LESSON 5: DEVELOPING INSTRUCTIONAL PLAN FOR PHYSICAL EDUCATION AND HEALTH

DEFINITION OF LESSON PLAN

 concise summary of the course instruction by the teacher.

 Learning direction of a lesson.
 Strategy devised by a teacher to guide the learning of a class.

ADVANTAGES OF LESSON PLANNING

 It promotes self-confidence in the teacher.

 It helps the teacher keep track of the sequence of the lessons.
 It allows the teacher to reflect and improve his/her teaching for the future.
 It keeps teaching matters organized in a time frame.
 It helps the teacher to consider the characteristics of pupils in the preparation of activities.
 It provides an opportunity for the teacher to anticipate possible problems in the
execution of the lesson.
 It inspires the teacher to formulate and ask relevant questions.
 It provides an opportunity for the teacher to anticipate possible problems in the
execution of the lesson.
 It inspires the teacher to formulate and ask relevant questions. DISADVANTAGES OF LESSON
PLANNING
 It allows the teacher to work independently, and it compromises flexibility.
 It makes simple matters complicated.
 It allows the possibility of making the teaching process challenging.

ELEMENTS OF A LESSON PLAN

1. Lesson Objective
 Based on the attributes of the pupils and what is stated in the curriculum.
2. Activities
 Learning experiences provided by the teacher.
3. Assessment Tool
 Assessment is an important part of the lesson for both the teachers and pupils.

LESSON PLAN AND ITS PARTS

1. Setting of Objective
 Identify the learning objective first.
 The objective will serve as a roadmap to the teacher.
2. Stating the Matter
 This part involves the content and concept that the teacher has to present to the
class.
 Other elements of this part include reference, materials and skill.
3. Procedure
 A. Preliminary Activities
o Daily routine of the class.
o It includes greetings, prayers, checking of attendance, community songs, and
other activities that establish rapport between the teachers and pupils.
B. Review
o This part serves as an activity to check if the pupils can recall what they have
learned in the past lesson.
C. Motivation
o Teacher provides activities that will arouse the pupils’ interest or an activity that
is connected to present the lesson. In motivation, teachers can use songs,
stories, dance, games or presenting pictures, videos puzzles, or raising intriguing
questions.
D. Presentation
o The presents a new lesson by stating a linking statement between the motor
activity and its relevance to the lesson to be discussed.
E. Discussion
o This is the most essential part of the procedure.
F. Generalization
o This part is where the pupils give the concepts of the lesson in the form of a
statement.
G. Application
o The teacher gives an activity wherein the pupils can apply what they have
learned from the lessons.

4. Evaluation
 The teacher gives an assessment based on the concept learned.
5. Assignment
 The assignment is an activity that pupils need to do after the class at their home.

LESSON 1: DEMONTRATION

The cognitive phase focuses on learning concepts like history of a particular sport, while
psychomotor phase deals with physical and master.

DEFINITION OF DEMONSTRATION

 Teaching physical education and health can be more effective if teachers use
demonstration as a strategy (Chen, Zhu, Mason, Hammon-Bennett, and Colombo-
Dougovito, (2016).
 Teachers demonstrate a routine to entrance learning and retention systematically.
 Demonstration is often used when the pupils find difficulty in connecting theories
to actual practice or when they cannot understand the application of theories.
 The word demonstration comes from the word demos, which means to perform an
activity or a concept.
  Ramadhani and Surya (2017) reiterated that teaching using demonstration strategy
explains a particular event based on the teaching materials.

CHARACTERISTICS OF DEMONSTRATION STRATEGY

The following are some of the distinct demonstration strategy characteristics (Ryan, Maina, and
Mokgwathi,2016)

 It has clear goals and objectives.

 It has a well-planned strategy.
 Do the demonstration in a simple manner.
 Attention must be given to all pupils.

STEPS IN USING DEMONSTRATION

STEP 1. PLANNING AND PREPARATION

Proper planning and preparation are required for a good demonstration. To ensure
the success of the demonstration activity, the teacher should allot time in planning
and preparing. In doing so, the teachers need to:

 have a thorough mastery of the subject matter;

 create a well-planned instructional plan;
 collect necessary and relevant instructional materials; and
 practice the demonstration

STEP 2: INTRODUCTION OF THE LESSON

The teachers should engage the pupils in the lesson. Hence, the proper introduction
of the lesson must be done. Pupils should be prepared physically and mentally
before the intended demonstration activity.

STEP 3: PRESENTATION OF THE SUBJECT MATTER

The teachers must have mastery of the topic for them to become successful in
conducting the demonstration

STEP 4: DEMONSTRATION PROPER

The teachers must make sure that everything is ready. The place where the
demonstration will take place is prepared well, including the materials to be used.

STEP 5: INSTRUCTIONAL SUPPORT

In teaching physical education and health using demonstration, the teacher must
prepare instructional support like sports equipment, the place where the
demonstration will occur, and other materials essential for the activity

STEP 6: EVALUATION

The evaluation will tell the teachers if they are successful in doing the exercise.
The assessment will show the strengths and points that need improvement in the
 part of the execution. Furthermore, it provides both the teachers and pupils an
opportunity to reflect on how the demonstration activity will improve

ADVANTAGES OF USING DEMONTRATION

 It allows the pupils to have more in-depth learning of the concept.

 It engages and motivates the pupils to maintain in activeness in the teaching and learning
process.
 It leads to the mastery of concepts or skill.
 It creates interests among pupils.
 It arouses discovery and creativity among pupils.

DISADVANTAGE OF USING DEMONSTRATION

 It can be costly and expensive due to the needed instructional support.

 It requires time to plan and prepare, particularly during the activity’s rehearsal before the
actual presentation.
 Many inexperienced teachers are teaching the subject, and sometimes, there is a
mismatch between the teacher’s specialization and nature of the subject handled.

LESSON 2: PROBLEM SOLVING DEFINITION OF PROBLEM-SOLVING

 “none of us are exempted from experiencing everyday problems.” - Wright, 2004

 “even young children are experiencing the same problems when doing activities alone
and with friends” - Keen, 2011
 “school has viral role in developing problem-solving skills among children” - Zhai, Jocz and
Tan, 2015
 “given activities that focus on real life experiences in which they are given opportunities
to think, know and do in authentic context.” - Glickman, 2022
 “Problem-solving as the strategy in presenting the lesson must be used when teaching in
school even, in subjects like physical education and health.” – DEPED, 2013
 “This strategy evolved and became popular among teachers when providing learning
experiences in different subjects’ areas in school”- Edwards and Hammer, 2007
 Critical thinking and creative thinking are parts of problem-solving. – Pill and Suesee, 2017

STEPS IN PROBLEM-SOLVING

STEP 1: IDENTIFICATION OF PROBLEM

This step exposes pupils to particular situation. The teachers can guide children in
the identification of problems by asking questions.

STEP 2: FORMULATING HYPOTHESIS

The stated problems, the teacher will ask the pupils to think of possible reasons
for the particular problems.

STEP 3: FINDING FACTS

 Pupils will gather information regarding the hypothesis using different resources
like books, video clips, and other materials that can help lead them to understand
the problems.

STEP 4: BRAINSTORM

The collected information will be classified and analyzed to identify the possible
solution to the presented hypothesis.

STEP 5: TEST THE IDEA

The given hypothesis will be tested to determine the best solution to address the
problem.

ADVANTAGES OF USING PROBLEM-SOLVING

 Pupils become independent thinkers.

 They learn to identify and structure problems.
 They learn to gather valid and reliable sources important to the problem.
 They learn to formulate hypotheses.
 They learn to test hypothesis and gather data to prove or disprove the identified hypothesis
 They learn to solve real-life problem.
 They learn to gain familiarity with various objects or situations around them, their
applications and their relationships instead of having simple knowledge.
 They institute a healthy and favorable relationship with teachers and classmates
 They develop scientific manners of solving problems.
 They develop creative, critical, cooperative and problem-solving skills.

DISADVANTAGES OF USING PROBLEM-SOLVING

 It is time consuming.
 The ability of the teacher to conduct and handle problem-solving activities in the
classroom.
 It requires many people’s involvement and more time for preparation, discussion and
comparison of pupils’ answers.
 It requires the integration of multiple disciplines so that pupils can have different views of
the problem.
 Assessment is always a challenge for the teachers.
 The teacher needs to create relevant problems that sustain the interest of pupils
 Independent learning may result in misconception among pupils.

LESSON 3: DRILL AND PRACTICE DEFINITION OF DRILL AND PRACTICE

“A Drill is a method in which the pupil is invited to skills training to see how to make
something, how to use it, what it is made of, its benefits, and others. “ Marwan (2018)
 “Practice is used as an idea to gain familiarity and expertise. “ Mohammed, (2020)
“PE Teachers play an essential role in developing the motor skills needed to become
physically literate. “ (Silverman and Mercier, 2015)

2 TYPES OF DRILL AND PRACTICE

MASSED PRACTICE

o A technique that involves using long study or practice sessions.

o A practice that consists of fewer and shorter inter-trial intervals during training
sessions.
o Improves recall and is suited to highly motivated students.

DISTRIBUTED PRACTICE

o A learning strategy that involves breaking up studying into multiple sessions spaced
out over time.
o Utilizes temporal spacing intervals between repetition of tasks usually of the order
of hours or during a few days.
o Time may be managed ineffectively and can be time consuming

METHODS OF DRILL AND PRACTICE

WHOLE METHOD – beginning to end practice.

PART METHOD – isolated practice

WHOLE-PART-WHOLE METHOD – presented as whole but broken into constituent parts

practice

PROGRESSIVE PART METHOD – focuses on parts individually before linked together and
expanded.

ADVANTAGES OF USING DRILL AND PRACTICE

 he pupils can apply knowledge through interaction.

 The pupils can learn Certain concepts efficiently and effectively.
 Repetitive activities can help different ways in dealing with various environment.
 It can accommodate the diverse characteristics of pupils.
 The pupils can acquire and master high-level skills.
 Tachers can monitor students in both performance and needs.

DISADVANTAGES OF USING DRILL AND PRACTICE

 Pupils may get easily bored or distracted.

 Pupils may rely on rote memorization and remembering without fully understanding.
 Teachers and Pupils may tend to over- emphasize technical skills and direct instinction.