groups and
attending to them.
- With respect to the
material, there is some responsibility on the part of the learners in their
placement, use and collection.
Evaluation
It can be self-evaluation
by teacher observation by standardized tests, by objective tests, etc..
Styles participatory
This set of styles are characterized fundamentally by student
participation in the teaching process the teacher performing typical functions
such as reporting, editing, evaluating, etc.. but also using playback teaching
models and the technique of direct instruction, only in certain styles is done
by the student under the supervision of Professor distance.
Reciprocal Teaching
objective:
- Repetition of the physical exercises to be performed under the control
of the teacher and a student observed and evaluated notes.
Role of the teacher:
- It is not so prominent, as students moved to some decisions (rhythm,
rate of execution of exercises, location in the field, evaluation ...)
Student Paper:
- More Active. They begin to take some responsibility as deciding,
evaluate, provide feedback
Planning and development of the class:
- The entire planning corresponds to the teacher (proactive decisions).
Who made the sheet and establishes reciprocal teaching task sequences with
corresponding aspects to be evaluated.
- To be chosen few points to note, only the most significant.
- There are performance criteria (right-wrong)
- The observation should be guided by a task sheet
- Part of an organization is very well maintained (couples) and initial
information of a general nature, but very clarifying the process. Students will
observe each other performing the exercises (one performer and another observer
and vice versa)
- You can meet the students' individual differences (do the exercise at
their own pace or level) but are not individualized, it is still the same job
for everyone.
Evaluation
The evaluation depends on the teacher and student that assesses.
Focusing on the product.
Contents:
-
Activities and Sports games.
-
Dances
-
Fitness exercises
Guided Discovery
objective:
- Discover the answer to
the problem posed by the teacher engine
- Establish a cognitive
dissonance in students through a challenge where you have to work using the
psyche and it’s motor.
Role of the teacher:
- The teacher guides the
student learning but are allowing them to investigate, make decisions and
discover.
Student Paper:
- Find the answer to the
problem raised engine
Planning and development of
the class:
- Investigative process,
not complete, guided and focused on the process.
Didactic lines of action:
- No response indicate
- Always wait for student
response (first verbal, then motor)
- Reinforce the correct
answers
- Provides additional
suggestions to the incorrect
- Not taught by the model,
although they sometimes look
- Allows greater
participation and involvement in the student's cognitive learning-teaching
process.
-The individualization
depends on the type of tasks to be solved (mass or group responses, or
individuals)
Evaluation
• We evaluate the results at the group level, asking what were the
appropriate responses
Contents:
• It has many applications
• Initiation sports
• Activities in Nature
• Body language
• Basic Physical Education (displacements, jumps, spins and releases
...)
• Games. The activities that we propose in this style will be played
forms.
Problem solving
Style is more representative of the inquiry or search technique. The
student is the true protagonist of the teaching process. This is the most
advanced in cognitive styles, the student must find the answer by itself,
through the search.
Objective:
- Cognitive or motor search of possible solutions to the problems posed
by the teacher
- Repetition of the solutions to verify the validity
Role of the teacher:
- Prepares and provides all the initial information the student process
Student Paper:
- Each student looking for possible solutions to the task
- Active, protagonist of the teaching
Evaluation
It depends on the teacher that assesses the approach solutions
Contents:
- Files that do not follow standard models
- Physical and sports activities that require high levels of cognitive
activity (sports tactical thinking, those that require different solutions,
adaptation to the opponent, etc..)
- Activities in Nature
- Body language
- Basic Physical Education (movements, jumps, turns and shoots ...)
- Games. The activities that we propose in this style will be played
forms.
Styles Socializers
They are based on ideas and theories of Durkheim and Dewey. These styles
serve a number of assumptions:
- Start from the basis that the proposed activities are a pretext to
develop students' Sociability.
- Open design as the proposed activities and situations do not reach a
unique solution.
Innovative and Free Styles
Exploration
Involves highest level of teaching styles, as it tries to offer students
the opportunity to choose activities, organization, etc.. Taking almost all
decisions. It is freely search motor experiences by students about a material,
installation or content.
Develops higher human cognitive ability: creativity.
objective:
Developing creativity and cognitive and motor responses
Role of the teacher:
Passive element that gives minimum control standards, encourage
participate, encourage creativity and makes the most interesting responses of
students
Student Paper:
Active exploration and spontaneous
High degree of cognitive involvement
