PHYSICAL EDUCATION

1.0 Introduction
Physical education is very vital in our life because it will teach us important
things that very useful to us. This is supported by Bailey and Macfadyen (2000:4)
that physical education represents an umbrella term for wide range of
purposeful physical pursuits that can enrich lives and improve the quality of
living. The topic that I was choosing for my example of lessons is soccer and the
skill that I emphasize is dribbling. It will focus on dribbling using inside and
outside foot and in weave movement. Students that I was choose to teach this
skill is Year 4 students which is 10 years old. I think these skills very suitable for
the students because in this stage they maybe already have a good gross motor
skill. Beside that, students already learned manipulative skills which are have
dribbling inside it during Year 3. They also might have previous knowledge
through experience in their life because soccer is common game especially to
the boys.
2.0 Review of literature and research
Teaching spectrum has variety teaching style based on to the decision
make by the teacher or learner. The spectrum of teaching styles (Mosston and
Ashworth, 2002) is a continuum of teaching styles categorized according to the
decisions made by the teacher and/or learner in the planning (pre-impact),
teaching (impact) and evaluation (post-impact) phases of the lesson. Teaching
spectrum also can be categories to two groups which is reproduction and
production. The learning outcomes for the reproduction are for students known
information and production is for students discover new information. By using this
teaching style, teacher can control and manage their time when the lessons
begin. This is because the main factor to use this teaching style is to organize the
students that have misbehaviours in the classroom.
TGfU is the one method that we can use to deliver knowledge to our
students during the lessons. The original TGfU model presented by Bunker and
Thorpe (1982:2) is a step-by-step procedural model for teachers to enable
students or players to become skillful games players. In the TGfU, we have four

PHYSICAL EDUCATION
pedagogical principles which is sampling, representation, exaggeration and
tactical complexity. As mentioned by Griffin and Butler (2005:3) Game sampling
can provide students with an opportunity to explore the similarities and
differences among games. It means that when students learned the dribbling in
soccer, they also can saw the similarities with hockey dribbling but the
differences is using foot and hand Representation involves developing
condensed games that contain the same tactical structure of the advanced form
of the game. (Griffin and Butler (2005:3). I think that, representation principle is
constructing the games being more advance with the same tactical structure.
Exaggeration involves changing the secondary rules of the game to overstate a
specific tactical problem. (Griffin and Butler (2005:4).In my opinion, exaggeration
principle is we modified games rules so that, it can help students correct their
mistakes and more challenging. Tactical complexity involves matching the game
to the developmental level of the student. (Griffin and Butler (2005:4).The game
would be more fun and enjoyable when students feel the skills that in the games
suitable with their abilities. These principles will help teachers to teach students
become skillful persons. This is because TGfU starts the lesson with give
opportunity to students play first then; teacher will teach students the correct skill
after that, they will play again. TGfU also is a game-centered where we can see
that this approach give chance to students play the game first. From that, it can
attract students to learn and make them feel enjoy. Beside that, TGfU also use
student-centred because students need to make reflection on own decision.
Griffin and Butler (2005:1) stated that Teaching Games for Understanding
(TGfU) is a learner- and game centered approach sport-related games learning
with strong ties to a constructivist approach to learning. Therefore, the teaching
approaches such as Teaching Styles and Teaching Games for Understanding
(TGfU) is ultimately a perfect model for engaging the child with a secure
understanding and skill acquisition regarding to the skill.

PHYSICAL EDUCATION

3.0 Overview of planned lesson

3.1 Lesson objective
3.1.1 Psychomotor
To achieve my lesson objective for psychomotor, I use teaching spectrum
and TGfU in my lesson plan. I want my students master the basic skill because
its very important in real soccer game. Beside that, to ensure my students
master the skills, I need to use some method to measure their achievement. For
example, in my lesson plan 1, students needs to dribbling with the inside foot 5
times in one minute. If they success do the task, it means that my student maybe
master the skills.
3.1.2 Cognitive
In my lesson plan, I use teaching spectrum and TGfU to achieve my
lesson objective for cognitive. This is basic concept in dribbling so; I want my
students grasp the concept. For example, I show the position of inside and
outside foot and also demonstrate the dribbling so after the lesson, they will be
able to show it. This is supported by Pollock and Lee (in Raymond 1998: p 111)
who stated that modelling helps create an image for the learner and is seen as
an important part of the early stages of motor skill learning. I want my students
do the correct way and avoid any errors.
3.1.3 Affective
By using teaching spectrum and TGfU in my lesson plan, I can promote
patient and careful behaviour to my students. This is because to master and
grasp the skills concepts, students must have these behaviours to be good
leaner.
3.2 Teaching Strategies
3.2.1 Pacing of tasks
This series of lesson plans is to show the progression what students will
learn to master the skills. Students will learn the skills from the basic skills to
advance skills. So students will do a simple activity to more challenging activity.

PHYSICAL EDUCATION
For example, students will start with self-dribbling after that reciprocal dribbling
and finally will apply it in games. Williams (in Doherty and Bailey 2003) stated
that progression can be seen in the difficulty of the tasks achieved, in the quality
of the response and in the context in which it is reproduced.
3.2.2 Pupils organization
In this lesson plans, I manage the students in groups. Rink (in Doherty
and Bailey 2003) was suggested that grouping is a powerful tool that teacher
can use to influence the learning process. I agree with this statement because I
can easily control the class and detect any misconceptions.
3.2.3 Differentiation / Inclusion
For my suggestion, teacher should do activities that suitable to their
students abilities. For example, like my skills in soccer, I should modify activity
for boys and girls so that it will suit with their ability. I also can adjust the activity
for the slow learner or disable students.
3.3 Taught Material
3.3.1 Teaching Style
3.3.1.1 Warm up
I used command style and convergent style to teach the children during
warm-up session. Ashworth and Mosston (2002:76) stated that Command style
is about the role of the teacher to make all the decisions and the role of the
learner is to follow these decisions on cue. I have the same opinion with them
because with this style, I can easily control and manage my class. Beside that, it
will help me in giving an instruction and organizes the students. To make my
lessons more interesting, I also use convergent style. It will develop students
thinking because they need to solve the problem. Indirectly, it makes students
think more critically. In warm-up session, I do an activity to attract students focus.
3.3.1.2 Skill Introduction
To deliver the concept of the skills, I choose command style because I
want my students get the concepts without any misconceptions. I think command
style very suitable when we want to deliver the concepts. As stated by Mosston

PHYSICAL EDUCATION
(1986) said that the command can be defined as a teacher makes all
decisions. I concur with that statement because it is vital to make students
understand the concepts so that we can prevent any misunderstanding. I also
use inclusion style to give some differentiation in my lessons when deliver the
knowledge. Mosston (1986) said that the inclusion can be defined as Teacher
provides alternative levels of difficulty for pupils. I will give students opportunity
to choose level of difficulty at which they feel most comfortable and suitable.
Teacher will encourage students to evaluate own performances and decide to
change next level. The most important thing that I will do to introduce the skills, I
will demonstrate first to students. According to Christina and Corcos (in Bailey
2005: p 84) The demonstration provide a clear picture of the skill or task to be
performed. Some learners, especially the young or inexperienced can become
confused

by

verbal

explanations alone.

It

will

make

students

more

understanding.
3.3.1.3 Skill development
When I want to develop students skills, I use reciprocal style. As cited by
Ashworth and Mosston (2002:116) Reciprocal style offers the learner to work in
partnership relationship and the role of the teacher is to make the logistical
decisions. When students work with their pair, it will motive them learned.
Besides that, we can do peer assessment to encouraged students to learn. I also
use inclusion style to make changes in my lesson so that, students will not feel
bored with my teaching method.
3.3.2 Teaching Games for Understanding (TGfU)
3.3.2.1 Warm up
In this session, I make an activity which is Changing Side activity. The
purpose of the activity is I want to increase students heart beat and avoid them
from any muscle tightening injury like cramp. Students will change from one side
to another with locomotors movements and avoid from running into others.

PHYSICAL EDUCATION

3.3.2.2 Game
Allison and Barrett (2000), as cited by Gallahue and Donnelly (2003:568),
suggests that games are activities in which one or more children engage in
cooperative, collaborative or competitive play with or without an object within the
structure of certain rules and boundaries.First, in small group of 5v5 students will
play Futsal. In the games appreciation, students will tell the rules of the game.
The rules is ball must be placed over the line between two cones, no tackle and
direct touch and use inside and outside foot for dribbling. Students will start plan
their tactical awareness to challenge the opponent which they can use offensive
and defensive strategies. Students need to understand the concepts of dribbling
and exaggeration their techniques when playing. After that, students will make
decision such as what to do and how to do when they try to make score. In the
skill execution, students will apply their skills with combination of inside and
outside weave dribbling during playing. Students will sample techniques in
evaluating performances. The second game would be almost the same with first
game but there are some exaggerations. I put more two cones (as stated in the
lesson plan) so that, it will give more challenging to students.
3.3.2.3 Teach
During the students playing the game, teacher might be saw any mistakes
that students were done. For example, to correct students mistakes, I will teach
students how to dribble using inside and outside foot and the body movements or
position. This is my teaching points that I want students get it. After that, students
will play again the game without any mistakes or less of errors. Teacher can give
feedback to students during the game so that, they will remember it. Tattersfield
(in Raymond 1998: p 113) stated that feedback should be supplied as soon as
possible after a skill has taken place and the longer feedback is delayed the less
value it generally have.

PHYSICAL EDUCATION

3.3.2.4 Cool down/Plenary

This session, I will do some simple activity like slow jog to decrease
students heart beat and cool sown their muscles. After that, I will give some
questions and summarize my lesson with questioning students what they have
learned.
4.0 Assessment
Moreover, to make pupils thinking more critically, I use questioning skill
during cool down or plenary. The questions must suitable with their age range so
that, it will stimulate their thinking. I will ask them the only good questions that
can stimulate their thinking. According to Elstgeest (1985: 173) criteria for good
questions are those that are productive because they stimulate productive
physical or mental activity and reasoning in pupils and take they forward their
thinking. From his suggestion, I avoid from using a close question that have one
or a limited number of acceptable responses.
Beside that, question by question make them curios about something that
happen. Childrens curiosity leads them to experiment and the more they
experiment the more they learn science. (Holt, Ives, Levadi and Von Hippel,
1983: 6). I have the same opinion with them that teacher should lead the pupils
curiosity about something. Beside that, pupils should be working in practical
activity. For example, I can ask them which part of legs that uses for dribbling
and maybe one pupil can show demonstrate again the skills. I also use KWHL
Table to assess pupils understanding. The K stand for What you know, W is
for What you want to find out, H means for How can you learn more and final
alphabet is L stand for What you learned. From this, I can analyze and identify
pupils understanding or misconception.
Furthermore, for my lesson assessment, I use SWOT analysis to measure
and estimate whether it give good effectiveness to pupils or not. I can see my
strength, weaknesses, opportunities and threat. So from that, I can make
amendment to my next lesson.

PHYSICAL EDUCATION

5.0 Conclusion
These both methods of teaching style have their own advantages
that can improve students learning. Teachers must choose the suitable method
according to students abilities so that, they will feel enjoy and love to learn
Physical Education. We as teacher must use appropriate teaching approach to
teach pupils so that it will give meaningful for them. We also must have good
contents knowledge before teach pupils because it very useful when give
explanations to pupils and answering their questions. As supported by Burgess
(2007), the higher content knowledge teacher is a crucial in arising childrens
attention towards science as he will help the children to learn science effectively
by having the understanding on the topic that suit with childrens learning and
have awareness of physical world.Teachers also must ensure that our students
will involve in a variety and challenging activities so as they can promote their
basic skills and knowledge acquisition within a safe, orderly and fun-filled
environment to individual and social growth, sportsmanship, and teamwork.
Indirectly, we can create a physically educated child as what we planned in our
Malaysian National Curriculum.

PHYSICAL EDUCATION

BIBLIOGRAPHY
Bailey, R. and Macfadyen, T. (2005) Teaching physical education 5-11. London:
Continuum
Bunker, D. and Thorpe, R. (1982) A model for the teaching of games in the
secondary school. Bulletin of Physical Education, 18 (1), 5-8.
Burgees, D.R (2007) Professional development for science teacher [Online]
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2008]
Cristina R W and Corcos, D M (1988) Coaches guide to teaching sports skills,
human kinetics Champaigns, IL
Elstgeest, (1985) cited in Eliason & Jenkins (1986) A practical guide to early
childhood curriculum, 3rd ed. United State of America: Merril Publishing Company
Gallahue, D.L and Donnely, F.C (2003) 4 Etd. Developmental physical education
for all children. China: Human Kinetics.
Griffin, L.L. and Butler, J. (Eds) (2005) Teaching Games for Understanding
Theory, Research and Practice. China: Human Kinetics Pollock and Lee (1992)
cited in Raymond, C (1998) Coordinating physical education across the primary
school, New York: RoutledgeFalmer.
Holt et. al., (1983) cited in Davies, D. and Howe, A. (2003) Teaching science and
design and technology in the early years, London: David Fulton.
Mosston and Ashworth (2002) Teaching physical education. 5th edition, New York:
Benjamin Cummings.
Pollock and Lee (1992) cited in Raymond, C (1998) Coordinating physical
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Rink, J (1993) cited in Doherty, J and Bailey, R (2003) Supporting physical
development and physical education in the early years USA: Open University
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Tattersfield (1985) cited in Raymond, C (1998) Coordinating physical education
across the primary school, New York: RoutledgeFalmer.

PHYSICAL EDUCATION
Williams (1996) cited in Doherty, J and Bailey, R (2003) Supporting physical
development and physical education in the early years USA: Open University
Press Buckingham.