EDUCACIÓN FÍSICA II

1.​ TEACHER INTERVENTION AND STRATEGY IN PRACTICE.

For being a good p.e teacher, it’s not enough to be good at sports. This is because we need knowledge
about what we are teaching, the physical skills development and to be a good example to teach them.
That means, not only teach theoretically but also with practical explanations and demonstrations.
To be a good P.E teacher we do not have to dominate all sports, we can also make demonstrations
through pictures, images and videos. We have to also be a good example in terms of behaviour and
habits.

1.​ TEACHING INTERVENTION IN PHYSICAL EDUCATION:

The teaching and learning process is universal. However,

Physical education has specific characteristics and
procedures. Teaching but not learning, you explain but
they don’t listen
EXAMPLE: If the teacher explains but we do not listen
there is teaching but not learning/ If the teacher give us
book and we read, we are learning but not teaching

The teaching intervention in a Physical Education lesson

is completely different from other subjects, because we
use our body and movement.

2.​ SPECIFIC TEACHING AND LEARNING PROCESSES

1.​ The nature of activities is different. Our activities should be fun, experimental and practical.
It is really easy to create these types of activities in
these subjects. If we want to teach the pass, we can
do it in many different ways.
●​ EXAMPLE: cuando enseñamos el pase, debe haber
una línea libre de pase. Otro ejemplo: si quiero
pasarle la pelota a alguien es más fácil pasárselo a
alguien más cercano, ya que el pase tiene mayor
precisión; y en función de donde este el lugar donde
se consigue el punto, es más interesante. Esto se
puede enseñar en diferentes deportes, así se hace
más ameno y se adapta a las necesidades y gustos
de nuestros alumnos.
Also p.e is experimental, it doesn’t always go through a theoretical field, since there is no
theoretical content but practical, it is applied to real life. This doesn’t happen in Math

2.​ Types of communication: We have verbal and non verbal. In p.e is much more common to
have verbal communication as much as non verbal, since we can express almost anything
more commonly in this subject in a nonverbal way.
 3.​ Interaction possibilities: between students or teacher/students. It is really common to have
teacher-students interaction, since the teacher is also participating in the activity. We can see
how the teacher also participates in the activity itself. The interaction between students is also
different. If we are in a practical lesson, students have the opportunity to speak and to interact
with more classmates.
4.​ Structure: Space (outdoors or in the sports hall), specific materials and groups (tend to
change from one activity to other). The material is specific for P.E lessons, although we can
use it in other subjects, it is not common. Groups tend to change depending on the type of
activity we are developing.

TEACHING INTERVENTION: Any teacher acts with the aim of educating and teaching.

3. STRATEGY IN PRACTICE:
This means HOW you present the activity.
EXAMPLE: the long jump will be taught following a
different strategy than playing football.

Depending on how you present the activity, we can

have different perspectives on these strategies.
When do we use a global strategy?? When we think
students can do something DIRECTLY.

1.​ GLOBAL: Useful when the technique can be performed easily.

Advantages: It saves time and keeps the whole technique, therefore, avoids losing sense.

1.​ PURE: consists in presenting the activity as it is. If we are teaching how to throw the
ball, we teach it directly, without teaching it step by step.
2.​ PURE FOCUSSING ATTENTION: Basically reminds and focuses attention on a
specific aspect although we are doing the same activity. We provide instruction. We
pay attention to specific details of the movement. (Nos fijamos en el movimiento
específico de la muñeca cuando la estamos botando).
3.​ MODIFYING REAL SITUATION: We change the activity modifying the difficulty.
EXAMPLE: bouncing the ball with two hands to simplify the process or using a
different ball that bounce better.

2. ANALYTICAL: Useful with difficult abilities and to improve or correct a part of the technique.
Split the technique into different parts (the amount of parts depends on the type of activity) and
choose the most difficult one.
Advantages: Success is achieved before, what produces motivation, improving the final result. Deeper
knowledge of the ability is required. If I want to split a technique into parts I will have to deal with a
deeper knowledge.

1.​ PURE: You choose the most important part. In long jump, the most important part is
the jumping, so you start practising the jump. Then we do the second most important,
the reception, then the flying and then the running part. In other words, maybe you
 have followed the following steps: C/A/D/B. Probably you won't have learnt how to
do long jumps by following that, so we need to do an A+B+C+D final sequence.

2.​ SEQUENTIAL: You take into account the order, we teach first A-B-C-D and finally
everything together A+B+C+D

3.​ PROGRESSIVE: You go adding the steps until you end with the 4 steps. A - A+B -
A+B+C - A+B+C+D

3. MIXED: It combines both strategies, so as to obtain their benefits. Stats with a global activity and
ends with another global activity. It requires a great knowledge of the motor task we are teaching due
to the wide range of possibilities. Appropriate to low organised activities such as team sports.
EXAMPLE: Quiero practicar una situación de superioridad en equipo (3 contra 2). Me interesa
enseñar que tengo que alinear a dos contrincantes para que se obstaculicen y ganar ventaja.
Requiere un conocimiento más profundo de la actividad porque tienes que saber muchas técnicas del
juego en específico.
+​ G-A-G
+​ G–A-A-G
+​ G-A-G-A-G

2. TEACHING TECHNIQUES AND STYLES

TEACHING TECHNIQUE: How the teacher transmits

information and the abilities he/she wants to teach.
We can distinguish between direct instruction or
reproduction or inquiry or production.
In the reproduction, you make them reproduce what you
say and in the inquiry, students must create a specific
response.

1.​ DIRECT INSTRUCTION:

a)​ It is based on a master class, all students have the same conditions. Teaching is
EQUAL to all students, without taking in consideration exceptions or conditions.
b)​ Ideal model duplicate: EXAMPLE: I’m giving spinning lessons and they reproduce
what I am doing as a model, through demonstration. They don’t have to convert the
verbal information into an image. They don’t create a mind image of what they have
to do since I am explaining and showing the exercise.
c)​ The attention is focused on the teacher/task and there's a disadvantage in this,
because if I am not good at doing this exercise, the replica won't be well executed
either.

This technique is common when teaching individual sports, like javelin, where techniques are
important. Also, dancing requires this type of instruction. Finally, when we teach physical
training, these techniques are important in order to avoid injuries.
This teaching style is associated with traditional, participative and individualizer styles.
2. INDIRECT INSTRUCTION (Inquiry or search):
a)​ Solutions are not provided: Everyone has a specific and personal answer. Not all
students do the same.
b)​ It is the base of situations pedagogy: This style is focused on providing motor
problems, solved according to their abilities.

The role of the teacher is merely being a guide during the process: he pays attention, explains
and presents the task, instead of solving it. However, the student is the one that explores,
searches and discovers. Instead of tasks, they solve problems or motor situations, in which
each one expresses and executes in a different way.

This style is useful when teaching expressing activities, as well as collective sports, when
making decisions, specially. Also, when we teach tactiques. This technique is associate with
the socialization, cognitive and creative teaching style.

3. TEACHING TECHNIQUES AND STYLES

1.​ TRADITIONAL STYLE

The traditional teaching styles are characterized by a greater control of the teacher over the
decisions that affect the teaching learning process, that is to say, over what is going to be taught,
how it is going to be taught and with which criteria it is going to be assessed. In general terms, these
are the recommended styles for the teaching of specific physical skills and also for beginner teachers.
From this perspective, traditional styles related to direct command and task assignment can be
considered.

Teaching style 1: Direct command

Learning by imitation, apart from being one of the most ancient ones, is shown to be extremely
effective in motor skills whose essential element is the mechanical performance as it is the learning
of the technical gesture of a branch of sport which implies precise execution skills and specific
solutions.
The teacher provides the student the answer to the resolution of a motor problem. The
philosophy that sustains this style is the one in which the answers of students as well as the stimuli
that motivate them are the outcome of decisions taken by the teacher as they have the necessary
knowledge and experience.
The style is distinguished by the following sequences: in the first place, an explanation of the
task given by the teacher followed by a demonstration by themselves or by a student of what has
been explained and in the third place a practice organized by the whole classroom that consists of
the execution and the assessment.

Teaching style 2: Task assignment

The task assignment style is a step forward in the progressive freedom of the student from the
teacher. This freedom takes place during the execution of the session and after the demonstration or
explanation of the direct command style. Precisely, the moment of starting the execution of the task
the student can undertake it according to their will, that is to say, they start the movement when they
think it is suitable, they carry it out the number of times and the time they determine and they cease
the movement according to their will.
The procedure that involves the task assignment style is the following one. The students are
gathered around the teacher so that they can show or explain the task to carry out. Then, each
student is placed in the spot of the track or pavilion they prefer and they start executing the task
planned. The teacher moves from one side to the other inside the classroom, they observe the work
students do and make comments or corrections they think are necessary.
This style can be used in the teaching of sport techniques, physical condition or sport activities in
the nature such as canoeing, sailing or camping.

2. INDIVIDUAL STYLE

Teaching style 3: Individual programmes

The most important distinctive element of this style of

teaching is the one related to assessment,
as it is carried out by the student instead of the classmate
or the teacher in a self-assessment task.
The organisational mechanics consists of elaborating
observation and description sheets of the
tasks to develop in which the student writes down the
work done. The observation criteria can be
framed within different programmes: of a quantitative
nature characterized by series number or
repetitions, of a qualitative nature in which the student
has to follow the criteria of this nature in the execution of the tasks and of a mixed type, which are a
combination of the previous ones.
Generally speaking, the individual programmes must have a specific aim and permit a higher
level of communication in the execution of the tasks. The visible progress serves as motivation for
the student and on the other hand, it serves as extrication of some tasks from the teacher to devote
time to other factors of the teaching learning process.

Teaching style 4: Level groups

This style is based on carrying out an individualization of the teaching according to proficiency levels,
being necessary to carry out an initial assessment in order to determine such levels.
The classroom organization is done by handing task sheets to the different groups, which have to be
placed in different spots in order not to create interference.
This style implies a greater interaction among the group components whereas individualization by
levels permits the teacher a greater concentration on the specific tasks to teach as well as provides the
students a greater responsibility.

3. PARTICIPATORY STYLE

Teaching style 5: mutual learning

This style involves, as the previous ones, a step forward for the student concerning their process of
autonomy from the teacher: In this case, the assessment of the learning task is the responsibility of the
student
The essence of this style implies students, organized in pairs or threesomes, carry out the proposed
activity by the teacher as well as correct their own errors in the execution. The style involves a
distribution of tasks in this way a component of the pair executes the motor action and the other one
adopts the observant and corrective role in order to swap these roles later on.
The organization can be carried out by means of a simple task, the execution of several tasks or by
using the so-called type "card of tasks', which consists of a written description of a set of activities the
student must carry out as well as a gap to
assess the execution of them.

The central core is in the observant or

corrective role since if the student is able to
detect the
errors and come up with solutions, they are
in the right way of assimilating the task
assigned This organization permits the
teacher to have more time to correct, on the
other hand, the
observants should take credit for this corrective work and not the executors.
A variation of this style is the so-called reduced groups whose key element is the number of students
implied in the observation and correction activity. Forming small groups is an organization in which
more than two students contribute to the practice, observation and correction of the tasks assigned.
Both styles, mutual teaching and reduced groups, develop the status of students as well as
promote collaboration, acceptance and solidarity among them.

Teaching style 6: Microteaching

It is based on the same philosophy as the previous styles, microteaching consists of an organization
around the central core composed by five or six students to whom the teacher transmits the
information to learn as well as other organizational elements (distribution, information, reinforcemnt,
etc.) in order to act in the same way with the remaining students. The teacher only has a relationship
with students of the central core and they have with the rest of the class.
The students of the central core can take part in the preparation of activities with the teacher as well as
introduce variants and give feedback to the process by critical comments on the assessment of the
session. Likewise, they actively take part in the assessment process.

4. COGNITIVE
The cognitive learning styles are based on the cognitive psychology from the research of Guilford,
Bruner, Piaget, Vytgotsky, Rousseau, Dewey and the approach 'New School'. As opposed to the
repetitive and reproductive learning, it is intended to foster an active and significant learning by
means of inquiry and motor experimentation making the student responsible for decision making and
facilitating emancipatory processes.

Teaching style 7: guided discovery

It is a style based on the so-called cognitive dissonance', which induces the student to a research
process that results in a discovery according to the following scheme:

DISSONANCE - RESEARCH - DISCOVERY

The guided discovery offers the feature of interaction that exists between the answer expected by the
student and the clues provided by the teacher.
Under no circumstances should the teacher provide the answer but the student is guided to find it out
by themselves. The teacher must wait until the answer is given by the student consequently patience is
very important as well as an appropriate control of the teacher over the possible answers.
The circumstance by which a student discovers an appropriate answer is what Piaget, cited by
Contreras (1993), calls 'internationalisation of the data, in other words, the student obtains an answer
that belongs to them because they discover it by themselves creating a more intimate relationship
between the student and the content.
It is an advisable style to get students to discover certain basic concepts of movement or general
principles suitable for similar situations that enable them to be efficient.
The implementation of the guided discovery consists of defining the topic to learn in order to establish
the sequence of formative stages that lead in an orderly way to the final solution. Each step is based
on the answers given in the previous step which implies the clues are made questions carefully
prepared. On the other hand, the clues that are mentioned must suggest the minimum of possible
answers with the aim of not dispersing the search directions of the student.

Teaching style 8: Problem solving

The problem solving style is a step forward in the deepening of the guided discovery, while in the
latter the gist is formed by the clues given by the teacher and the answers given by the student, in that
one it is intended the student finds the answer by themselves.
The strategy mainly consists of the search of alternatives to solve motor problems stimulating the
creativity of the student means a great independence from the teacher.
The execution of this style involves the issues raised must adjust to the experience, willingness and
interest of the student as the aim of resolving problems is not the repetition of answers known in
advance. To that effect, the teacher must know the degree of mastery of their students to adjust
properly a set of problems.
As this process moves forward, the student achieves a great level of individualisation in every aspect,
enhancing their capacity to face new situations and solve the resulting problems that arise during the
learning process becoming increasingly autonomous.

5. STYLES THAT FAVOUR SOCIALIZATION

These styles are based on ideas and theories of authors such as Durkheim or Dewey (Delgado,
1991). The first one argues that the teacher should try to communicate students a taste for collective
life in order to achieve a proper insertion in adulthood. The second one states that the community life
of the class must allow each one to increase their social experience.

Precisely, the Physical Education area bears a special willingness to develop every factor of
socialization of the individual. Thus, as Delgado (1991) mentions “the formation of groups to play to
compete, to foster cooperative attitudes in cooperative-competitive games are an excellent means of
education and school of coexistence”.

The best way of working with socialization is by means of training and group work trying to plan
activities or tasks that foster the following values:
1.​ Coexistence
2.​ Cooperation
3.​ Participation
4.​ Cohesion
5.​ Respect
6.​ Group work
7.​ Sensitivity to others
8.​ etc.

6. STYLES THAT FOSTER CREATIVITY

According to Torrance (1962) cited by Delagado (1991), the essential features of the creative styles
are the incomplete and open nature of the learing experiences as well as the active and spontaneous
role of exploration.
Such styles are designed to promote divergent thinking, facilitate the free expression of the individual,
boost the creation of new movements, enable the innovation of the teacher and of the student and
provide freedom for both.
It develops the highest cognitive capacity of the human being: creativity. It involves the most
advanced level of the teaching styles as it tries to offer the student the possibility to choose the
activities, the organization, etc, making all the decisions.
It is intended to freely search motor experiences by the student around a material, a facility or a
content.

Without occupying a particular place within the teaching styles, in recent years an intervention and
organization proposal has been raised in the Physical Education classes named learning environments.
The creation of learning environments consists of the organization of spaces and materials to arise
spontaneously the formation of new motor patterns or settlement of previous ones in which the
students plays a significant role, constructs their own knowledge and solves conflict situations arising
from interaction with their peers in the environment by assuming the established rules by the group.
UNIT 3: PHYSICAL EDUCATION LESSON, ITS CONTROL AND MANAGEMENT)

Physical Education is a subject with

specific teaching/learning strategies.

Through contents we can archive

objectives, an element which takes
part of the curriculum. When
planning, we have to take into
account the elements of the
curricula, apart from the context. The
context is a very important aspect.
We can distinguish between:
1.​ GENERAL CONTEXT: It is ruled by documents like the Law (Ley Orgánica, Real
Decreto…)
2.​ SPECIFIC CONTEXT: If you have a sports hall in the school, your lessons will be obviously
different from those schools that do not have a sports hall. If I am not in a good fitness
conditions, I am likely to not provide my students with good demonstrations. This specific
context also involves the characteristics of the students, like their level, age, if they are able to
speak a determined language. This is also important to take into account.

1.​ TEACHING/LEARNING ACTIVITIES DESIGN

When we decide which activities to include in our

lessons, we have to take into account the task
selection criteria:

1)​ Students’ capabilities and their motor

experiences: EXAMPLE: I want to teach the pass, and
most of my students like football, if we use their motor
experience it will be easier for them.

2)​ Choosing those activities that let change practice conditions: If we want to promote
physical activity in schools, it is important to let them change the conditions, since it is
probable that they are not able to accomplish all the rules and necessities. We need to let them
change the conditions of players, spaces, experimentation, if we want them to practise.
EXAMPLE: No tenemos porterías para jugar al fútbol, pero utilizamos dos árboles. O salto a la comba
y se van incluyendo niños al juegos en conjunto, cambiando sus reglas y condiciones.

3)​ Tasks that foster participation, cooperation, motivation and success experiences:
Cooperation is important for preparing students for their real lives. Only those who are more
skilled would feel success, and that's not what we want.
We need to propose activities that can imply not practicing, we need activities in which rules
and spaces require continuous participation. But also, success, since only the ones that are
more strong, or taller or more capable are the only ones that will do any activity. We need to
let them be successful.
 4)​ Tasks that foster exploring, discovering and problem solving: No solo podemos dejar el
éxito en la dimensión de la condición física, porque inevitablemente habrá fracaso. Hay que
dejar que el éxito también recaiga en la toma de decisiones para que los menos hábiles
físicamente sientan esa sensación de éxito.

What we have to consider is how we can

improve the activities to create PE
lessons. So that's why our planning must
be the last step.

We start with what the curriculum says.

In order to cover the contents, I have to
ask myself how many lessons I would
need to achieve these objectives.

2. HOW HAS P.E LESSONS EVOLVED?

1.​ 50’S: This era was all about gymnastic exercises like jumping jacks and competition for
teams and game sports. This age was getting ready to have a good physical education in order
to compete. Also, with the return of the Olympics, these competitive rooted class lessons were
more common.

2.​ 60’S: Austrian natural gymnastics, which was composed of warm up, postural exercises,
skills development and calm down. It was inspired by the Swedish school and Joseph Pilates.

3.​ 70’S: Psychokinetic model: warm up, perceptive exercises, general and dynamic coordination
exercises, as well as breathing and relaxing exercises. Like in Rousseau's book “Emilio” the
trends are the base..

4.​ 80’S - 90’S: This time is characterized by this structure: warm up, main part and calm down.
However, if we are asked about the parts of a training lesson at the gym, we say that first we
warm up, then we do the exercises and finally we calm down. So, it doesn’t follow an
educative criteria, but a physiological criteria. Nowadays, we want to develop more than their
body and not only focus on physiological but also educational aspects.

That is why Lopez-Pastor proposes three moments: meeting stage, motor activity part of the lesson
and goodbye, so now the focus is not only on the body but also we are learning with students and
people. The first part is a presentation and preparation of the body, in order to avoid injuries. Later,
during the motor activity we do the activities and finally, we greet our students apart form just
calming down the body.

López-Pastor (2003) propose three moments: meeting / motor activity / goodbye.

3. PARTS OF A PE LESSON

1.​ INITIAL/PREPARATORY PART:

a.​ Activity introduction: Subject, behaviours, activities, groups and material
organization
b.​ Physiological and psychological preparation: Easy games and warm up activities
that promote engagement. It should not last more than 10 minutes.

EXAMPLE: el juego del pañuelo no tiene la intensidad progresiva que se busca a la hora de calentar.
We must engage them with the lesson by connecting the initial part with the main part. We cannot use
exercises that need a lot of explanations if we want to make this part in 10 minutes.
Paquete paquete: Un juego de intensidad progresiva en el que ningún estudiante se inhibe y permite
también recontar la asistencia.

2.​ MAIN PART: the main theme of the lesson is developed. These activities aim to reach the
lesson goals and are characterised by its higher intensity. Efforts and recovery times must be
taken into account. It lasts around 30-35 minutes. (No necesariamente se tienen que cumplir
los objetivos de la lección en la “main part”. Es decir, pueden empezar a abordarse dichos
objetivos durante la parte de calentamiento.)

3.​ FINAL PART OF CALM DOWN: It aims to restore rest

levels (physiological and psychological) through relaxing and
stretching activities of low intensity. It depends on the main part
and should include a brief reflection about the lesson
development. It lasts, approximately, 5 minutes. We use low
intensity activities.
It is crucial to make them feel the importance of the
teaching-learning process. Therefore, making them reflect about
their thoughts of the lessons, such as what has been their
favourite activity and so on.

4.​ PE LESSON ORGANIZATION

1.​ CLASSROOM STUDENTS: Number of students, their motivation, homogeneity, motor

experiences… Something really important to take into account mostly if we are going to do
level groups (same level of the students or balanced organization of their abilities). The lower
the number of students, the better and more superfluous the teaching/learning process.

2.​ SPACE: It is important to promote new spaces and exploration. If we only propose activities
inside the school, they will learn that they need to be in school in order to practice. If we
include the park, the beach and the mountain as spaces, they will have a repertoire of spaces
to improve and develop physical activities, games and sport practices.

3.​ TIME: Boosting motor activity time: the time that our students are in movement. Is not only
about the time our students are doing motor activities, but also the time our students are
learning, that is, learning time.
 If we want to promote motor activity time, we can promote lots of short motor activities or
few, long motor activities.
However, not always short or long activities are better, it all depends on the motivation. If it
works, why change it? It depends on the development and motor engagement of the students.
Motivation plays a very important role in here. There is no correct answer, since it really
depends on the development of the activity that is going on.

4.​ MATERIALS: they can promote motivation.

EXAMPLE: en las clases prácticas, en el calentamiento si se usa un altavoz, o un material innovador, suele
motivar o llamar la atención, como el paracaídas. We must not forget safety issues
EXAMPLE: los scooters (Fernando Alonso) tienen un montaje que puede permitir hacerse daño con la rueda. O
por ejemplo, utilizar los zancos, y ver que no están en buen estado Wisdom is key, this means that sometimes we
think we do not have enough material o the required. But the key point is that materials are not polyvalent.
Polyvanlecy resides in the teacher’s capacity to give a use to a material.

5.​ COMMUNICATION IN PE

In other to ensure Efficient communication:

1.​ Ensure students' attention.

2.​ Talk enthusiastically but slowly.
3.​ Make a complete but not exhaustive description.

4.​ Use understandable language: appropriate to students and with well constructed sentences.

5.​ Demonstrate when necessary, under similar conditions to their own activities: Using a
demonstration is important if we want to create a mental image, so we don’t have to create it
ourselves in order to put it into practice.

6.​ Students must have access to oral and visual information without interference: The
position of the students when you do a demonstration is important and also, when giving an
oral explanation. They have to be in the right position to receive information.

1.​ COMMUNICATION STAGES

1. INITIAL INFORMATION: The aim is that students build a mental scheme of action as close as
possible to the expected motor answer.
It is previous to the motor activity part of the session. You have to decide if you’re giving or not a
demonstration, since an explanation is mandatory, unless you are teaching through the creative
teaching style.

STUDENT MOTOR ANSWERS

It is important to give them feedback (tell them what we want them to do)

2. FEEDBACK: It aims to reduce the differences between what students did and what they were
expected to (fast, motivating, explanatory and prescriptive).
They can see if their motor answer respond to what you have asked. You should not wait until the end
of the lesson, since our students do not have that developed muscular memory in order to remember
everything. We want to provide motivating feedback.