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Physical Education Physical Education PedagogyPedagogy

Overview of TermsOverview of Terms

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Creating a Positive Creating a Positive Learning Learning

EnvironmentEnvironment

ProtocolsProtocols

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Points to Remember when Points to Remember when Teaching ProtocolsTeaching Protocols

Firm but warmFirm but warm Critical DemandingnessCritical Demandingness

– Selective ignoringSelective ignoring– OverlappingOverlapping

Rules – clear, positive, Rules – clear, positive, postedposted

Developing ownershipDeveloping ownership PracticePractice

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Establishing ProtocolsEstablishing Protocols

Entering and leaving the playground or gymEntering and leaving the playground or gym Starting and stopping at a signal from the teacherStarting and stopping at a signal from the teacher Gathering up equipment when the stop signal is Gathering up equipment when the stop signal is

given – getting out and putting away equipmentgiven – getting out and putting away equipment Selecting partners, teams, and groupsSelecting partners, teams, and groups

- Graham (2000)- Graham (2000)

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3 Keys to Motivating Children3 Keys to Motivating Children

1.1. Success oriented – success is Success oriented – success is motivatingmotivating

Self-adjusted – choice in activities to Self-adjusted – choice in activities to attain successattain success

Slanty Rope - Slanty Rope -

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2.2. Intrinsically MotivatingIntrinsically Motivating

3.3. Developmentally AppropriateDevelopmentally Appropriate Different skill levelsDifferent skill levels High and low skill levelsHigh and low skill levels

3 Keys to Motivating Children3 Keys to Motivating Children

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Six Techniques to Increase Six Techniques to Increase Appropriate BehaviourAppropriate Behaviour

Proactive techniquesProactive techniques– Positive interactionPositive interaction – – verbal and non-verbal verbal and non-verbal

interactioninteraction– Eliminating differential treatmentEliminating differential treatment – – not singling not singling

out children with a reprimand each time out children with a reprimand each time they display inappropriate behaviourthey display inappropriate behaviour

– PromptingPrompting – – reminding students what is reminding students what is expected of themexpected of them

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Reactive TechniquesReactive Techniques– Ignoring inappropriate behaviourIgnoring inappropriate behaviour – – when it is of when it is of

short duration, a minor deviation, reacting short duration, a minor deviation, reacting to it would cause interruptionto it would cause interruption

– Non-verbal teacher interactionNon-verbal teacher interaction – – simple non-simple non-verbal techniques, such as close physical verbal techniques, such as close physical proximity, borrowing equipment, eye proximity, borrowing equipment, eye contact, simple signalcontact, simple signal

– Person-to-person dialoguePerson-to-person dialogue – – talking with talking with student outside of physical education classstudent outside of physical education class

Six Techniques to Increase Six Techniques to Increase Appropriate BehaviourAppropriate Behaviour

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Techniques to Decrease Techniques to Decrease Inappropriate BehaviourInappropriate Behaviour

Desists Desists – – a verbal statement that tells a child to a verbal statement that tells a child to stop doing somethingstop doing something

Time-outsTime-outs – – withdrawals from class for a withdrawals from class for a specified amount of timespecified amount of time

Planning Time (Conflict Resolution)Planning Time (Conflict Resolution) - - resolving resolving conflicts with another personconflicts with another person

Behaviour ContractsBehaviour Contracts – – formal agreement between formal agreement between teacher and studentteacher and student

Letters to ParentsLetters to Parents – – listing specific violationslisting specific violations Involving the PrincipalInvolving the Principal – as a a LAST resort – as a a LAST resort

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Techniques for Maintaining Techniques for Maintaining Appropriate BehaviorAppropriate Behavior

Hellison’s Social Responsibility ModelHellison’s Social Responsibility Model - - incorporating a system for developing incorporating a system for developing student responsibilitystudent responsibility – Level 0: IrresponsibilityLevel 0: Irresponsibility– Level 1: Self-controlLevel 1: Self-control– Level 2: InvolvementLevel 2: Involvement– Level 3: Self-responsibilityLevel 3: Self-responsibility– Level 4: CaringLevel 4: Caring

Class RewardsClass Rewards - - class as a whole can earn class as a whole can earn rewards for abiding by class rulesrewards for abiding by class rules

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Techniques for Maintaining Techniques for Maintaining Appropriate Behavior (cont.)Appropriate Behavior (cont.)

Token SystemsToken Systems – – rewards desirable rewards desirable behavior by giving tokens that behavior by giving tokens that can be exchanged for various can be exchanged for various rewardsrewards

Behavior GamesBehavior Games – – teaching teaching appropriate behavior via a gameappropriate behavior via a game

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Strategies for Maximizing On-Task Strategies for Maximizing On-Task BehaviourBehaviour

Back to wallBack to wall Proximity ControlProximity Control With-it-nessWith-it-ness OverlappingOverlapping Learning namesLearning names Positive PinpointingPositive Pinpointing

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Instant ActivityInstant ActivitySet InductionSet InductionScaffoldingScaffolding

Brief InstructionBrief InstructionDemonstratingDemonstrating

PinpointingPinpointingChecking for UnderstandingChecking for Understanding

Teaching by InvitationTeaching by InvitationIntratask VariationIntratask Variation

Task Sheets Task Sheets Teacher FeedbackTeacher Feedback

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Instant Activity (IA)Instant Activity (IA)

An activity for students as they enter An activity for students as they enter the gymthe gym

Encourages movement and action Encourages movement and action IA given verbally or writtenIA given verbally or written Music may be played during IAMusic may be played during IA

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Set InductionSet Induction

AKA – Anticipatory SetAKA – Anticipatory Set Purpose = To motivate students so Purpose = To motivate students so

that they become interested in the that they become interested in the lesson and understand its purpose.lesson and understand its purpose.

A way to provoke the student’s A way to provoke the student’s interest and enthusiasminterest and enthusiasm

A way to involve studentsA way to involve students

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Set Induction ExampleSet Induction Example

When you're playing basketball, When you're playing basketball, does anyone ever steal the ball does anyone ever steal the ball from you? In today’s lesson we are from you? In today’s lesson we are going to practice two “secrets” that going to practice two “secrets” that will help you keep others from will help you keep others from stealing the ball.stealing the ball.

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ScaffoldingScaffolding

Relation to past and future learningRelation to past and future learning Revisit material to commit to long-Revisit material to commit to long-

term memoryterm memory TechniquesTechniques

– Posted yearly plansPosted yearly plans– NotebooksNotebooks– Common vocabulary between lessonsCommon vocabulary between lessons– Entrance/Exit slipsEntrance/Exit slips

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Brief InstructionBrief Instruction

One idea at a time One idea at a time Brief explanationsBrief explanations Reminder words or phrasesReminder words or phrases Verbally guide children Verbally guide children

through complex instructionsthrough complex instructions

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DemonstrationDemonstration

Whole – part Whole – part DEADDEAD Normal – slowNormal – slow Verbal focus on key aspectVerbal focus on key aspect

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PinpointingPinpointing Demonstration by studentsDemonstration by students Two or more when feasible (G&B)Two or more when feasible (G&B) Helps children:Helps children:

– Understand complex tasksUnderstand complex tasks– Understand cues (refinements)Understand cues (refinements)– Discover alternative solutions to Discover alternative solutions to

problemsproblems Ex. “Can everyone stop and watch Ex. “Can everyone stop and watch

how Jimmy and Melissa spread their how Jimmy and Melissa spread their arms out to help them balance.”arms out to help them balance.”

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Checking for UnderstandingChecking for Understanding

Quick test of student’s Quick test of student’s comprehensioncomprehension

Whole class simultaneouslyWhole class simultaneously Quick scan by teacherQuick scan by teacher Ex. “Show me what it looks like to Ex. “Show me what it looks like to

follow through on your free throw.”follow through on your free throw.”

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Teaching by InvitationTeaching by Invitation

Provide students with a choice of Provide students with a choice of taskstasks

Allows for individual differencesAllows for individual differences Alternatives are equally acceptableAlternatives are equally acceptable Ex. “You may want to hit the tennis Ex. “You may want to hit the tennis

ball or the balloon with your paddle”ball or the balloon with your paddle”

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Intratask VariationIntratask Variation Technique that allows a teacher to Technique that allows a teacher to

make adjustments for differing make adjustments for differing abilitiesabilities

Teacher decides that a task needs to Teacher decides that a task needs to be changed for a student/group of be changed for a student/group of students to make it easier or harderstudents to make it easier or harder

Ex. “Hey Jenny, if you want you can TRY to Ex. “Hey Jenny, if you want you can TRY to place the net further away if you are finding place the net further away if you are finding it too easy.”it too easy.”

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Task SheetsTask Sheets

Provides children with higher rates of Provides children with higher rates of success by allowing them to progress success by allowing them to progress at their own paceat their own pace

Self-testingSelf-testing Simple to complexSimple to complex Mostly individual skillsMostly individual skills

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Teacher FeedbackTeacher Feedback

SpecificSpecific as opposed to general as opposed to general CongruentCongruent as opposed to as opposed to

incongruentincongruent Simple as opposed to complexSimple as opposed to complex Primarily positive or neutralPrimarily positive or neutral

– Ex. “Way to go Joann, that time you Ex. “Way to go Joann, that time you really used your ‘Quick Feet’!”really used your ‘Quick Feet’!”