Effective Class Organization and Instructional Tasks for Physical Education

1. Chapter 4 C H A P T E R 4 Organizationand Instruction

2. Class OrganizationNoninstructional Tasks • Changing clothes: secondary level • Safety and hygiene • Clean grab bag of clothes for those who forget • Taking attendance: secondary level • Squad lines match attendance list • During warm-up activities (good use of time) (continued)

3. Class Organization (continued) • Stop signal • Device: whistle, music, drum, bell • Voice: “Freeze,” “Huddle up,” microphone • Prompts: Clapping sequence, hand in the air • Teacher positioning • Stay in front of class, not in the middle

4. Various Class Formations

5. Class Organization • Grouping of students • Preassigned • Student choice: “Get into groups of two or three.” • Counting off • Objects (pinnies, cards) • Equipment distribution and collection • Characteristics: age, height, gender, clothing color

6. Instructional Tasks − Demonstrations • Show it • Entire skill, right and left handed if appropriate • Several times • Teacher, video clip, student, expert • Tell It • Explain only one or two skill elements at a time • Funnel format (continued)

7. Funnel Format

8. Demonstrations (continued) • Use teaching cues • Short, catchy, descriptive words or phrases • Helps with retention and performance • Provide the whys • Check for understanding • “Are there any questions?” is not effective. • Be specific: “Show me how to….” “Tell me what….”

9. Instructional Tasks − Feedback • Augmented feedback − external • Knowledge of results (KR) • Knowledge of performance (KP) • General, positive feedback • No specific direction to performance • “Good job,” “Way to go,” “Nice” • Motivation (continued)

10. Instructional Tasks − Feedback (continued) • Corrective, specific feedback • Helps refine (correct) performance error • “Make sure you step with the opposite foot.” • Informative, evaluative, instructional feedback • Tells students what they are doing well • “Good job stepping with that opposite foot.” • Sandwich feedback: use combinations

11. Feedback Delivery • Reemphasize error correction to the entire class • Give group-specific feedback • Be mindful of individuals • Know what is happening in the class • Talk to ears (verbal prompts and reminders) • Monitor the periphery (backside to wall)

12. Content Progressions − Extensions • Extensions change the difficulty or complexity of, or add variation to, a task • Modify the skill • Modify the space • Modify the number of students • Modify the equipment • Modify the rules (continued)

13. Extensions (continued) • Example • Task: Take set shots from spots around the key Extension: Move back one step from spots Extension: Dribble to spot, stop, and shoot Extension: Receive a pass from a partner before taking a shot

14. Content Progressions − Applications • Applications: activities used to further develop skills • Assess skill in a more competitive setting: “How many times can you . . . in 30 seconds?” • Use lead-up games (apply skills in games that are far different from the actual game) • Pig/horse, keep-away, pepper, relays, sharks and minnows • Modify games (use modified versions of the real game) (continued)

15. Applications (continued) • Example Task: Take set shots from spots around the key. Extension: Move back one step from spots. Extension: Dribble to spot, stop, and shoot. Extension: Receive a pass from a partner before taking a shot. Application: Play a game of HORSE with a partner or two.

16. Practice Considerations: Closed- and Open-Skill Practice • Closed-skill practice • Performed in a predictable environment • Open-skill practice • Performed in changing, unpredictable environments • Helpful to initially learn in a closed-skill environment, working toward more open-skill situations

18. Practice Considerations: Whole Versus Part Skill Practice • Practice the whole skill or parts? • Consider skill complexity • Skills with many complex parts may best be taught in parts • Basketball layup, volleyball spike, breaststroke • Consider skill organization • Skills that rely on rhythm, timing, or speed to execute should be taught as a whole • Basketball set shot, shooting an arrow, forearm pass

20. Practice Considerations − Massed Versus Distributed • Massed practice • Longer bouts of skill repetitions practiced in fewer lessons • Distributed practice • Shorter bouts of skill repetitions practiced across more lessons • Shorter and more frequent skill practice throughout an instructional unit is usually preferred

21. Teaching Styles: Teacher-Centered Continuum • Command style (most direct style) • Teacher in charge of all aspects of the lesson • Good for control and safety • Practice style • Student choice within teacher-directed tasks • Poster or cards used outlining tasks • Teacher designates time limit before moving on to other tasks (continued)

22. Teacher-Centered Styles (continued) • Self-check style: Students choose tasks from a list Check Forearm pass to self 10 times _____ Forearm pass above wall line 8 times _____ Forearm pass to partner from toss 5 times _____ Forearm pass back and forth with partner 10 times _____

23. Student-Centered Teaching Styles • Reciprocal style • Peer teaching of skills, tasks, rules • Peer assessment • Guided discovery style: Teacher-directed activities that guide students to answering a question • How to do a skill correctly • Game strategies and tactics (continued)

24. Student-Centered Styles (continued) • Divergent style • Students come up with a solution to a teacher-directed question or problem • Many answers are acceptable • Promotes creativity and problem-solving skills • Create an aerobic dance using five different steps • Find a way to keep the ball in the air without using your hands

25. Summary • Using efficient and effective organizational strategies will help lessons flow and allow ample time for student learning. • Thoughtful use of demonstrations and feedback enhance learning. • Consideration of practice concepts, progressions, and teaching styles enhances student development.