Trends in Teaching Physical Education and

Health

The Physical Education Curriculum under the K to 12 Basic Education Program is anchored on the tenet “Move to Learn and Learn to Move”. It contributes to the development of fitness and wellness among school-age children. The program’s rich and challenging experiences promote the development of active lifestyle which is the key to achieving, sustaining and promoting lifelong fitness.

Physical Education: Description

Program Standard

The learners demonstrate understanding of key concepts and principles of health and fitness in achieving, sustaining and promoting lifelong fitness and wellness.

K to 12: Physical Education Strands

1.Body Management

2.Movement Skills

3.Physical Fitness

4.Games and Sports

5.Rhythm and Dance

Body Management

Body Management includes body awareness, space awareness, qualities and relationships of movements and how they are used dynamically in various physical activities.

Awareness of the body concepts enable us the understand our physical self.

Movement Skills

Movement skills relate to fundamental movement patterns and skills that form the basis of all sport and fitness activities.

Rhythm and Dance

Rhythm and dance offer an array of learning experiences where the body is used as an instrument of expression. This area includes singing games, dance mixers, fundamental rhythm, folk and foreign games, and creative rhythms. Likewise, the learners learn to move in time to music, adjust to different tempos and move to different rhythmic patterns.

Physical Fitness

Physical fitness includes fitness assessment through testing and recording and offers enhancement activities that will develop and maintain learners’ desired fitness level.

Games and Sports

Games and sports comprise fun games, low organized games and lead-up games that help achieve the development of correct sports skills in preparation for active participation in selected sports for recreation and competition.

K to 12 Curriculum

Key Stages K -3 4-6 7-10 11-12

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythm & Dances

Health Education: Description

• Focuses on physical, mental, emotional, social, moral and spiritual dimensions of health

• Enables the learners to acquire essential knowledge, attitudes, and skills necessary to promote good nutrition, prevent and control diseases and substance use and abuse, reduce health-related risk behaviors to prevent and control injuries with the end in view of maintaining and improving personal, family, community, national and global health.

Health Education Strands

1.Personal Health

2.Family Health

3.Community Health

4.National and Global Health

Issues and Concerns

PE and Sports Dichotomy

Use drugs to enhance performance

Reproductive Health

1.The learning environment makes a difference.

2.Learning is based on associations.3.Learning occurs in cultural and

social contexts.4.People learn in different ways.5.People think about their own

learning, and their feelings matter.

Assumptions

The learning environment makes a difference.

Active, hands –on learning and authentic

tasks

santolgrapesnickel

screwdriverplier

mango

bronzelemon

bananasawnail

shovelsilver

melonpineapple

Goldhammer

Learning is based on associations.

Link between prior knowledge and new

information

Learning occurs in cultural and social contexts.

Learning together

People learn in different ways.

Differentiate learning

People think about their own learning and their feelings

matter.

Learning to think about thinking

Assessment for Learning - Diagnostic

K-W-LPre-TestSkills CheckWeb/Concept MapMisconception Check

Assessment as Learning – Formative• Whole Group

Hand SignalsWhite BoardsMisconception CheckQuick Writes and Exit CardsObservations

Assessment as Learning – Formative• Individuals

Exit CardWeekly LetterWeb/Concept MapOne Minute EssayQuestion Box/Board

Assessment of Learning – Summative

• Six Facets of Understanding

• Performance Tasks

Research-Based Instructional Strategies

• Identifying similarities and differences 45

• Summarizing and note-taking 34

• Reinforcing Effort, Providing Recognition 29

• Assigning Homework, Practice 28

• Using Non-linguistic Representation 27

• Cooperative Learning 27

• Setting Objectives and Providing Feedback 23

• Generating and Testing Hypothesis 23

• Using Cues, Questions and Advance Organizers 22

Activity 1: Game

Comparing is the process of identifying similarities and differences between and

among things or ideas.

Classifying is the process of grouping things that are alike on the basis of their characteristics

Identifying Similarities and Differences

Creating Metaphors is the process of identifying a general or basic patter in a specific topic and then finding another topic that appears to quite different but that has the same pattern.

Creating Analogies is the process of identifying relationships between pairs of concepts- identifying relationships between relationships

Identifying Similarities and Differences

Activity 2: Newspaper Work

Summarizing and note-taking

SummarizingDelete some information , substitute some information

and keep some information.

To effectively delete, substitute and keep information, analyze the information at a fairly deep level.

Rule – Based Strategy1.Delete trivial material that is unnecessary to understanding.2.Delete redundant material.3.Substitute superordinate terms for lists.4.Select a sentence topic or invent one if it is missing.

Activity 3: Dictation

Summarizing and note-taking

Note Taking

Informal Outline – uses indentation to indicate major ideas and their related details.

Webbing – uses the relative size circles to indicate the importance of ideas and lines to indicate relationships.

Combination Notes – uses both informal and webbing strategies.

Reinforcing effort, Providing Recognition

Praise as Recognition

Personalizing recognition

Pause, Prompt and Praise

Concrete symbols of recognition

The harder you try, the more successful you become.

Assigning Homework and Practice

1.Establish and communicate a homework policy.• Place• Schedule and time allotted for making the homework • Parent involvement• Level of difficulty• Bedtime

2.Design a homework that clearly articulates the purpose and outcome.

3.Vary the approaches to providing feedback.

Using Non-linguistic Representation

1.Using creative graphic organizers• Concept• Event• Cause and Effect• Time - Sequence

2.Using non-linguistic representations• Physical models• Mental pictures• Pictures and pictographs• Kinesthetic activity

Activity 4:Paint Me

Cooperative Learning

1.Positive interdependence

2.Face to face promotive interaction

3.Individual and group accountability

Setting Objectives and Providing Feedback

Objectives• Specific but flexible goals• Contract

Feedback• Corrective in nature• Timely• Specific to a criterion• Ask for own feedback

Cues, Questions and Advance Organizers

Explicit cues

How do you sweep the floor?

How do you throw rubbish to the bin from afar?

Cues, Questions and Advance Organizers

Questions that Elicit InferencesThings/People: What action does this thing / person usually perform?

Action:What thing/person usually performs this action?

Event:What people are usually involved in this event?

Cues, Questions and Advance Organizers

Advance OrganizersExpository Advance OrganizersNarrative Advance OrganizersGraphic Advance Organizers

Activity 5:Organize your notes