REPORTER: ROSALINDA SAMONG

BEED-3

Adolescent Development and Implications

PHYSICAL DEVELOPMENT

Developmental Changes and Characteristics Implication to Physical Education

1. Height and Weight Plan and organize co-educational activities to

• Girls are taller than boys at early stage. Boys minimize undue embarassment.
catch up later.
• Girls are frequently heavier at early stage.
Boys catch up later.
2. Skeletal Changes
• Differences in body proportion caused by skeletal Offer suggestions on healthful nutrition and
changes. proper execises.
Developmental Changes and Characteristics Implication to Physical Education

3. Sex Maturation Foster a healthy attitude towards menstruation.

• Primary Sex changes Proper hygiene and cleanliness. Foster an
• Girls- 12 to 14 signal of maturation acceptance of individual differences.
• Boys- 14 to 16 or about 2 years later
Secondary Sex Characteristics

Girls at around 10 years of age after menarche have: Help the students understand the process of
growth.
Developmental Changes and Characteristics Implication to Physical Education

4. Other Systematic Changes • Watch carefully for signs of fatigue and

• Circulatory System exhaustion.
• Respiratory System • Exercise is needed to improve vital
• Digestive System capacity
• Nervous System • Proper Nutrition
• Thought-provoking and problem solving
5. Basic Motor Skills For girls- improvement in balance

Changes in Adolescent Performance For boys- emphasis on agility, control and

strength.

EMOTIONAL DEVELOPMENT
Adolescent Needs

1. Neet to adjust to- physical state, interest, parental • Use different techniques in motivating
protocol. students.
2. Affection • Socializing activities
3. Achievement • Provide a varied program for a sense of
4. Adventure accomplishment
5. Security • Satisfy the need for excitement and
6. Sense of well-being (Individual worth) adventure
• Make students feel at ease through
concrete instructions and established
definite procedure and regulation
• Be aware of abnormal extremes

REPORTER: EVANGELINE BALDEVIESO

Developed by Gestalt focuses The Cognitive Theory of Learning

(Field Theory)

 on the individual.

 It states that an individual learns a task as a meaningful whole rather than a series of
related parts.

 Jerome Bruner is an outstanding advocate the cognitive theory.

 His major emphasis is on the discovery approach which gives much importance to
intuitive thinking.

Recent Views on Learning

Older Concept of Learning

 Advocated by Thorndike.

 Questioned by Robert Gagne who summarized some

educational researches on learning.

 States that in teaching the school subjects repetition is not necessary in order to learn.

 He suggests that prior learning of pre-requisite skills or capabilities is the most

important factor to ensure learning.
Some ways to facilitate learning by Robert Gagne

1. It is generally recognized that each learner has different pre-requisite skills as he attempts
to learn a new creativity. A complete diagnostic survey should be made of what the child
can not do and can do.
2. The teacher should have available the re-requisites the child has not yet mastered.
3. Students do not need additional practice to ensure retention but should be subjected to
periodic and spaced reviews.

REPORTER: KAREN ALEGRE

BASIC PRINCIPLES OF LEARNING AND IMPLICATIONS

1. Each learner is a unique individual.

The way in which an individual learns is not exactly like that of any other individual.
Implication. Employ various means to individualize instruction, suuch as flexible groupings,
varied instrustional methods, and consider the rate of progress.

2. The learner learns as whole individual.

The whole of man in an entity; he functions effectively as a total person. Whatever he
learns, he learns as a total individual. Implication. The school environment must provide for his
comfort and well-being. The teacher should help reinforce learning by presenting key
instructions or concepts and facts through various methods or media.

3. Learning is an active process

The learning of a motor skill demands actual performance and practice of the skill. He
must make as part of his learning experience the discovery of better ways of performance and the
relevance in the solution of a problem.

4. The child learns in terms of his maturity, his experience background, and his own
purposes.
The child cannot learn what he is not ready to learn. The physiological maturity of each
individual child establishes a minimum age before which it is not realistic to expect, him to
achieve a specific learning objective. The child’s experiential background is also a factor in his
readiness for learning. He also learns in terms of his felt needs; he does not learn that which he
does not need to learn. Implications. Learning activities must be suited to the learner’s
developmental needs and interests. The teacher can stimulate readiness for certainlearnings by
providing appropriate background experiences. It is the teacher’s responsibility to identify
purposes that are currently meaningful to the learner and to motivate new and important
learnings.

PRINCIPLES IN SKILL LEARNING

To assist the learner in the acquisition of a particular skill in the instructional program the
teacher must be guided by scientific principles. The following principles are practical as well as
scientific:

1. Accurate and effective practice is important.

2. Correct and accurate practice repeated many times to the point of everlearning will result in an
automatic and smooth movement.
3. Practice periods should be short for beginners and may become a little longer as learning
progresses.
4. Practice periods should be distributed over a long period rather that concentrated in a short
aapan of time.