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