This week’s “question of the week” is:
What is the most effective teaching strategy that you have used to teach physical education?
This article “concludes” a longer series of questions and answers inviting educators from various disciplines to share their “most effective teaching strategy”.
Five weeks ago, educators shared their recommendations when it came to teaching writing.
Four weeks ago it was about teaching English language learners.
Math was the center of attention three weeks ago.
Articles two weeks ago were about science.
Last week’s post was about supporting students with learning differences.
Today’s contributors are Michael Gosset, Ed.D, Hunter Burnard, and Claudio Barbieri.
Michael Gosset, Ed.D., is physical education coordinator for Hostos Community College, CUNY. He has published several articles and a book on the themes of movement education and skills:
If you define the strategy as a plan or a method, no single strategy can apply to both Kindergarten and Grade 12.e school levels because they are so different. Other words to consider when describing how to teach at different levels include approach and model.
The approaches / models that I have used with great success over the decades, for the different levels, are the movement education (which leads to the skills themes approach) for the primary school and the model of sports education for high school.
Movement education, when taught using a problem-solving methodology, allows children to be creative when they “move”. There is no single correct solution to a problem presented by the teacher, for example how can you move on three parts of your body? There are many solutions. Movement education is generally aimed at kindergarten through 2sd or 3rd class.
Once children know “how to move” successfully and understand the concepts of movement, the skill topic approach is a very appropriate approach to use with upper elementary school. In the Skill Themes approach, various (sports) skills are repeated throughout the school year, allowing children to practice them more often. This is the opposite of the traditional approach called the multi-activity model where several sports are learned and practiced once a year. Research has suggested that more students who learn using the skills themes approach in physical education enjoy it more than the multi-activity approach. This can lead to more children being active outside of school. More information on these approaches can be found in books.
The sports education model for high school students has been used and studied for over 20 years. Its key to students is its “authenticity” – this makes learning the sport fun for students because not only do they participate, but they can also choose a role in its implementation, as a scorer or statistician, to never do. name a few. It is authentic because they learn the sport much more in depth than a traditional seasonal sports program.
For all grade levels, I have found indirect style teaching to be the key to student learning and enjoyment. As mentioned earlier, another way to state the indirect style is problem solving. Presenting material in a way that encourages students to think for themselves is rewarding and encourages “higher-order thinking skills,” or HOTS. This indeed requires more planning on the part of the instructor, and the experience necessary to meet student demands takes time. For example, if a student asks a question such as “Can we…”, the teacher’s response might be, “Does this match what I asked you? Rather than “yes”. This is a paradigm shift and a shift in thinking for many instructors.
Hunter Burnard grew up in Binghamton, NY. He played college lacrosse at Rutgers University before choosing to pursue a career in teaching. Hunter, who currently teaches at Windward School in New York City, and his wife are both teachers and together share a one-year-old daughter, Shay:
As physical education teachers, our ultimate goal is to expose students to a variety of sports and games so that they develop the knowledge, skills and confidence to enjoy a life of activity. healthy physique.
Like the subjects taught in the classroom, physical education classes are made up of students from a wide variety of backgrounds and skill levels. On top of that, I teach at a school for students with language-related learning disabilities. For this reason, I believe that the most effective teaching strategy we employ is differentiated teaching among our students.
One way to differentiate teaching in our classroom is the teaching process, or the way the material is presented and learned. For example, when introducing a new skill, I will verbally describe the requirements and strategies required to effectively perform the taught skill. Additionally, I will demonstrate the skill and often use our gym projector to display a short video of what we are learning that day. We can use a video presentation at the start of the unit to teach a skill such as a hockey flick or something more conceptual like road running in football.
In addition, we sometimes use video in the middle of a unit, before the game, to expose students to sports they are probably less familiar with, such as European team handball or badminton. Regardless of the unit, by the time the student needs to use a skill in the game, they will have heard, seen and practiced it several times alone or in small groups.
We not only differentiate teaching, but we also differentiate what we ask students to produce in order to demonstrate their understanding. This is essential for challenging students and keeping them engaged. If the purpose of a soccer lesson is to introduce the pass, I need to differentiate my teaching for a student who has never played soccer and one who plays on a competitive soccer team. I can ask the inexperienced student to just practice doing 10 passes with a close range partner while using the inside of their foot.
On the other hand, to challenge the more experienced soccer player and to keep him engaged, I would require this student to use his non-dominant foot and pass a greater distance with precision. Ultimately, although we assess skills, we are more concerned with the effort in our class. Therefore, although the students have different ability levels and demonstrate different levels of difficulty for the same skill, I am more concerned with their efforts to complete the assignment.
Finally, we provide opportunities for students throughout each course to raise their hands and provide voluntary information as another way to demonstrate their understanding of the concept or skill being taught that day. This is especially important for students who understand the concepts and strategies necessary for success, but who find it difficult to physically complete a task as successfully as they would like due to limited skills or inexperience.
Differentiated teaching undoubtedly requires extra work when running a course, but I believe it is essential to the implementation of an effective physical education program. The advantage of physical education is that while exposing students to a wide variety of activities, we as educators can learn about the likes, dislikes, skills and ability levels of students in a wide range of topics and activities. Differentiating instruction accordingly is the most effective way to maximize the physical education experience for all students.
Claudio Barbieri has been a physical education teacher for nine years, with experience teaching grades 1-12. He currently teaches at the Windward School At New York. He received his bachelor’s degree in physical education from Manhattan College and a master’s degree in health education from Lehman College:
I was a physical education teacher for nine years in New York City in public and private schools. There are many strategies that we use as educators, but the one that I find most effective is a multisensory approach.
This strategy is useful for all students. The most important thing for me is that the students learn the basics of the skill, have fun and build their confidence throughout the lesson. The multisensory strategy also allows students to experience success differently. For example, during our basketball unit, a student might think he was successful if he was able to take a shot using the proper form and technique during the unit. However, another student might feel like they were successful if they performed their shots more consistently using proper form and technique. In both situations, every student would have the knowledge to return to the fundamentals they were taught, regardless of what type of learner they are.
The multisensory strategy is a powerful way to teach students in a physical education setting, as it covers the needs of all types of learners. This strategy is also a great way for students to build their confidence to volunteer to demonstrate or explain an activity or skill.
Since I use this strategy with all my units and lessons, we have more students willing to demonstrate or explain an activity or skill as the school year progresses. I encourage teachers to try this strategy with their classes because everyone learns differently. Finally, the multisensory strategy will encourage you to become a better educator as you will have to think of all the ways to present your lesson to the class while keeping in mind the variety of ways that students learn and retain information.
Thanks to Michael, Hunter and Claudio for their contributions!
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