SCP Spec105

ST.
JOHN PAUL II COLLEGE OF DAVAO
COLLEGE OF HUMAN KINETICS
Physically Detached Yet Academically Attached
SIMPLIFIED COURSE PACK (SCP) FOR SELF-

DIRECTRED LEARNING
SPEC 105 - Process of Teaching PE and Health Education
This Simplified Course Pack (SCP) is a draft version only and may not
be used, published or redistributed without the prior written consent of
the Academic Council of SJPIICD. Contents of this SCP are only
intended for the consumption of the students who are officially enrolled
in the course/subject. Revision and modification process of this SCP
are expected.
SCP-SPEC105 | 1
ST. JOHN PAUL II COLLEGE OF DAVAO
Vision By 2023, a recognized professional institution providing quality,

economically accessible, and transformative education grounded
on the teachings of St. John Paul II.
Serve the nation by providing competent JPCean graduates
Mission through quality teaching and learning, transparent governance,
holistic student services, and meaningful community-oriented
researches, guided by the ideals of St. John Paul II.
Respect
Hard Work
Core Values Perseverance
Self-Sacrifice
Compassion
Family Attachment
Inquisitive
Ingenious
Graduate Attributes
Innovative
Inspiring
Course Code/Title Philippine Traditional Dances

The course provides students with opportunities to study, discuss,
organize and practice instructional methods for teaching PE and
Health in K-12 and Health curriculum. It explores various process in
Course Description
teaching PE and Health. A demonstration teaching employing
various instructional strategies and methodologies is expected in
the course.
Course Requirement Actual Teaching Demonstration
Time Frame 54 Hours
“Based 40” Cumulative Averaging Grading System
Grading System Periodical Grading = Attendance (5%) + Participation (10%) + Quiz (25%) + Exam
(60%)
Final-Final Grade = Prelim Grade (30%) + Midterm Grade (30%) + Final Grade (40%)
Contact Detail
Dean/Program Head Reyna Flor E. Mondejar (09098283641)
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Course Map
Process of Teaching PE and Health Education (SCP)
SCP-Topics: Prelim Period SCP- Topics: Midterm Period SCP- Topics: Final Period
Teaching Strategies in Physical

Week 7 Week
Week 1 Physical Education and Health Education Process of Teaching
13
The Learner and the Learning Week 8 Teaching Strategies in P.E Week Evaluation
Teaching thethe skills Performance
Psychomotor Phase of Physical
Week 2
Process 14 Assignments of marks
Guidelines for teachers

Planning the PE Program Week 9 mosston’s Spectrum Teaching Week
Week 3 Gymnastics
Developmental activities Styles 15
Squad Organization
Week Methods of Conducting Week
Week 4 Planning the PE Program scope 10 Activities 16
Gymnastics
Planning Lessons in Physical Week Evaluation in Physical Week

Week 5
17
Volleyball/ Basketball
Education 11 Education
Evaluating the Physical Week

Week Final exam
Week 6 Prelim Exam Education Program 18
12
Midterm Exam
Course Outcomes
1. Develop and communicate methods and strategies in teaching P.E
2. Describe the qualities of an effective teaching using techniques and approaches.
3. Demonstrate knowledge in teaching PE and Health
4. Fulfil the role as a P.E teacher and recognize the characteristics of an effective
teacher in the future.
5. Apply principles of teaching P.E and methods related to the development of safe,
pleasurable involvement in PE and Health
6. Apply principles of supervision in applying the different methods and strategies in
teaching PE and Health
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Welcome Aboard! This course provides students with

opportunities to study, discuss, organize and practice instructional
methods for teaching PE and Health in K-12 and Health
curriculum. It explores various process in teaching PE and Health.
A demonstration teaching employing various instructional
strategies and methodologies is expected in the course.
SCP-TOPICS: PRELIM PERIOD TOPICS
Week 1 Physical Education and Health

Lesson Title Concept of Physical Education
Learning Discuss and Identify the concept of PE and Health
Outcome(s)
At SJPIICD, I Matter!
LEARNING INTENT!
Terms to Ponder
.
Physical Education is teaching proper body movements to develop
the physical, mental, emotional, social and spiritual aspects of an
individual through well selected physical activities (Dimapilis et.
Al., 2009).
Physical activity is bodily movement produced by skeletal
muscles that requires the expenditure of energy and produces
progressive health benefits.
Exercise is a type of physical activity that requires planned,
structured, and repetitive bodily movement to improve or maintain
one or more components of physical fitness.
Physical Fitness has been defined as the ability to carry out daily
tasks with vigor and alertness without undue fatigue and with
ample energy to enjoy leisure time pursuits and to meet unforeseen
emergencies. (Paz et. Al., 2004).
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Essential Content
Concept of Physical Education

Instructions in various kinds of physical activity promote the
physical development and well-being of the individual. Physical
Education is generally taught from pre-school, elementary,
secondary and college levels. It is a course in the curriculum which
utilizes the learning medium of large muscle activities in a play or
movement exploration setting such us organized sports,
gymnastics, dance, aquatics and calisthenics.
Physical Education aims to help students develop skills and
good habits. It assists in developing skilled, smart, happy,
competent and intelligent individuals. It refers to the enhancement
of the individual’s growth and development through total body
movements. The informal nature of the activities in physical
education class provides relaxation and relief from strains and
tensions. Physical education activities teach students to work as
part of a team or as individuals in a wide variety of play-like and
competitive activities. It provides opportunities for socialization as
well as for the development of the mental capacities of the
individual.
In general, Physical Education is teaching proper body
movements to develop the physical, mental, emotional, social and
spiritual aspects of an individual through well selected physical
activities (Dimapilis et. Al., 2009).
Physical Activity and Exercise Defined
Abundant scientific research over the last three decades has
established a distinction between physical activity and exercise.
Physical activity is bodily movement produced by skeletal muscles
that requires the expenditure of energy and produces progressive
health benefits. Physical activity typically requires only light-
to-moderate intensity of effort. Examples of physical activity are
walking to and from work, taking the stairs instead of elevators
and escalators, gardening, doing household chores, dancing and
washing the car by hand. Physical inactivity, by contrast, implies a
level of activity that is lower than that required to maintain good
health. Exercise is a type of physical activity that requires planned,
structured, and repetitive bodily movement to improve or maintain
one or more components of physical fitness. Examples of exercises
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are walking, running, cycling, aerobics, swimming, and

strength training. Exercise is viewed as an activity requires a
vigorous intensity effort.
Proper Warm-up
To get the most from your stretching session, you need to warm up
properly. And keep in mind that stretching is not a warming up!
Start your aerobic warm-up at 40% of your maximum heart rate,
which should feel like an easy pace, and then progress to about
60% of your maximum heart rate, warming up benefits stretching
by improving your coordination, increasing elasticity and raising
your level of body awareness.
Warm-up to Cool-down
Cold muscles are susceptible to strains, pulls, and tears, so before
you begin any workout session, it’s best to “thaw out” your
muscles.
To get the most from your run, take the time to warm up before
you set out and cool down when you stop. Proper stretching leads
to better performance and should be a key component of both your
pre-run routine and your post run cool-down. Never stretch cold
muscles, which are more prone to injury. To warm up before a pre-
run stretch, take just 5 minutes to run in place, skip or do a few
push-ups any activity that gets the heart pumping and blood
flowing into muscles. After your run, again take a few minutes to
perform some stretching exercises.
Objectives of Physical Education

The objectives of Physical Education are focused on the
acquisition of those skills through the following aspects of
development:
1. Physical Development Aspect focuses on the acquisition and
development of physical skills which can increase one’s capability
to enjoy lifetime recreational pursuit. This is attained through
regular exercises and participation in varied vigorous activities.
2. Mental Development Aspect through physical education
activities, the learners acquire knowledge and understanding of
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rules and strategies of the games, sports and dance instructions.

Varied activities in physical education help the students develop
their ability to 7nalyse body movements, skills and game situation.
3. Emotional Development Aspect physical education activities
provide opportunities for self-expression and emotional mastery.
People who have more positive feeling about physical activities are
said to have positive balance of feelings. A positive balance of
feeling increase the chances that a person will develop self-
confidence, self-reliance and self-control. Positive character traits
like courage and discipline are most likely to become part of an
individual’s life.
4. Social Development Aspect physical activity often promotes the
opportunity to be with other people. It is in this social experience
that many appreciate the importance of physical education
activities. Through active participation in the activities, positive
and desirable traits are developed like cooperation, sportsmanship,
friendliness, good leadership, respect for others and honesty in a
group competition.
Physical Fitness has been defined as the ability to carry out daily
tasks with vigor and alertness without undue fatigue and with
ample energy to enjoy leisure time pursuits and to meet unforeseen
emergencies. A good level of fitness is important for leading a
healthy life. Aside from providing you with energy for work, leisure,
and emergencies, physical fitness aids in the prevention of hypo
kinetic diseases such as heart disease, hypertension, osteoporosis,
and others. It may also help us to make the most of our mental
capacities, feel good and energetic, and make the most of what life
has to offer (Paz et. Al., 2004).
The Specific Components of Physical Fitness
1. Organic Vigor – refers to the cardiovascular respiratory efficiency
which contributes to the ability to resist disease.
2. Cardio respiratory Endurance – the ability of the lungs and heart
to take in and transport adequate amounts of oxygen to the
working muscles, allowing activities that involve large muscle
masses to be performed over a long period of time.
3. Muscular Endurance – the ability of the muscles to apply a sub
maximal force repeatedly or to sustain a muscular contraction for
a certain period of time.
4. Muscular Strength – the maximal one-effort force that can be
extended against a resistance.
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5. Flexibility – the functional capacity of a joint to move through a

full range of motion.
6. Speed – the ability of the individual to make a successive

movement of the same kind in the shortest period of time.
7. Agility – the ability of the individual to change position in space;
also refers to quickness of movement.
8. Power – refers to muscular power which is the ability to release
maximum force in the shortest period of time; the ability of the
muscles to exert effort.
9. Balance – the ability of the individual to control organic equipment
neuromusculrly.
10. Coordination – the ability to use senses all together with the
body parts performing their tasks smoothly and accurately.
11. Reaction Time – it is the time it takes to perform an action
once a person realizes the need to act. People with good reaction
time can make fast starts in tracking, swimming or to dodge a fast
attack in fencing or karate. Good reaction time is also necessary
for one’s own safety while one is driving or walking.
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SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.
Search Indicator
Baltazar, E., et al. (1994) Physical Education Health and Music.
Philippines: St Augustin Publication.
Banzon V., et al. (2005) Exploring with MAPEH III. Philippines:
Vibal Publishing House, Inc.
Belmonte, P., et al. (1970) Physical Education Handbook.
Philippines: Rex Book
Copaiaco P., et al. (2011) World of MAPEH 1. Philippines: Vibal
Publishing House, Inc.
Dimapilis, N., et al. (2009) Physical Fitness and Gymnastics.
Philippines: Books atbp. Publishing Corp.
Doris D. ( 2008) Basic Physical Education for College. Philippines:
National Book Store
Jimena E. (1999) Making Fitness Your Own A Text Book in College
P.E 1. Philippines:Rex Book Store.
Perez, V., et al. (2004) MAPEH III . Philippines: St. Bernadette
Publications, Inc.
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LET’S INITIATE!
Activity 1. Let us try to check your understanding of the topics.
Write your answers to the space provided below every after the
questions.
1. Explain the concept of physical education.

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2. Explain physical fitness.

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3. What are the objectives of physical education?

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4. What is the importance of cool down?
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5. What are the developmental aspects of PE?

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LET’S INQUIRE!
Activity 1. In this activity, you are required to expound your
answer to each of the questions below.
1. Why is mental aspect is essential in PE subject?

__________________________________________________________________
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2. Differentiate social and emotional developmental aspect.

__________________________________________________________________
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3. Why is the component of physical fitness essential to specific

exercise?
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4. How will you develop skills and good habits?

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5. Why is warm up important?

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LET’S NFER!
Activity 1.
1. Create your own physical activity/exercise and record a video of

yourself performing it.
Instruction: Student is required to submit his/her own individual

video presentation output and he/she will be graded using the
criteria below.
Rubrics:
16-20minutes low intensity 8-10
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Week 2 The Learner and the Learning Process

Lesson Title The Learner and the Learning Process
Discuss and Identify the theories, basic principles of
Learning
Outcome(s) learning and their implications
LEARNING INTENT!
Terms to Ponder
Learning involves acquiring and modifying knowledge, skills,
strategies, beliefs, attitudes, and behaviors.
Behaviorism is a view in which behavior can be explained by

external factors and behavioral conditioning can be used as a
universal learning process.
Constructivism is the idea that people are responsible in creating

their own understanding of the world and using what they know
based on previous experiences in the process of linking new
information to these experiences.
Cognitivism is a learning theory developed by Jean Piaget in

which a child develops cognitive pathways in understanding and
physical response to experiences. In this theory, students learn
most effectively through reading text and lecture instruction.
Humanism focuses on the individual as the subject and asserts

that learning is a natural process that helps a person reach self-
actualization.
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Essential Content
Learning
Learning is something of which we all have an understanding
and in which we have all participated. This participation has been
in a very wide range of settings, both formal and informal, ranging
from the relative confines of a school classroom, to the wide open
spaces of the countryside or a quiet corner where a chance
conversation led to deeper understanding of some topic or another.
Learning is not exclusive to the domain of an education system.
Learning begins a very long time before school; continues for even
longer after school; and happens rapidly, and in parallel with
school, in a great number of different ways and settings. Learning
proceeds in a number of different ways, and has been described
and explained by many different interested researchers and
opinion-makers over many years.
Learning involves acquiring and modifying knowledge, skills,

strategies, beliefs, attitudes, and behaviors. People learn cognitive,
linguistic, motor, and social skills, and these can take many forms.
At a simple level, children learn to solve. To recognize y in the word
daddy, to tie their shoes, and to play with other children. At a more
complex level, students learn to solve long-division problems, write
term papers, ride a bicycle, and work cooperatively on a group
project.
How is learning currently defined?
Without looking for too long, and without delving too deeply into
learnt sources, it is possible to find a range of definitions of the
process of learning. Table 1.1 contains a sample of these
definitions. Each of us will identify more or less strongly with
different definitions from the list presented. In everyday terms, it
is supposed that learning is the process of gaining more
knowledge, or of learning how to do something – ride a bike, for
example. As we will see, learning is viewed differently by those who
have spent time investigating and experimenting in the field,
according to the context of their work and other factors exerting
influence at the time. We will look at the work of both behaviourist
and cognitive psychologists and Consider the very different
approaches that each takes and the very different definitions that
each might offer of a process which, for most of us, comes very
naturally. A basic understanding of processes of learning is
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essential for those who intend to develop activities that will have
the potential to lead to effective learning taking place in classrooms
that is teachers. In more recent times, there has been a reduction
in the emphasis given to learning about ‘learning’, from a
theoretical standpoint; in initial courses for teacher education in
the United Kingdom. This has been for a variety of reasons.
TABLE 1.1 Definitions of learning
-A change in behavior as a result of experience or practice

-The acquisition of knowledge.
-Knowledge gained through study
-To gain knowledge of, or skill in, something through study,
teaching, instruction or experience.
-The process of gaining knowledge
-A process, by which behavior is changed, shaped or controlled.
-The individual process of constructing understanding based on
experience from a wide range of sources.
Theories of learning
1. Behaviorism is a view in which behavior can be explained by

external factors and behavioral conditioning can be used as a
universal learning process. In behaviorism, the ideas of positive
and negative reinforcement are effective tools of learning and
behavior modification, as well as a punishment and reward
system.
Considerations for the use of rewards
■ The rewards need to have value to the children.

■ If rewards come unexpectedly, intrinsic motivation will remain
high.
■ If extrinsic rewards are used, it is important that everyone
receives one for their best efforts. Rewarding only the ‘best’ is not a
satisfactory approach, as it is vital to maintain high self-esteem,
especially with the less able and lower attaining children.
■ Rewards can be used to invigorate or add fun to an activity.
Problems in using extrinsic rewards
■ Rewards can belittle or demean a learning experience.
■ Rewards can engender feelings of unfairness or competition.
■ Rewards can detract from the real issue involved in completing
tasks.
■ Rewards do not always lead to higher quality work.
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■ Rewards may isolate children who feel they have little chance of
getting a reward.Critics of the application of behaviorist
approaches make two main points. First that rewarding children
for all learning is likely to cause the child to lose interest in
learning for its own sake. Studies have suggested that using
rewards with children who are already well motivated may lead to a
loss of interest in the subject. Second, using a reward system or
giving one child increased attention may have a detrimental effect
on the others in the class. Using a behaviorist approach in the
classroom seems to be most effective when applied in cases where
a particular child has a history of academic failure; where there is
very low motivation and high anxiety; and in cases where no other
approach has worked.
2. Constructivism is the idea that people are responsible in creating

their own understanding of the world and using what they know
based on previous experiences in the process of linking new
information to these experiences. People use these experiences and
new information to construct their own meaning.
3. Cognitivism is a learning theory developed by Jean Piaget in

which a child develops cognitive pathways in understanding and
physical response to experiences. In this theory, students learn
most effectively through reading text and lecture instruction.
4. Humanism focuses on the individual as the subject and asserts

that learning is a natural process that helps a person reach self-
actualization. Scenarios and role modelling are important factors
in humanistic learning, as are experiences, exploring and
observing others.
Principles of Learning and Their Implications
Principle 1: Effort Produces Achievement

For a long time Americans have operated on the belief that
inherited intelligence mainly determines academic achievement. It
is now clear that the amount of effort the student makes has much
more to do with one’s academic achievement than inherited ability.
Given the right conditions and support, almost everyone can
achieve at high levels.
Implications of Principle 1
A primary condition for high achievement is high expectations and
challenging targets. The single biggest obstacle to high
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achievement is the belief by faculty member’s that certain student-

-often those from low-income families and minority groups--can’t
achieve at high levels. The principal has to engage the faculty in
setting challenging targets and find a way to create a culture of
high expectations in which the whole faculty expects all of the
students to reach those targets and communicates those
expectations to the students.
Principle 2: Learning is About Making Connections

Knowledge is a “constructive process.” We learn by adding new
knowledge to the knowledge we already have and integrating it
with that knowledge. To make that process of integration effective,
we have to organize our existing knowledge into some sort of
structure.
The principal has an important role to play encouraging teaching
that places a premium on students as active learners and problem
solvers.
Principle 3: We Learn With and Through Others

Most learning is done in a setting in which others are present. We
teach one another, exchange ideas, reinforce concepts, solve
problems, debate ideas, and challenge assertions with others.
Student learning is greatly enhanced when students understand
and accept the conventions that structure such social interactions
in the classroom.
The principal’s role is to recognize the link between social
interaction and learning and to encourage the notion of a
“community of learners” in which students articulate and justify
their thinking, and listen and respond constructively to the views
of their peers.
Principle 4: Learning Takes Time

How much we can learn is a function of how much time we have to
learn it. A given task will be learned only if the learner spends the
amount of time needed to learn it. Moreover, individuals need
different amounts of time in order to learn the same things.
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When time is not available to do all that the curriculum calls for,
then priorities must be set on the basis of what it is most
important to learn. When time is not available in the regular school
day to teach all that is high priority, and then time must be made
available outside the regular school day to teach it.
Principle 5: Motivation Matters

Our levels of motivation affect our readiness to learn. Students
who see a connection between something they want for themselves
and what they are being asked to learn, who believe in their ability
to learn and who feel good about themselves as learners, make
more progress than those who see no purpose in learning, who
doubt their abilities, who are fearful of failure, or who are
excessively anxious about their results.
The principal has a key role to play in promoting across the school
a culture in which students have beliefs in their capacity to
succeed as learners and in which positive reinforcements are given
for effort and achievement, as opposed to punishments for failure
to learn.
Principle 6: The Teacher Matters

How much a student learns depends much more on which teacher
within the school the student gets than what school he or she goes
to. This suggests that if all teachers in the school in a given subject
taught as well as the best teacher, the result would be far higher
student achievement throughout the school as a whole. It follows
that improving the quality of teaching is the key to school
improvement.
The principal must become knowledgeable about every teacher
with respect to his or her ability to enable the students in his or
her classes to reach high standards.
He or she must know what practices produce effective teaching

and provide detailed coaching assistance to teachers to enable
them to improve their teaching in a standards-based environment.
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Principle 7: Focused Teaching Promotes Accelerated Learning

The key to accelerating learning lies in matching instruction to the
level of the learner. When students are presented with tasks that
are well beyond their level of competence, learning is unlikely to
occur.
The concept of the zone of proximal development has far-reaching
implications for teaching and for school and class organization. It
implies constant monitoring of each student to establish starting
points for instruction and to enable matching of instruction to the
development level of the student.
Principle 8: Clear Expectations and Continuous Feedback

Activate Learning
Students achieve at higher levels when they have a clear image of
what is expected of them. The most effective image for that purpose
is an example of student work that meets the standards to which
they are expected to work.
The principal must ensure that standards are at the heart of
classroom teaching and that each lesson is focused on meeting
those standards.
Principle 9: Good Teaching Builds on Students’ Strengths and

Respects Individuals’ Differences
Each child arrives at school with a unique mix of strengths and
weaknesses. Learners make use of different ways knowing and
have individual strengths that they exploit in learning a new task.
Some may have strong language skills and others may have
unusual artistic talent.
The principal can establish a culture within the school that seeks
to respond to and develop different learning styles and a wide
range of cognitive abilities.
Principle 10: Good Teaching Involves Modelling What Students

Should Learn
Much of what students need to know and be able to do is best
learned the time-honoured way, by apprenticing to an expert, in
the form of a teacher.
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In schools one frequently encounters teaching that reflects very
different but equally dangerous, views of effective teaching.
Principle 11: The Curriculum Should Focus on Powerful

Knowledge
In a world in which information is growing exponentially and in
which much higher levels of knowledge and skill are needed by
most people to do the work for which they will be responsible, it is
vital that educators provide students with access to powerful
knowledge.
In many schools, the curriculum that is provided to students is
predicated on the assumption that all students have mastered the
basics, despite overwhelming evidence that this is an invalid
assumption.
Principle 12: All Students Should Experience a “Thinking

Curriculum”
Our culture believes that some people are born smart and others
are not, and that there is nothing that can be done about it.
The principal is critical to establishing within the school a
curriculum in which there is an emphasis on higher-order
thinking.
Principle 13: The Best Results Come From Having an Aligned

Instructional System
The best results for the greatest number of students are obtained
when the assessments, curriculum framework, instructional
materials and teaching are in full alignment with the standards
and with one another
Implication of Principle 13
The principal, as an instructional leader and as the chief architect
of the learning environment of the school, is the person who is
ultimately responsible for ensuring that an aligned instructional
system is in place.
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Search Indicator
Book
D. H. Schunk, (2012) Learning Theories an Education Perspective
Sixth edition
Electronic
https://www.educationdegree.com/articles/educational-learning-
theories/
https://www.academia.edu/28440140/(PDF)Principles_of_Learnin
g_and_Their_Implications
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LET’S NITIATE!
questions.
1. What is learning?
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2. What are the different theories in learning?
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3. What is the implication of principle 9?

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4. Discuss the implication of principle 7.

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5. What is the implication of the principle 11?

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I
LET’S NQUIRE!
answer to
each of the questions below.
1. Identify and explain the considerations for the use of rewards.

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2. How is learning currently defined?

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3. Differentiate principle 9 and principle 10.

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4. Differentiate constructivism and cognitivism.

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5. Why are theories of learning necessary in teaching?

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SCP-SPEC105 | 23
I
LET’S NFER!
Activity 1. Cite at least 5 principle of learning and discuss its
implication. Write your answer on the table below.
Principles Implication
1.
2.
3.
4.
5.
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Week 3 Planning the PE Program

Lesson Title The Physical Education Program
Learning Explain and identify the physical education
Outcome(s) program and Developmental activities
LEARNING INTENT!
Terms to Ponder
The regular class or instructional program is carried on during

the scheduled physical education period and attendance is
required. Skills development is the main focus of the program.
The extra-class or recreational program is an extension of the

instructional program because it provides the opportunity for the
students to participate further or apply the skills learned in the
scheduled class period. Attendance to this program is voluntary.
Learning Continuum is a sequential and logical arrangement of

skills, objectives, competencies, or expectancies in a specific area
of learning.
Developmental activities are the simple or basic types that
contribute to the normal growth and development of the children
and which enhance the acquisition of further skills.
Simple games are games with simple rules, since they are often
played in groups they are often called group games.
Rhythmic activities refer to activities in which the child responds
physically, mentally, and emotionally to rhythm or music.
Sports type games are sometimes called lead-up games or games
of high organization.
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Essential Content
The Physical Education Program

The physical education program in all levels is composed of two
closely related areas: the regular class or instructional program
and the extra-class or recreational program. The regular class or
instructional program is carried on during the scheduled physical
education period and attendance is required. Skills development is
the main focus of the program. The skills are used in meaningful
activities which are fun and enjoyable. The instructional program
consists of:
1. Core activities – are the skills and skills activities that are needed
to carry out the objectives of the program.
2. Related activities – are sometimes called enrichment activities
from allied areas in the curriculum such as those in social studies,
Mathematics, Music, among others.
3. Adaptive activities – refer to those activities especially adapted to
the needs of children who deviate from the normal, such as gifted,
the slow learners, the cultural underprivileged children, and those
with handicapping conditions.
The extra-class or recreational program is an extension of the

instructional program because it provides the opportunity for the
students to participate further or apply the skills learned in the
scheduled class period. Attendance to this program is voluntary. In
view of this, the program of activities must be attractive to motivate
participation also of the more academically inclined children. The
activities in the program include the following:
1. Intramurals – refers to competitions of teams or individuals with
in the school, such as dance intramurals, gymnastics intramural,
volleyball intramurals, and the alike.
2. Extra murals - refers to competitions of teams from different
schools, examples of which are the unit meets, district meets,
regional meets, etc.
3. Field mass demonstration – is a kind of activity where most if not
all pupils or students take part for the purpose of informing the
public of the activities in physical education.
SCP-SPEC105 | 26
4. Exhibition groups – are special groups specially trained for certain

occasions as programs, meetings, etc.
A Learning Continuum
A learning continuum is a sequential and logical arrangement of
skills, objectives, competencies, or expectancies in a specific area
of learning. Knowledge of how to organize or develop a learning
continuum is very essential for a teacher in order for him to be
able to provide a continuity of learning experiences for learners. It
is generally recognized that each learner has different prerequisite
skills as he attempts to learn a new activity (Gagne, 1970). A
learning continuum can be very useful in determining the point of
entry for his particular class or individual learners after diagnostic
tests have been administered.
Developmental activities
The activities included in this category are the simple or basic
types that contribute to the normal growth and development of the
children and which enhance the acquisition of further skills.
Specially, these are:
1. Perceptual motor learning. These develop neuromuscular
coordination for the child to attain a certain degree of competency
in managing his own body.
2. Posture and body mechanics. Posture refers to the habitual or
assumed alignment of the main segments of the body while
standing, sitting, or lying position. Body mechanics is the use of
the body which has its basis in good posture. Everyday activities as
picking up something, going up and down the stairs, opening doors
or windows, among others are example of activities which need
application of the principles of good body mechanics.
3. Basic movement skills. These include loco motor, non-loco motor,
and manipulative activities.
Simple games
These are games with simple rules, since they are often played in
groups they are often called group games. These are:
1. Story plays. These are activities wherein young children use their
gross bodily movements in their interpretation of a make-believe
story or incident in their life.
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2. Simple organized games. A game of this kind is the meaningful

application of a basic movement skill or skills such as walking,
running, jumping, hopping, skipping, leaping, sliding, and
galloping.
3. Relay and races. A merely race is a special form of a simple

organized game which involves the competition of two or more
groups or teams.
Rhythmic activities
These refer to activities in which the child responds physically,
mentally, and emotionally to rhythm or music.
1. Fundamental rhythms. Combinations of loco motor movements
which are organized and structured with patterns of movements
are fundamental rhythms.
2. Rhythmic interpretations. These are activities wherein the child
interprets his own conception of the movements of nature,
animals, real or imaginary characters, mechanical objects and
activities. Purely imitative movements done rhythmically are called
mimetic rhythms. Rhythmic movements done to portray the
thoughts or ideas in nursery rhyme, poem, song, or story are called
dramatized rhythms.
3. Singing games. When an activity has both the song and game
elements it is called a singing game.
4. Folk dances. These are traditional dances that express the
thoughts, ideas and feelings of a group of people.
5. Other dance forms. These include dance mixers, jazz, modern
dance, social and ballroom dancing.
Educational Gymnastics
These are systematic bodily exercise or feats of performance which
are based on scientific principles. These include:
1. Self-testing activities. These are activities or feats performance
wherein an individual can test his ability to perform a difficult
activity. Under this heading are:
a. Stunts. The types of stunts are:
Individual stunt: duck walk, dog run, crab walk, coffee grinder.
Dual or couple stunt: Chinese get-up, wring the dish cloth
SCP-SPEC105 | 28
Group stunt: walking chair, skin the snake, merry-go-round.

Combative stunt: rooster fight, tug of war, Indian hand wrestle
Stunt race: any stunt conducted in the form of a race or
competition.
b. Tumbling. Anybody-rolling movements.
Examples are: forward roll, backward roll, cart-wheel, egg roll.
c. Pyramid building. A grouping of two or more individuals who are
in symmetrical position as a test on the ability to hold one-self in a
certain position within a minutes or two.
Conditioning exercises. There are exercises which are aimed

primarily to tone up and strengthen the muscle for the
improvement and maintenance of physical fitness. Three types of
exercise are:
a. Isotonic exercises. When the muscles are made to do some

contraction to gain tonus. Examples are calisthenics or freehand
exercises and exercises with equipment.
b. Isometric exercises. When the muscles are made to undergo
tension without contraction and held in a certain position for some
time in order to develop muscle strength.
c. Aerobic exercise. When very vigorous movements are performed
such as brisk walking, jogging, running, skipping and the like and
the muscles of the heart and lungs are exercised.
2. Apparatus exercises. These are exercises performed with light
equipment such as rings, wands, dumbbells, or balls; also exercise
performed on heavy apparatuses such as balance beams, vaulting
horse, trampoline, parallel bars, among others.
Sports type games

These types of games are sometimes called lead-up games or
games of high organization. These have more complicated rules
than the group games played in the lower elementary level. They
involve the skills used or needed in a particular sport. Sometimes
they are specifically classified as volleyball-type games, softball-
type games, basketball type games, and soccer-type games.
Athletic sports
These activities refer to the traditional games or sports which are
highly organized and which are governed by rules and regulations.
These include:
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1. Team sports. Volleyball, softball, basketball soccer, baseball, little

league baseball.
2. Individual dual sports. Badminton, table tennis, sipa, bowling,
lawn tennis, archery, pelota.
3. Track and field. Consist of track events such as sprints, runs,
relays; and field events such as long jump, high jump, discuss
throw, shot put.
Activities in the secondary school program

Physical education is one of the subject components of Youth
Development Training (YDT) in the secondary school curriculum.
Continuing the work in the elementary grades, the students are
expected to have mastered the basic skills and development the
special skills needed for physical fitness.
Search Indicator
Andin, C. (1988) Organization and management of Physical
Education and Sport. Rex Bookstore
Shimon, JM. (2011) Introduction to teaching physical education:

principles and strategies.
SCP-SPEC105 | 30
I
LET’S NITIATE!
questions.
1. What is physical education program?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is intramurals?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is learning continuum?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. What is simple organize games?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Explain posture and body mechanics.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 31
I
LET’S NQUIRE!
1. Why is simple organize games important in developing the

movement skills of the students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why is sports type games more complicated than simple group

games in the lower elementary level?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Do you think developmental activities can contribute to the normal

growth and development of the children? Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Differentiate core activities and related activities.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Differentiate intramurals and extra murals.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 32
I
LET’S NFER!
Activity 1. Create and discuss a conceptual framework of physical
education program based on the topic given. Write your answer on
the box below.
SCP-SPEC105 | 33
Week 4 Planning the PE Program

Lesson Title Scope in Elementary and High school program
Discuss and identify the scope in elementary and
Learning Outcome(s)
high school program
LEARNING INTENT!
Terms to Ponder
Loco motor skills are those that help children move, or travel,
from one place to the next in either a horizontal or vertical
direction (Gallahue and Cleland-Donnelly 2003).
Axial Skills involve static and dynamic actions in which a body

segment rotates around an axis (a fixed point such as the spine,
hip, or shoulder joint) while balance is maintained.
Manipulative skills or those skills that require an object to be

directed or objects are directed or controlled by either propulsive
actions, such as striking, kicking, or throwing a ball, or absorbing
actions of catching or trapping a ball (Gallahue and
ClelandDonnelly 2003).
Stability skills are any movements whose main emphasis is

maintaining or gaining equilibrium, or balance, whether stationary
(static) or moving (dynamic) (Gallahue and Cleland-Donnelly 2003).
Springing movements or movements that cast the body in an

airborne state for a period of time also require balance and are
included in the list of stability skills (Gallahue and Cleland-
Donnelly 2003).
Balancing supports are the final two components of stability

skills.
Essential Content
Scope: Elementary School

At the elementary level the scope is well established. Within the
psychomotor domain, elementary physical education specialists
are responsible for making sure children develop mature or correct
movement patterns for basic fundamental movements (Gallahue
and Cleland-Donnelly 2003; Graham, Holt/Hale, and Parker 2010;
SCP-SPEC105 | 34
Pangrazi and Beighle 2010). Fundamental movements combine the

movement patterns of two or more body segments, such as
running, throwing, and balancing, which combine movements of
the arms and legs. Fundamental movements are broken down into
three categories: (1) loco motor skills, (2) manipulative skills, and
(3) stability skills.
Loco motor Movements
Loco motor skills are those that help children move, or travel, from
one place to the next in either a horizontal or vertical direction
(Gallahue and Cleland-Donnelly 2003). Even though some children
can perform basic loco motor skills prior to entering school, it is
the job of the elementary physical education specialist to make
sure children develop these skills using proper form. Consider, for
example, walking and running skills. You may think these skills
are too simple to teach; however, many children have immature or
incorrect walking or running forms, such as poor foot placement or
arm swing. If children continue to use improper walking or
running forms, they will more than likely be inefficient movers as
adults.
The elementary level you may cluster running and leaping skills
together, because the leap can be easily extended from a running
form. If you can remember from your elementary years, a leap is
when there is a longer flight phase (no ground contact) between
stepping off one foot and landing on the other, such as when
bounding over a puddle of water.
The hop and jump are two other loco motor skills developed at the
elementary level. What is the difference between jumping and
hopping? How would you explain the difference to students? A
jump is when you take off from one or both feet and land on two
feet at the same time, such as in a long jump or triple jump. The
hop, on the other hand, is when you take off from one foot and
land on that same foot. It is important that you use these terms
correctly when asking children to either hop or jump.
Children usually learn the gallop and slide prior to the skip, but
they are performed in a similar fashion. The gallop is completed by
SCP-SPEC105 | 35
always facing and stepping forward with the same lead foot, whiles
the trail footsteps in behind it. Teachers often use the phrase or
teaching cue step, together, meaning that the lead footsteps
(forward) while the back foot meets up with the front foot and
comes together prior to taking another step.
The slide is similar to the gallop except that it is performed in a
sideways direction, such as when doing a defensive shuffle in
basketball. Skipping is usually more difficult to learn because of
the opposition of body movements or cross-lateralization of the
arms and legs (Gallahue and Cleland-Donnelly 2003).
The skip is accomplished by alternating a sequence of steps and
hops, starting with a small hop on the lead foot. You may use the
phrase or teaching cue step, hop when teaching children to skip.
Children will first step and hop on one foot; then step and hop on
the other. Eventually, an even skipping rhythm will develop.
Manipulative Skills
The second area of fundamental movements is manipulative skills,
or those skills that require an object to be directed or objects are
directed or controlled by either propulsive actions, such as
striking, kicking, or throwing a ball, or absorbing actions of
catching or trapping a ball (Gallahue and ClelandDonnelly 2003).
All types of balls, as well as bats and rackets, are equipment that
can be manipulated. Teaching manipulative skills at the
elementary level usually involves the use of various types of
equipment. You can easily guess a variety of games and sports that
use manipulative skills as part of their specialized movements.
Manipulative Skills the second area of fundamental movements is
manipulative skills, or those skills that require an object to be
directed or. Objects are directed or controlled by either propulsive
actions, such as striking, kicking, or throwing a ball, or absorbing
actions of catching or trapping a ball (Gallahue and
ClelandDonnelly 2003). All types of balls, as well as bats and
rackets, are equipment that can be manipulated. Teaching.
manipulative skills at the elementary level usually involves the use
of various types of equipment. You can easily guess a variety of
games and sports that use manipulative skills as part of their
specialized movements.
SCP-SPEC105 | 36
All types, sizes, and colors of striking implements and balls can be
used when teaching manipulative skills to children. Allowing
students to select their equipment, such as balloons, lighter or
smaller balls to heavier or larger ones, or foam paddles to short-
stemmed rackets, enables them to achieve successful attempts
while practicing and developing manipulative skills.
Stability Skills
The final fundamental movement category addresses the broad
concept of stability. Stability skills are any movements whose main
emphasis is maintaining or gaining equilibrium, or balance,
whether stationary (static) or moving (dynamic) (Gallahue and
Cleland-Donnelly 2003). The four categories of stability skills are
axial skills, springing movements, upright supports, and inverted
supports.
Axial Skills involve static and dynamic actions in which a body
segment rotates around an axis (a fixed point such as the spine,
hip, or shoulder joint) while balance is maintained. Movements
such as twisting and bending are axial movements. A diver or
gymnast must have control of her body as it twists or turns in
space, just as a person needs to find balance while bending to
execute a yoga pose. Axial skills are also used to pull, push, and
lift objects. Just think of the axial skills you use when performing
a variety of strength training exercises in the weight room.
Changing directions quickly or being able to stop and go rapidly
are other examples of dynamic axial skills. Teaching children how
to dodge, pivot, or fake are ways to help them learn how control
and balance their bodies in dynamic situations.
Springing Movements
Springing movements or movements that cast the body in an
airborne state for a period of time also require balance and are
included in the list of stability skills (Gallahue and Cleland-
Donnelly 2003). Have you ever jumped on a trampoline, tried a
round-off handspring, or launched off a diving board into a pool?
During your brief space flight, your body had to make adjustments
SCP-SPEC105 | 37
as it momentarily lost contact with the ground so it could return to

a balanced base of support. Children need to learn not only how to
spring off the floor or a platform, but also how to land properly,
especially after jumping really high or jumping off a box or other
platform. Additionally, they need to learn accurate landing
techniques to decrease the risk of knee injuries, which sometimes
occur from participating in sports (Hewett, Ford, and Myer 2006;
Hewett, Myer, and Ford 2006). Overall, the children you teach will
have to learn how to gain control of their bodies as they experience
springing-type dynamic movements.
Balancing Supports
Balancing supports are the final two components of stability skills.
Inverted supports are those skills that help children learn how to
maintain their equilibrium or gain energy against outside forces
(i.e., gravity) when the body is upside down (Gallahue and Cleland-
Donnelly 2003). Inverted supports (e.g., a headstand) use static
balancing skills, whereas other feats (e.g., a forward roll) use
dynamic stability skills. Various types of upright supports,
including symmetrical (i.e., both sides of the body holding the
same pose) and asymmetrical, or unequal, balances, place
students in upright postures. Can you think of other upright
supports or balance stunts individuals or groups of students can
practice? Just think of all the ways to balance on one, two, or three
points of body contact with the floor.
Because fundamental movements are the foundation for most
physical activities, children should develop mature fundamental
movements early on, usually beginning in preschool or
kindergarten (for those schools that offer physical education to
three- to five-year-olds) and during the primary grades (grades 1
and 2). If they do not, there is a good chance they will have
difficulty with specialized sport skills in later childhood, in
adolescence, and as adults (Gallahue 1996). Needless to say, the
elementary physical education specialist has a huge responsibility
in helping children develop mature fundamental movement skills.
Movement Concepts
When teaching fundamental movement skills to children, allow
them to experience the movements and learn about how their
bodies move in as many ways as possible in a variety of situations.
SCP-SPEC105 | 38
Using movement concepts is one way you can help children refine
their movement skills. As highlighted in figure 7.4, children can
learn how to move while exerting varying amounts of force and
performing a fundamental skill (effort). They can learn how to move
while their bodies are positioned at various levels or going in
various directions (space). And, they can learn to move in relation
to the objects or people around them (relationships). As an
example, you can have students hop on one foot really fast or slow
as they lightly travel backward, or they can skip while traveling
under a bar or around a cone. These are examples of movement
concepts being used to help students experience fundamental
movement skills in a wide variety of conditions.
Primary grades. In addition, rhythmic skills are also included in
the scope for this level. It is important to help children develop a
steady beat, or a movement rhythm to the constant beat of a drum,
clap, or music. If children do not learn how to hear a rhythm and
move to that beat early on, they will have difficulty dancing to the
beat of a rhythm found in music as they get older. It is often the
case that adolescents and adults who have difficulty discerning the
beat of the music or stepping to the beat of the music were not
exposed to rhythmic skills when they were youngsters.
Commonly help children refine or polish their fundamental
movement skills while transitioning those skills into a variety of
games, sports, dances, and fitness activities (Gallahue and
Cleland-Donnelly 2003). Using lead-up games and modifying
various individual, dual, and team activities give children ample
opportunities to practice their skills, as well as expose them to
concepts of game tactics, teamwork, and fair play that they will
need as they enter middle or junior high school.
Children about basic health-related fitness concepts and the value
of being physically active, children are taught about heart-healthy
intensity levels by learning about working easy, moderately, and
hard. They learn the fundamental concepts of stretching safely and
are taught about muscle function and exercises that help
strengthen the prime muscle movers of the body.
Scope: High School
Finally, we come to the high school level. What should the scope
include for high school physical education? This is an important
question, because many high school physical education programs
SCP-SPEC105 | 39
continue to follow what was taught at the middle or junior high

school level, resulting in teaching the “same old things.” High
school physical education programs that mimic middle or junior
high school programs do not stimulate the diverse physical activity
interests and needs of high school students.
Unfortunately, there is often a lack of scope at the high school level
because there is not a clear purpose for physical education at this
level. Some schools emphasize individual and dual sport activities,
whereas others allow students to choose from a list of individual,
dual, team, and fitness activities. A number of programs
emphasize lifetime activities that help students develop or improve
skills they can use on their own or with a partner after graduating
from high school, such as tennis, golf, swimming, fitness walking,
bowling, rock climbing, canoeing, fishing, cycling, fitness and
strength conditioning activities, yoga, and Pilates. Some schools
access community resources as an extension of the gym, allowing
classes to travel to local YMCAs, bowling centers, golf courses, or
rock climbing facilities. Ultimately, high school physical education
programs should offer a wide range of activities and allow students
to choose to help spark their interest and motivation to participate
in physical education activities as adolescents and future adults
(Rink 2009).
Some high school programs have an exclusively health-related
fitness program, which means that the scope revolves around
helping students enhance their fitness levels by following a more
adult fitness center approach. Health-related fitness addresses
improving in the following areas: (1) cardiorespiratory fitness, (2)
flexibility, (3) muscular endurance, (4) muscular strength, and (5)
body composition. High school programs with this emphasis have
students doing conditioning exercises to improve aerobic
endurance, stretching to improve flexibility, lifting weights to
enhance muscular strength and endurance, and monitoring their
body weight and body composition.
SCP-SPEC105 | 40
Search Indicator
LET’S INITIATE!
Write your answers on the space provided below every after the
questions.
1. Explain the scope of P.E Program in the elementary level.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is loco motor movement?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is a manipulative skill?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 41
LET’S INQUIRE!
1. Explain how motor development helps children in developing their

motor skills.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. In Springing Movements, why do children need to know how to

land properly?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Why should the children in elementary grades master the stability

skills?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 42
I
LET’S NFER!
Activity 1. Record a video of yourself performing some examples of
loco motor and non-loco motors movements.
Instruction: Student is required to submit his/her own individual

video presentation output and he/she will be graded using the
criteria below.
Criteria:
Proper execution 50%
Mastery 50%
Total 100%
SCP-SPEC105 | 43
Week 5 Planning Lessons in Physical Education

Lesson Title Creating Lesson
Discuss Lesson Planning and identify Examples of
Learning Outcome(s) verbs used in observable and non-observable
performance objectives in physical education
LEARNING INTENT!
Terms to Ponder
Performance objectives are clear and specific statements of what
students will be able to do (outcome) as a result of a lesson (Mager
1997). A performance objective for a basketball lesson plan, for
instance, might be something like this.
Condition of a performance objective describes a circumstance or

situation of performing the task.
Criteria a performance object includes some type of standard, or

level, of performance.
Task the main part of a performance objective involves a task or

behavior.
Essential Content
Lesson Planning
What do I want my students to be able to do today? This question
is the driving force for every lesson you will develop. Answering this
question will not only provide a specific purpose, or objective, for
the lesson, but also be a guide for planning the scope and
sequence of activities students will learn and perform. In addition,
the answer to this question will offer a means for evaluating lesson
effectiveness and student outcomes. Developing lesson objectives
and thorough lesson plans is an integral part of being an effective
teacher, especially for the novice physical educator.
Writing Performance Objectives
Performance objectives are clear and specific statements of what
students will be able to do (outcome) as a result of a lesson (Mager
1997). A performance objective for a basketball lesson plan, for
instance, might be something like this: Students will be able to
SCP-SPEC105 | 44
dribble up and down the court without losing control of the ball,
or: When working cooperatively in groups, students will be able to
develop two ways to get open to receive a pass. Having established
your objective for the lesson, you can then plan a variety of
learning activities and lead-up games to help students maintain
control of the ball, or develop various group tasks to help students
learn and practice offensive ways to dodge a defender to get open
for a pass.
Performance objectives need to be observable, measurable, and
attainable. The preceding performance objective examples are
observable: Students can be observed dribbling a ball
(demonstrating, or executing, a skill) or working together in groups
to solve a problem during a lesson. These performance objectives
are also written so that you can determine (measure, or assess)
whether students have achieved them that is whether students
maintain control during their dribble or whether they work
cooperatively. Finally, these objectives are attainable.
Objectives that use words such as learn or understand cannot be
observed or measured; as such, they are ineffective (see table 8.1).
An incorrect performance objective might be something like this:
Students will learn how to dribble up and down the court without
losing control of the ball or: Students will understand how to get
open to receive a pass. When writing a performance objective for a
lesson plan, include (1) the task, (2) the condition, and (3) the
criteria.
Table 8.1 Examples of Verbs Used in Observable and Non
observable Performance Objectives
Observable Non observable/not
Students will be able to________ appropriate
Apply Develop
Demonstrate Grasp
Design Learn
Define Like
Discuss Understand
Execute
Follow
Identify
Solve
Synchronize
SCP-SPEC105 | 45
Task (what): The main part of a performance objective involves a

task or behavior. In other words, what do you want students to be
able to do? Do you want students to be able to dribble a ball,
perform a forward roll, work cooperatively in groups, take a test, or
develop a conditioning program? These examples describe various
tasks students will do during the lesson.
Can you identify the three parts of the following performance
objectives?
1. Students will be able to serve a tennis ball into the correct
service court three out of five times.
2. Students will be able to perform an overhead volley 10
consecutive times over a line on the wall.
Condition (how): The condition of a performance objective
describes a circumstance or situation of performing the task. In
other words, how will students do the task? How do you want
students to dribble a ball? Do you want them to dribble a ball in
their own space, against a defender, by following a line along the
floor, up and down the court, or between cones? Do you want them
to dribble the ball while walking or running? Describing the
condition of a performance objective makes the task specific.
Criteria (how well): Finally, a performance object includes some
type of standard, or level, of performance. In other words, how well
do you want students to perform the task? Do you want students
to perform the task in a certain amount of time, perform a skill
correctly, or complete a certain number of successful attempts
(e.g., 8 out of 10)? Do you want students to work together in
groups without complaining, or pass a written test at 80 percent
accuracy? Including criteria in a performance objective provides a
way to measure or assess it (Rink 2010).
Some physical education teachers write performance objectives
with a broader focus by including only the task 164 and condition
components; others add criteria to make the objectives more
precise. Your teacher will specify the type of performance objectives
you will be required to write for your lesson plans. The lesson
because learning outcomes for a lesson may involve more than one
domain, teachers often include several performance objectives
within a lesson. For example, you may want your students to be
able to dribble a basketball around cones without losing control
SCP-SPEC105 | 46
(psychomotor domain) and to describe various ways to get open to

receive a pass (cognitive domain).
Overall, performance objectives provide direction as you develop
your lesson plans. They help you clarify the purpose of each lesson
and offer a foundation on which to design it. Performance
objectives also help you become more accountable for what your
students are learning and achieving in class, and help you
demonstrate to parents what their children are learning. Finally,
performance objectives can inform students about what they will
be learning or expected to do during the lesson (Buck et al. 2007;
Rink 2010).
Creating Lesson Plans
How do lesson plans fit within the design of a physical education
curriculum? In the global scheme of a school year, physical
education teachers usually follow a curriculum guide for meeting
state, district, or national standards and the general goals of the
program. Physical education curricula include general goals,
activities, and what students will learn and achieve during the
semester or year. Based on the scope and sequence of activities to
be taught during the semester or school year, teachers often create
unit plans for each activity within the curriculum, describing unit
objectives, content they will cover, and assessments they will use.
Finally, they develop specific lesson plans and performance
objectives for each day of a unit. In Figure 8.1, the scope and
sequence of this curriculum example indicates activities that will
be taught during the fall, winter, and spring. The tennis unit plan
illustrates a refined scope and sequence of skills and concepts that
will be taught during a 10-day unit within the curriculum. Finally,
teachers develop daily lesson plans for each day of the unit,
describing specific progressions and learning tasks.
Lesson plans are specific guidelines teachers follow that are
developed from the units or teaching strands found within the
curriculum. They outline an organized scope and sequence of
learning experiences based on the general objectives of the unit
and the specific performance objective(s) of the lesson. In addition,
lesson plans are often continuations or expansions of previous
lessons that help students progressively develop the skills and
knowledge necessary for participating successfully in the unit and
achieving overall curriculum goals.
SCP-SPEC105 | 47
Lesson plans are not only an important tool for teachers to use
during the lesson, but also a form of legal written evidence of
instruction. As such, they are used by substitute teachers when
covering class. In addition, some school administrators require
teachers to submit weekly lesson plans or keep copies of their
lesson plans for periodic review.
Lesson plans can be difficult to develop, especially the first time.
Initially, you will have to make assumptions about your students’
skill levels or related knowledge, and plan learning tasks and
activities based on those assumptions. Sometimes your
assumptions will pay off and your lesson plan will work; other
times, you will have to make adjustments to the plan during the
lesson if it is not working as anticipated. It is important that you
also reflect on the effectiveness of each lesson you teach and make
necessary changes for future use.
Components of a Lesson Plan
Although there are many ways to format a lesson plan, they all
contain the same basic information. Lesson plans include basic
descriptive information such as equipment needs, safety concerns,
and special gym setup instructions, as well as a space in which to
write performance objectives. The instructional component of a
lesson plan includes a detailed description of the scope and
sequence of teaching and learning tasks. A variety of lesson plan
formats are available in the online student resource.
Some physical education teachers divide the instructional
component of a lesson plan into parts: a warm-up or fitness part, a
lesson opening, and a lesson closure.
Warm-Up
A majority of physical education lesson plans begin with a warm-
up. Traditional warm-ups usually include a few minutes of easy
running, followed by static (stationary) stretching. However, more
programs are beginning to implement dynamic warm-up activities,
which include low-, moderate-, and then high-intensity hops,
skips, jumps, lunges, and other upper- and lower-body movements
to help elevate core body temperature, maximize active ranges of
motion, and excite motor units and kinesthetic awareness
(Faigenbaum and McFarlane, 2007). Dynamic exercises prepare
the body for physical education lessons, athletic practices, and
SCP-SPEC105 | 48
competition. Examples of dynamic exercises can be found in

appendix B.
Search Indicator
principles and strategies
SCP-SPEC105 | 49
I
LET’S NITIATE!
questions.
1. What is criterion?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is lesson planning?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is writing performance objectives?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
answer to
each of the questions below.
1. Why should we consider the different component of lesson plan in

designing it?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why should a P.E lessons plan begin with a warm-up?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Why is a lesson plan an important tool for teachers to use during

the teaching learning process?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 50
LET’S INFER!
Activity 1. Create at least 3 examples of performance objectives by
considering the three parts of the performance objectives.
Performance objectives:
1.
2.
3.
SCP-SPEC105 | 51
Week 7 Teaching Strategies in Physical Education

Lesson Title Teaching Strategies and style in PE
Discuss and Identify the different Teaching Strategies and
Learning Outcome(s)
style in PE
LEARNING INTENT!
Terms to Ponder
Strategy - the term strategy has been borrowed from military

science. According Encyclopaedia Strategy is the science or art of
planning and directing large military movements and operations. It
refers to the pattern of acts that serve to attain certain outcomes. It
is new term belonging to educational technology. This term is
firstly used in military science
Instructional strategies mean the determination of some policy

before presenting the content with the help of which teaching
objectives are achieved. It is some sought of planning for achieving
goals. Strategy is that skill full planning of a working system by
which the objectives can be achieved easily.
Method it is the term of pedagogy; main focus is on effective

presentation of subject matter to have mastery over it. It is step by
step scientific way of presenting the subject matter. It is old term
related with pedagogy.
Essential Content
Strategy - the term strategy has been borrowed from military

science. According Encyclopaedia Strategy is the science or art of
planning and directing large military movements and operations. It
refers to the pattern of acts that serve to attain certain outcomes. If
we use strategy in teaching learning situations, then it is known as
instructional strategies. It means the determination of some policy
before presenting the content with the help of which teaching
objectives are achieved. It is some sought of planning for achieving
goals. Strategy is that skill full planning of a working system by
which the objectives can be achieved easily. Strategy changes
according to the changing situation. Teaching strategy is the
means to achieve learning objectives. According to E. Stones and S.
Morris teaching strategy is a generalized plan for a lesson which
SCP-SPEC105 | 52
includes structure, desired learner behavior in terms of goals of

instruction and an outline of planned tactics necessary to
implement the strategy.
Teaching Strategies Zelazo, Muller, Frye & Marcovitch (2003)

assert that a strategy is a way of translating aim into meaning.
Shore (2003) views a strategy as involving a teacher’s attempts to
translate aims into practise. Hence, teaching strategies are ways of
presenting instruction to students attaching effect and meaning or
impression. Harrison & Blackmore (1992) assert that there is no
one best strategy for any one teaching style, rather strategies
should be selected that best meet the needs of instructional
situation, and each strategy should be adapted to the parameters
of that particular style. This shows that a teacher should be well
versed in a variety of teaching strategies so as to link them to
appropriate teaching styles.
Method it is the term of pedagogy; main focus is on effective

presentation of subject matter to have mastery over it. It is step by
step scientific way of presenting the subject matter. It is overall
plan for systematic presentation based on a selected approach
means method is the practical realization of an approach through a
procedure in a system. Teaching method is what kind of activity we
use in order to teach. Method refers to the procedure within an
approach. We use method depends on a scientific than an
approach and has step by step procedure to solve problem. It is
nothing but an scientific way of presenting the subject keeping in
mind the psychology and physical requirements of the children. It
is a process or procedure whose successful completion results in
learning or as a means through which teaching becomes effective.
It is the formal structure of the sequence of acts. The term method

covers both strategy and techniques of teaching.
Different strategies may be adopted in following a method. It is

wider term. Method is related to the nature of content of a subject
to be taught. Teaching method is a style of presentation of content
in classroom. Method refers to the formal structure of the sequence
of acts commonly denoted by instructions. It involves the choice of
what is to be taught and in which order is to be presented. It is old
term related with pedagogy.
SCP-SPEC105 | 53
Whole-part-whole learning model

The Whole-Part-Whole (WPW) learning model offers a helpful
framework for developing training and instruction for adults. It was
developed to combine theory and best practices in the design of
learning programs. The model is meant to mirror the natural
whole-part-whole rhythm in learning. The steps in the WPW
learning model are outlined in The Adult Learner by Malcolm S.
Knowles, Elwood F. Holton III, and Richard A. Swanson, a book
that has been described as the definitive classic in adult education
and human resource development.
Whole-part-whole method - The whole skill is first demonstrated

and practised, before being broken down into the constituent parts
to practice the individual elements and improve on these, before
putting the whole skill back together. This can be very effective in
skills which have easily distinguished parts, where the whole skill
together is complex.
A good example comes in swimming, where the learner would

practice the whole stroke, then isolate a weak component, such as
the kick and use a float in the hands to ensure using only the legs,
before putting the whole stroke back together. This gives the
performer a sense of the whole skill before they break it down and
improve on the weak aspects of the performance. As with the part
method this may affect the transfer of the skill from parts to the
whole.
A good example comes in swimming, where the learner would

practice the whole stroke, then isolate a weak component, such as
the kick and use a float in the hands to ensure using only the legs,
before putting the whole stroke back together. This gives the
performer a sense of the whole skill before they break it down and
improve on the weak aspects of the performance. As with the part
method this may affect the transfer of the skill from parts to the
whole.
Lecture strategy
Magill (1993) defines a lecture as a verbal presentation to an
audience of a defined segment of information to a large group of
students in a short time. It covers outside reports, outside
speakers and panel discussions. Bergs (2005) asserts that a
teacher can select a lecture strategy for students to simply listen.
This shows that the lecture strategy is useful when presenting
information to a number of students. However according to
SCP-SPEC105 | 54
Johnson and Johnson (1999), the lecture strategy has a weakness

in the teaching of Physical Education since it is limited to memory
learning and treats students as passive recipients. Buehl (2001)
states that students learn better if they are actively engaged with a
dominant characteristic of PE. It can therefore be concluded that
while the lecture method has some degree of usefulness it is
obviously not the best method for teaching PE.
Cooperative Learning Teaching Strategy

Harrison & Blackmore (1992) assert that cooperative learning
teaching strategy is a strategy that utilised learning in groups
where learners are assigned a learning task or project to complete
as a team. The teams are heterogeneous and are evaluated both
individually and as a group. Holton (1998) postulates that there
are three common cooperative learning structures utilised in the
cooperative teaching strategy, these include the pairs check, jigsaw
and group activities.
Kagan (1990) states that cooperative learning reflects on how well

the team functions and how to function even better through
interpersonal and small group skills like communication, trust,
leadership, decision making and conflict resolution. Therefore,
cooperative learning requires the contribution of each of the group
members in order to achieve goals.
Teacher-Centered Styles
Physical education teachers often default to the teaching style that
is most familiar and comfortable to them, usually one that their
own teachers or athletic coaches used. This style is often referred
to as a direct, or command, style of teaching. The command style
of teaching is the most teacher-centered style, meaning that the
teacher is in command of all aspects of the lesson. The teacher
tells students what to do, how do to it, when to do it, and where to
do it. In other words, students all do the same task, in the same
way, at the same time, and in a designated location.
For example, the teacher demonstrates how to do the skill or task,

explains how and where the task will be practiced, and, on the
teacher’s command, students can begin. This style is useful when
teaching certain skills that call for precision or accuracy or when
safety is a concern. Perhaps most important, the command style
offers a sense of control in the classroom, a critical consideration
for beginning teachers.
SCP-SPEC105 | 55
Student-Centered Styles
Teachers use student-centered teaching styles when they want
students to become more cognitively and creatively involved in
learning. Student-centered, or indirect, styles usually require
students to find answers or solutions to questions or problems
instead of teachers telling or showing them (spoon-feeding) the
answers.
When teachers want students to take more responsibility for

learning a skill or task, they may use a reciprocal, or peer, style of
teaching, which has students work cooperatively in small groups to
teach each other or assess each other’s skills.
Search Indicator
www.sportscienceresearch.com Received: 25-07-2017 Accepted:
13-10-2017
SCP-SPEC105 | 56
I
LET’S NITIATE!
questions.
1. What is strategy?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Differentiate strategy and method.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is Cooperative Learning Teaching Strategy?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 57
LET’S INQUIRE!
1. Why is teaching strategy important in instructional delivery?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What do you think is the best teaching style/strategy? Explain

your answer
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NFER!
Activity 1. Write down the advantages and disadvantages of the
different teaching methods/strategy.
Teaching Strategy Advantages Disadvantages

Lecture Strategy
Cooperative Learning
Whole part Whole Method
SCP-SPEC105 | 58
Week 8 Learning and Teaching Strategies in Physical Education

Lesson Title Teaching Strategies and style in PE
Learning Outcome(s)
style in PE
LEARNING INTENT!
Terms to Ponder
Reflective learning is thinking about what has been learnt.

Reflecting often involves putting learning into a new context,
looking at the experiences in a new light, interpreting what has
been said or done for different applications or a new situation.
Debates are formalized discussions in which opposing points of

view are put forward. These discussions allow students to take a
position on an issue and justify that position, to perceive other
points of view and to analyse relative strengths of arguments.
Discussions provide opportunities to express ideas and feelings,

listen to others and to look at issues from other perspectives.
However, it is not practical with more than 20 people.
Evaluation involves weighing options, consequences and evidence

in decision-making contexts in order to make decisions and take
action in just, caring and effective ways.
Essential Content
Learning and teaching strategies
Students who participate in guided instruction learn more than

students who are left to construct their own knowledge (Mayer
2004). You need to employ a variety of learning and teaching
approaches because all students do not learn in the same way. The
‘auditory learner’ prefers to use listening as the main way of
learning new material whereas a ‘visual learner’ prefers to
see things written down. Students should be actively involved in
their learning and therefore you need to design appropriate
practical activities or experiments, using resources that can be
found in your location.
In Grades 11 and 12, students will already have had a wide variety
of experiences. You need to make use of your students’ experiences
SCP-SPEC105 | 59
when designing and conducting learning in class, so that learning

is connected to your students’ world. There are many learning and
teaching strategies described in the Lower Secondary teacher
guides.
The most efficient and long-lasting learning occurs when
teachers encourage the development of higher-order thinking and
critical analysis skills, which include applying, analyzing,
evaluation and creating.
Attention should also be paid to developing students’ affective and
psychomotor skills. To make sure that this takes place, you should
encourage deep or rich rather than shallow coverage of knowledge
and understandings.
Analyzing values
‘Values analysis’ involves gathering, analyzing, organizing and
appraising facts in order to understand value positions held by
individuals, groups or organizations. The process of analyzing
values can assist students to:
• identify values involved in an issue, situation or problem
• distinguish facts from interpretations of facts or opinions
• identify different kinds of bias in statements
• identify values implicit in laws or rules and their manner of
enforcement
• give reasons based on evidence, for either accepting or rejecting

particular values
• predict outcomes from given positions.
Charts
Helping students to ‘chart’ that is, to organize information in
various groupings under different headings is quite valuable. It not
only helps them to make sense out of a previously unrelated mass
of data, but is also a crucial step in the process of developing a
store of concepts to use in making sense of their experiences.
Charts are a powerful organizing tool and very helpful in getting
students to think about data. They can be used when discussing
projects aimed at minimizing social issues.
SCP-SPEC105 | 60
Debates
‘Debates’ are formalized discussions in which opposing points of
view are put forward. These discussions allow students to take a
position on an issue and justify that position, to perceive other
points of view and to analyse relative strengths of arguments.
There are several debating formats that can be used in Physical
Education.
• A ‘round robin’ provides opportunity for each student to state a
point of view and a supporting argument.
• Divide class members into two groups according to their chosen
point of view. Each side takes turns to put forward a persuading
statement.
• Students adopt a point of view and develop supporting
arguments. They present their arguments in a persuasive manner
and counteract arguments in response to opposition.
Diagrams
‘Diagrams’ are employed by teachers in a variety of situations.
They can be used to illustrate outlines and features of an object or
process. They can show something complex like the HIV virus,
which affects the immune system and its stages of development.
The best diagrams are clear and include all the necessary details,
with labels to identify features and explain processes.
Discussions
‘Discussions’ provide opportunities to express ideas and feelings,
listen to others and to look at issues from other perspectives.
However, it is not practical with more than 20 people. If class
discussions are going to be used in a large class, the class should
be divided into two or more groups.
Evaluation
‘Evaluation’ involves weighing options, consequences and evidence
in decision-making contexts in order to make decisions and take
action in just, caring and effective ways. The evaluation process
often requires us to make decisions between values that are in
apparent or real conflict.
SCP-SPEC105 | 61
Guest speaker or visit

A ‘guest speaker’ or ‘visitor’ is a person who is invited to share his
or her knowledge and skills with the students. This may be a
teacher from another class, a parent, a member of the local
community or a representative from a group, organization or
institution.
Problem solving
A learning and teaching strategy that is particularly relevant for
Physical Education in Grade 12 is ‘problem solving’. Students can
be involved in identifying and working towards solutions; for
example, in sociological issues in this context. The classroom,
school grounds, arenas for physical activities, community and
home all contain problems that are appropriate starting points for
investigation by students.
The purpose of learning through applying problem-solving skills is
to link conceptual understandings with practical experiences. It is
important that students be given the opportunity to apply problem-
solving techniques to a range of issues.
The teacher’s role is to:
• assist students to identify problems that are relevant and
solvable • organize learning that develops skills in problem solving
• choose learning activities that encourage responsible actions.
Reflective learning
‘Reflection’ is thinking about what has been learnt. Reflecting
often involves putting learning into a new context, looking at the
experiences in a new light, interpreting what has been said or done
for different applications or a new situation. Teachers need to
provide time, both during and at the end of any learning
experiences, for students to contemplate the content and processes
in which they have engaged. This time needs to allow for
individual, small group and whole-class reflection. As a result of
reflective learning, students may develop flexibility and creativity.
Research
One of the best ways to learn in Physical Education is to think of
the questions you want to be answered or what you want to know
or ask
SCP-SPEC105 | 62
about the things that interest you. This means doing your own
research to find answers. The same applies to your students.
Photographs and pictures

‘Photographs’ and ‘pictures’ are visual texts. They can be used to
develop many skills, such as observing, classifying, grouping,
comparing and contrasting. Photographs allow for reinvestigation
of first-hand experiences at a later date. They also clarify and
stimulate further inquiry. Students can take and/or use
photographs as a means of gathering and recording information.
Computer technology enables photographs to be stored and
reproduced in various ways.
Presentations
‘Presentations’ are used to share information obtained through
individual and group research and study. Presentations can be
spoken, written or multimedia. They give students experience in
organizing, planning and presenting information and material to a
particular audience and are therefore valuable experiences for both
the presenter and the audience.
Search Indicator
(2008) Physical Education Upper Secondary Teacher Guide by the
Department of Education, Papua New Guinea

SCP-SPEC105 | 63
LET’S INITIATE!
questions.
1. What is Reflective learning?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is problem solving?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is evaluation?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
1. Differentiate debate and discussion.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Discuss Analysing values.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NFER!
Activity 1. Look for at least ten(10) strategies in teaching Physical
Education. Include a short description of the strategy and the
procedure on how to apply the strategy on the classroom apply.
SCP-SPEC105 | 64
Week 9 Guidelines for Teachers Mosston’s Spectrum Teaching Styles

Lesson Title Mosston’s Spectrum Teaching Strategies and style in PE
Discuss and Identify Mosston’s Spectrum Teaching
Learning Outcome(s)
Strategies and style in PE
LEARNING INTENT!
Terms to Ponder
Mosston’s Spectrum of Teaching Styles provided comprehensive

and coherent ideas link theories about teaching and learning that
are useful for teachers to implement in their gymnasiums
(Ashworth, 2008a & b; Cothran et al 2005; Metzler, 2000).
Reproduction styles – Replication of the known

Fixed knowledge, facts, names, dates, rules, procedures, skills
mainly used memory and recall.
Production styles – Discovery of the unknown

New Knowledge, alternatives, concepts, relationships, principles,
strategies using comparing, categorizing, contrasting, inventing,
problem solving, hypothesizing, synthesizing and creating
Essential Content
Mosston’s Spectrum of Teaching Styles provided comprehensive

and coherent ideas link theories about teaching and learning that
are useful for teachers to implement in their gymnasiums
(Ashworth, 2008a & b; Cothran et al 2005; Metzler, 2000). Theories
about teaching directly influence teacher’s perceptions, beliefs, and
behaviors in their understanding and implementation of teaching.
Throughout the years, there have been numerous advances to the
ways of teaching in school physical education and in the physical
education teacher education (PETE) major program. One original
and significant development emerged forty-five years ago by a man
named Muska Mosston; he formulated The Spectrum of Teaching
Styles (STS), which educators all over the world currently
implement into their teacher training programs and classroom
lessons on a daily basis (Ashworth, 1995). Mosston’s STS
designates eleven landmark teaching styles –each style can be
recognized by a specific name or a corresponding letter. The appeal
of this framework is that it offers different teaching and learning
approaches that assist in the development of a variety of
SCP-SPEC105 | 65
educational goals and they help teachers meet the needs and
interests of each student. In addition, this framework offers an
instructor the opportunity to see how to constantly modify his or
her curriculum to meet different educational goals. Since students
do not have the same motivations and do not learn the same, the
Spectrum allows the instructor to differentiate instruction
(Ashworth, 2008b). Mosston’s Spectrum may be used as a guiding
principle and an opportunity for constant growth as a physical
educator (Ashworth, 1992).
Since the STS were introduced to the field of teaching physical
education (Byra, 2002; Mosston & Ashworth, 1994, 2002, 2008b),
it has been recognized by educators in many countries around the
world and widely applied in their PETE programs. Conceptually,
the STS have continuously been refined since the first edition in
1966. (Boschee, 1972; Byra & Marks, 1993; Ernst & Byra, 1998;
McCullick & Byra, 2002; Mosston & Ashworth, 1994, 2002,
2008b). Validating selected theoretical frameworks associated with
the STS continues to be critical in the search for knowledge in
regard to various instructional styles (Hurwitz, 1985; Metzler,
1983; Mariani, 1970; McCullick & Byra, 2002; Mosston &
Ashworth, 1994, 2008; Seifried, 2005). As Ashworth (2008)
indicated, “The Spectrum is a unified theory about teaching and
learning behavior; and a comprehensive framework for
understanding the teaching-learning process.” (Ashworth, 2008b).
After Mosston’s unfortunate passed away in 1994, his long-time
colleague Dr. Sara Ashworth, a distinguish professor, researcher
and leader in the field of teaching physical education (She is the
copyright holder of the First Online Edition of Teaching Physical
Education, 2008), continued the quest to further delineate the
Spectrum theory. Moreover, from 1980 to 2010, Dr. Ashworth has
continued to present and conduct workshops throughout the USA,
Canada, Europe, the Middle East, South America and Taiwan.
The Spectrum of Teaching Styles
The Spectrum of Teaching Styles developed by Dr. Muska Mosston

represents a philosophical perspective about the relationship
between the teacher and the learner. Dr. Mosston presents a
framework of teacher and learner decision making that reflects
thoughtful planning and implementation of content. The styles
range from Command to Self-Teaching. The styles are organized
SCP-SPEC105 | 66
into two clusters Styles A- E Reproduction (the known) and Styles

F-K Production (new information).
REPRODUCTION STYLES – Replication of the known

Fixed knowledge, facts, names, dates, rules, procedures, skills
mainly used memory and recall.
A. Command Style
Teacher makes all the decisions about content, pace, and
organization. Learner responds to instructions. Performance is
accurate and immediate.
B. Practice Style
Learner performs tasks prescribed by the teacher. Learner can
determine the pace, start, stop, and number of repetitions. Time
provided for individual practice. Teacher circulates to give personal
feedback.
C. Reciprocal Style
Teacher designs tasks and criteria for performance. Learners are in
pairs. One learner is the doer and the other is the observer.
Promotes socialization. Teacher communicates with only the
observer about the doer’s performance.
D. Self-Check Style
Teacher designs tasks and criteria for performance. Learners work
individually and assess their performance against a set of criteria.
E. Inclusion Style
Teacher designs the tasks and offers several levels of achievement
within the task. Learner selects which level of achievement is most
appropriate for their ability and when to move to another level.
PRODUCTION STYLES – Discovery of the unknown New

Knowledge, alternatives, concepts, relationships, principles,
strategies using comparing, categorizing, contrasting, inventing,
problem solving, hypothesizing, synthesizing and creating
F. Guided Discovery
Teacher uses guiding tasks or questions to logically lead the
learner to discover the single answer to the task. The learner uses
the convergent thinking process. The metaphor is a ladder, and
each question is a rung that the learner steps on or answers and
eventually leads to an answer.
SCP-SPEC105 | 67
G. Convergent Discovery
The teacher initiates the problem and the learner uses his or her
own discovery process to find a solution. Such as, what is the rule
that governs balance positions? The learner engages in trial and
error to compare solutions, and draw conclusions.
H. Divergent Production
The teacher initiates a stimulus in the form of a question, problem
or a situation. The learner creates multiple and divergent
responses. For example, create different ways to travel across the
floor. Teacher accepts responses that are possible, feasible,
desirable and safe for the learner.
I. Individual Program-Learner’s Design

The objective of this style is to provide the learner with the
opportunity to develop a program or him or herself bases on their
capacities in a particular topic. The teacher decides about the
selected general subject content. The learner decides the
questions, solutions, identifies criteria, and evaluates oneself.
J. Learner-Initiated Style
In this style the learner initiates their desire to design their own
topic, problem, solutions and criteria for achievement. The
teacher’s role is a supporter, facilitator, and as a resource.
K. Self-Teaching Style
In this style the individual participates as both the teacher and
learner. This style is not classroom based. It require the individual
to make all the decisions about their topic, time, conditions and
evaluation. The learner/teacher experiences an on-going
experience with no specific starting or ending point.
SCP-SPEC105 | 68
Search Indicator
Zeng H. Z. (D.P. E.) Department of Physical Education and
Exercise Science Brooklyn College of the City University of New
York
http://www.spectrumofteachingstyles.org
SCP-SPEC105 | 69
LET’S INITIATE!
questions.
1. What is Reciprocal Style?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is Guided Discovery?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is Individual Program-Learner’s Design?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
1. Differentiate Reproduction styles and Production style.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Discuss what STS is.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NFER!
Activity 1. Give the learning intention of the following.
Spectrum style Learning intention
SCP-SPEC105 | 70

Lesson Title Squad Organization Methods of Conducting Activities
Learning Outcome(s)
style in PE
LEARNING INTENT!
Terms to Ponder
Didactic Learning Activities Some learning activities are passive,
and designed to present important information to students in an
efficient way. Examples include lecture, watching videos or
demonstrations, and readings.
Active Learning Other learning activities require students to

independently solve problems or create products. Example
includes simulations, games, problem-solving exercises, etc.
Collaborative Learning Although much active learning can take

place alone, there are several benefits from allowing students to
learn together.
Essential Content
Planning and Developing Learning Activities
This section of “A Primer on Course Design” focuses on the

learning activities your students will participate in anything from
readings, to lecture, to discussion, to case studies and application
exercises, to projects and group work. While we don’t discount the
value of readings and lecture, this material focuses more on active
and collaborative learning activities. We’ll look at examples of
various types of learning activities, and suggest some technologies
that may be used to implement them in your course.
Different Types of Learning Activities
Generally speaking, learning activities fall into one of three

categories didactic, active, and collaborative though there can be
considerable overlap among the categories and any one learning
activity may exhibit characteristics of more than one category.
Each type of learning activity is described below.
SCP-SPEC105 | 71
Didactic Learning Activities
Some learning activities are passive, and designed to present

important information to students in an efficient way. Examples
include lecture, watching videos or demonstrations, and readings.
Although traditional methods of teaching vary by discipline, these
are the most traditional ways of teaching. Since it can be argued
that even processing something a student is reading, watching, or
listening to engage the student, let’s call these learning activities
“didactic,” rather than “passive.” They may require students to
think about what is being presented, or to click a Next button to go
to a subsequent screen, but they don’t require the student to do
much more.
Active Learning
Other learning activities require students to independently solve

problems or create products. Example includes simulations,
games, problem-solving exercises, etc. These activities are active
learning activities, since the student takes a more active role. In
some cases, active learning activities are opportunities for students
to practice skills and apply knowledge previously taught through
didactic activities. In other cases, they are opportunities to discover
or construct knowledge not previously presented.
Collaborative Learning
Although much active learning can take place alone, there are
several benefits from allowing students to learn together.
Collaborative learning is active learning that students engage in
together. The ideal collaborative learning activity promotes positive
interdependence, which means that students cannot divide and
conquer the activity, but must truly interact with each other in
completing the activity.
Which Type of Learning is best?
The continuum of learning activities, from didactic to collaborative,

is not a continuum from worse to better. There are advantages to
each type of learning, and a good course will include an
appropriate mix of didactic, active, and collaborative learning
activities. The appropriate mix will be defined by the learning
SCP-SPEC105 | 72
objectives of the course. Active learning may be better than passive

learning, or vice versa, for accomplishing particular objectives. In
general, objectives at the lower levels of Bloom’s taxonomy (e.g.,
knowledge and comprehension) may be well served by didactic
learning activities, whereas objectives at the higher levels of
Bloom’s taxonomy need to involve active and collaborative learning
activities. Since courses should have learning objectives at various
levels of Bloom’s taxonomy, courses should likewise use a variety
of learning activities.
Examples of Didactic, Active and Collaboration Learning

Activities
The following table provides some examples of learning activities

that can fit into each of the three types, and some considerations
for choosing one type over another for particular learning goals.
This table is NOT all-inclusive; rather, it is a starting point for your
thinking about how and why you might mix learning activities in
your course. Keep in mind that courses should include both
didactic and active, and often collaborative, learning activities.
Type Examples Advantages Disadvantages
Didactic ▪ Readings ▪ Efficiently presents a large ▪ Often perceived as boring

volume of foundational
knowledge
▪ PowerPoint’s ▪ May be viewed as

irrelevant or unnecessary
▪ Provides students a by students
"mental break" from more
intensive learning activities
▪ Narrated or recorded
lectures
▪ Is familiar to students from

past learning experiences
▪ Podcasts
▪ Is most comfortable for

▪ Video clips many faculty
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Type Examples Advantages Disadvantages
Active ▪ Simulations ▪ Provides the context that ▪ Often require more time
(Individual) helps students recognize for the instructor to
the relevance of the prepare well
learning
▪ Games & Puzzles
▪ Less efficient than didactic

▪ Promotes better retention learning for presenting
of learning foundational knowledge
▪ Research or creative
projects
▪ eepens understanding and ▪ May be frustrating for

enhances students' ability students who are not
▪ Case studies and to transfer knowledge to prepared to participate
other problem- "real-life" situations
solving activities
▪ Engages the student more,

and is thus usually more
enjoyable
▪ May address a greater

variety of learning styles
▪ ▪ ▪
Collaborative ▪ Group case studies ▪ Increases the knowledge ▪ Requires students to

or projects base students can access. coordinate meetings,
communication, and other
logistics.
▪ Discussions ▪ Incorporates a variety of

skills, abilities, and
perspectives. ▪ Sometimes difficult to
fairly and accurately
assess students' efforts,
▪ Role-playing both individual and
collaborative.
▪ Can reduce workload in
assessing student work.
▪ Cooperative games
▪ Develops teamwork skills.
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What is Active Learning?
Bonwell and Eison describe active learning strategies as those that

involve “students in doing things and [thinking] about the things
they are doing” (Bonwell and Eison, 1991, p. iii). In other words,
active learning refers to strategies in which students are engaged
in doing something, rather than simply listening to a lecture or
passively receiving information. They are discussing, writing,
debating, creating, discovering, processing, and involved in higher-
order thinking (for example, analysis, synthesis). Active learning is
not only an effective strategy in the traditional classroom
environment; it is effective and even crucial in the hybrid
environment, where students are being asked to take a more
responsible and active role in learning.
Instructors are faced with the challenge of designing activities that

support learning objectives and of structuring them to work online
or face-to-face. The challenge is particularly apparent when
realizing that many active learning techniques rely heavily on
significant and extended interaction (for example, question and
answer, sharing ideas, group work, role-plays). However, the
hybrid or online environment can be a favorable learning
environment for students. Students working online can all have
equal opportunity to participate, share thoughts, and develop ideas
over longer periods of time, giving them the opportunity to think
critically about their participation. The online environment offers
certain freedoms whereby students’ expressions are not limited
by class size or by a 1- to 3-hour block of limited time in which to
participate. Recent developments in technology also provide unique
tools and expanded opportunities for implementing collaborative
and active learning strategies, both online and face-to-face. For
example, online collaboration tools enable students to work in
groups both synchronously and asynchronously (at the same time
or at differing times), while student-response systems (clickers)
allow for instant polling of students in face-to-face meetings to
determine opinions, level of understanding, or to conduct formative
assessment.
Active learning can also serve to accommodate different learning

styles and enhance learner motivation. And as noted above, active
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learning empowers students to take primary responsibility for their

education. At the same time, it requires faculty to relinquish some
control to the student–not always a bad thing, as many students
will happily inform you if given half a chance.
A Model for Designing Active-Learning Activities
As you design and incorporate active learning into your hybrid

course, the following model developed by Dee Fink may be useful
in conceptualizing the learning process and the essential elements
of active learning activities. Fink’s model suggests that all learning
activities involve either Experience (that is, doing or observing
someone else) or Dialog (with one’s self or with others).
The key to implementing this model is to design learning activities

that combine all three of the major kinds of learning:
▪ getting information and ideas
▪ doing or observing experience
▪ reflective dialog with oneself or others
Steps in Designing a Learning Activity
The essential components of effective active learning activities are

the same whether delivered in the online learning environment or
in the classroom. Activities should have the following
characteristics or components.
▪ a definite beginning and ending
▪ a clear purpose and learning objective
▪ complete and understandable directions
▪ a plan for assessing the objective and a mechanism for providing

feedback to students
▪ a description of the technology or tool being used in the exercise
Other components you may wish to consider in your activity

planning are what you need to do to prepare ahead of time, what
you need to do to ensure your students are ready to actively
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participate, and how you might elicit feedback from students

about their experiences.
Search Indicator
Mantyla, K. (1999). Interactive distance learning exercises that
really work! Alexandria, VA: American Society for Training and
Development.
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating

Excitement in the Classroom. Washington, DC: ASHE-ERIC Higher
Education Report No. 1.
L. Dee Fink. Creating Significant Learning Experiences for College

Classrooms: An Integrated Approach to Designing College
Courses (2003). San Francisco: Jossey-Bass.
I
LET’S NITIATE!
questions.
1. What is didactic learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is active learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is collaborative learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 77
I
LET’S NQUIRE!
1. Which Type of Learning is best?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Differentiate didactic and active.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NFER!
Activity 1. Give at least 5 examples of learning activities and give
the advantages and disadvantages.
Learning Activities advantages disadvantages
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Lesson Title Evaluation in Physical Education
Learning Outcome(s)
style in PE
LEARNING INTENT!
Terms to Ponder
Test- in the classroom situation, the word ‘test’ means to judge the
knowledge, understanding, and intelligence of the students. A test
can be held in short after completing the chapter a teacher can
take a test of his students to know about their grasping power.
Thus the test can be informal.
Measurement-Measurement is a limited term and has a shorter

area of measurement some limited behavioral dimensions of the
learners. In measurement we measure only the quantitative ability
of the learner.
Evaluation-Evaluation is a broader term than ‘test’. It includes all

types and examinations in it. Its purpose is not only to check the
knowledge of the learner, but all the aspects of the learner.
Essential Content
Evaluation in Physical Education
Concept and Meaning of Test Evaluation and Measurement
1. Test- in the classroom situation, the word ‘test’ means to judge the
knowledge, understanding, and intelligence of the students. A test
can be held in short after completing the chapter a teacher can
take a test of his students to know about their grasping power.
Thus the test can be informal.
2. Measurement-Measurement is a limited term and has a shorter

area of measurement some limited behavioral dimensions of the
learners. In measurement we measure only the quantitative ability
of the learner.
3. Evaluation-Evaluation is a broader term than ‘test’. It includes all

types and examinations in it. Its purpose is not only to check the
knowledge of the learner. But all the aspects of the learner.
SCP-SPEC105 | 79
Definitions of Evaluation (by different authors)

According to Hanna “The process of gathering and interpreted
evidence changes in the behavior of all students as they progress
through school is called evaluation”.
Muffat says – “Evaluation is a continuous process and is
concerned with the formal academic achievement of pupils. It is
interpreted in the development of the individual in terms of
desirable behavioral change relation of his feeling, thinking, and
actions”.
Goods define– “Evaluation is a process of judging the value or
something by certain appraisal.
Characteristics of evaluation in education
▪ Continuous process Evaluation is a continuous process. It leads
together with Teaching-learning process.
▪ Comprehensive Evaluation is comprehensive as it includes
everything can be evaluated.
▪ Child-Centered-Evaluation- is a child-centered process which
gives importance to the learning process, not to the teaching
process.
▪ Remedial- Evaluation comments on the result which helps in
remedial work it is not a remedy Evaluation is remedial in nature.
▪ Cooperative process- Evaluation is a cooperative process
involving students, teacher’s parents, and peer-groups.
▪ Teaching Methods- Effectiveness of teaching methods is
evaluation.
▪ Common practice- Evaluation is a common practice among the
proper growth of the child mentally and physically.
▪ Multiple Aspects- it is concerned with the total personality of
students.
Importance of evaluation in education

Evaluation in education has great importance in teaching-learning
process, following the common purpose of evaluation.
1. Diagnostic Evaluation is a continuous and comprehensive
process. It helps the teacher in finding out the problems, and in
cutting the problem of his students.
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2. Remedial- By remedial work we mean, the proper solution after

identifying the problems a teacher can give proper solution for a
desirable change in learners behavior and to develop a personality.
3. To clarify the objectives of education- An importance of
evaluation is to clarify the objectives of education. The objective of
education is to change the learner’s behavior. By evaluation, a
teacher can prove of change to learner’s behavior.
4. It provides Guidance- if a teacher has the proper knowledge and
about his learners only than he can guide him. And guidance can
only after proper evaluation which involves all dimensions abilities,
aptitude, interest, and intelligence, etc.
5. Helpful in classification- Evaluation is a source by which a
teacher knows the various levels of his students as intelligence,
ability, and interest on this basis he can classify his students and
provide them guidance.
6. Helpful in Improvement of Teaching and Learning process- by
evaluation is a teacher could not only improve the personality and
learner but he is also able to know the level of his teaching and can
improve it. Thus it is helpful in the improvement of the teaching
and learning process.
Principles of Evaluation
Evaluation is based on the following principles
1. Principle of continuity- Evaluation is a continuous process,
which goes on continuously as long as the student is related to
education. Evaluation is an important part of the teaching-learning
process. Whatever the learner learn, it should be evaluated daily.
Only then the learner could have better command on language.
2. Principle of comprehensiveness- By comprehensiveness we
means to assess all aspects of the learner’s personality.it
concerned with all-round development of the child.
3. Principle of Objectives- Evaluation should be based on the
objectives of education. It should be helpful in finding out where
there is a need for redesigning and refraining the learner’s
behavior.
4. Principle of Learning Experience- Evaluation is also related to
the learning experiences of the learner. In this process, we don’t
evaluate only the curricular activities of the learner but his co-
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curricular activities are also evaluated. Both types of activates

are helpful in increasing learners experiences.
5. Principle of Broadness Evaluation should be broad enough to

cover all the aspects of life.
6. Principle of Child-Centeredness Child is in the center, in the
process of evaluation. The behavior of the child is the central point
for assessment. It helps a teacher to know the grasping power of a
child and usefulness of teaching material.
7. Principle of Application During the teaching and learning process
the child may learn many things, but it may not be useful in his
daily life. He can’t apply it, then it is useless to find. It can be
known through evaluation. Evaluation judges that student is
better to apply his knowledge and understanding in different
situations in order to succeed in life.
The Role of Evaluation in the Education Process

R.F. Wolf has related the evaluation to objectives, learning
experiences, learner appraisal and the relationship between the
three.
Search Indicator
https://physicscatalyst.com/graduation/evaluation-in-education/
SCP-SPEC105 | 82
I
LET’S NITIATE!
questions.
1. What is a test?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is measurement?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is evaluation?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
1. Discuss the importance of evaluation.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Differentiate remedial and diagnostic evaluation.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 83
I
LET’S NFER!
Activity 1. Principles of evaluation
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Week 13 PROCCES OF TEACHING

Evaluating the Physical Education Program and
Lesson Title
Evaluating the Teacher’s Work
Discuss how PE program is evaluated and the work of the
Learning Outcome(s)
teachers
LEARNING INTENT!
Terms to Ponder
NASPE National Association for Sport and Physical Education
PETE Physical Education Teacher Education

s
Essential Content
Physical education has reached a level of sophistication at which

serious thought can and should be given to a carefully reasoned
and well-designed curriculum for the learner, one that can replace
the disjointed divisions of the past and present (Willgoose,
1984)Physical education in schools across the globe has undergone
significant developments over the past century; however, for many
years there has been much international concern about the status
and future of this subject area (Dodds and Locke, 1984; Dunn,
2009; Hardman, 2013; Kirk, 2010; Lawson, 1998; Macdonald and
Brooker,
1997; Onofre et al., 2012a, b; Sanders and McCrum, 1999; Tinning

and Fitzclarence, 1992; Stier et al., 1994). Researchers have
investigated the status of physical education in particular regions,
nations, and internationally, with many of these investigations
taking the form of surveys or case studies (Hardman, 2008, 2013;
Hickson et al., 2012; Luke, 2000; Onofre et al., 2012a, b; Rivard
and Beaudoin, 2005). Many of these investigations have included
some examination of physical education curricula; however, there
is a dearth of in-depth physical education curriculum document
analysis
Teachers are now performing their duties in a globalizing world

where information and technology improve very quickly, national
borders have started to disappear and intercultural interactions
and communication increase. In order to educate teachers in such
circumstances, changes made to education faculties and teacher
training programs are important (Çelikten et al., 2005).
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According to Locke (1984), physical educators should plan lessons

in advance, adapt lessons to the needs of individual students,
provide adequate opportunities to contribute to fitness, provide
positive reinforcement for learning, avoid time-wasting managerial
tasks, provide prompt and specific feedback for practice tasks, and
provide clear models for desired learning. Balancing an ideal mix of
subject matter content and pedagogical knowledge in the education
of future teachers is an important issue (Ball, 2000). Teacher
education programs are therefore faced with the challenging task
of deciding what kinds of, and how much subject matter content
and pedagogy preparation are needed for prospective teachers.
However, the education of physical education (PE) teachers has not

been widely explored (Dodds, 2006). Although, the subject matter
content knowledge and pedagogical knowledge are critical
indicators of highly qualified PE teachers, little is known about
how these types of knowledge are taught in Physical Education
Teacher Education (PETE) programs.
“PETE programs are designed to facilitate pre service teachers‟

progress toward being deemed „highly qualified “upon entrance
into the profession” (NASPE, 2007a). PETE programs should be
accredited based on PETE standards and the faculty should model
passion, reflection, and dedication (Napper-Owens et al., 2008).
PETE programs should provide pre service teachers with
substantial pedagogical and content knowledge bases; afford many
opportunities for pre service teachers to participate in an array of
field experiences where they can interact with veteran teachers and
diverse students at all grade levels, while seeing the application of
classroom principles and develop, nurture, and reinforce specific
professional behaviors that facilitate student learning (NASPE,
2007b).
Highly qualified teachers need to contribute to their schools

outside of their respective classrooms as well. For example, other
important responsibilities that help define a “highly qualified
teacher” include demonstrating professionalism and ethical

behavior in the learning environment through positive interactions
with students, colleagues, administrators, and community
members (NASPE, 2007a; Yanik and Çamliyer, 2015).
SCP-SPEC105 | 86
Although most of the criticisms of curriculum in physical

education and sports have some merit, most problems are not
caused by the use of curriculum in physical education and sports,
but by its misuse. In most cases, a curriculum provides results
that are more objective, accurate, and relevant. What is needed is a
more professional use of the curriculum in physical education and
sports with a greater emphasis on ways it can be used to improve
pupil learning and development (Gronlund and Liin, 1990)
A curriculum model is a general pattern for creating or shaping

program designs in educational settings; the model incorporates a
conceptual framework and should be consistent with the theory
upon which the framework is based (Jewett et al., 1995). Physical
educators study curriculum theories in order to clarify educational
philosophies and develop new perspectives. The nature and quality
of future PE programs will depend largely on the insights and
commitments of the professionals responsible for future curricular
decision making (Bahneman, 1996).
Research in PETE programs has focused on curriculum alignment

(Bulger et al., 2008); general descriptions of the curriculum,
coursework, and practical experience of the teacher candidates
(Ayers and Housner, 2008; Hetland and Strand, 2010); and the
infusion of diversity within the curriculum (Burden et al., 2004).
PHYSICAL EDUCATION TEACHER EVALUATION TOOL

Introduction the National Association for Sport and Physical
Education (NASPE), the preeminent national authority on physical
education and a recognized leader in sport and physical activity,
has origins that date back to 1885. A central aspect of this
leadership is the development of national standards, guidelines,
and position statements that set the standard for quality physical
education programs. Quality physical education requires
appropriate infrastructure (opportunity to learn), meaningful
content defined by curriculum, appropriate instructional practices
including good classroom management, student and program
assessment, and evaluation.
All teachers benefit from meaningful, on-going assessment and

evaluation. The NASPE developed Physical Education Teacher
Evaluation Tool identifies the knowledge, skills, and behaviors
needed to provide sound instruction in the K-12 physical
education classroom. Its purpose is to assist principals, school
SCP-SPEC105 | 87
district curriculum specialists, and others who evaluate physical

education teachers as well as to guide physical education teachers
in reflection and self-assessment, and serve as an instructional
tool in college/university physical education teacher education
programs. Specific examples of how this tool can be used include.
K-12 Administrator
• Prioritize and rearrange the items on the evaluation tool to
emphasize certain teaching knowledge/skills/behaviors
• Modify the tool to meet needs for formative or summative
observation and feedback
• Customize the tool to target areas identified in a professional
growth plan
School District Curriculum Specialist

• Assist teachers with using the tool for professional growth
• Provide in-service programs to help teachers address point of
emphasis or areas of needed improvement
• Incorporate the tool into the mentoring program for new teachers
• Use the tool for formal or informal observation of teachers
K-12 Physical Education Teacher

• Use the tool for self-assessment (e.g., videotape a lesson and
review)
• Study and prioritize the list of tool items to work on specific

points of emphasis during instruction
• Ask a colleague to observe a class and complete the evaluation
tool for peer feedback
College/University Physical Education Teacher Education

Programs
• Use the tool to teach program candidates about critical
instructional skills, for discussion and practice purposes
• Make the tool available to program candidates for reflection and
self-assessment in practical experiences
• Utilize the tool as part of the student teaching process
Evaluation Principles
The following principles serve as guidelines for conducting
observations and evaluations of physical education teachers and
are strongly encouraged by NASPE. Physical educators should:
Be evaluated with standards, expectations, procedures, and rigor
that parallel teachers of other curricular areas.
SCP-SPEC105 | 88
Be observed, assessed, and evaluated by trained evaluators.

Be observed multiple times during the academic year.
Be observed for the entire class period, from beginning to end.
Be observed and evaluated as part of a comprehensive assessment
plan, which should include formal conferences, professional
growth plans, etc.
Be accountable for student achievement of state standards in
physical education or the National Standards for Physical
Education (NASPE, 2004) in the absence of state standards.
National Standards for Physical Education

1: Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities.
2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and
performance of physical activities.
3: Participates regularly in physical activity.
4: Achieves and maintains a health-enhancing level of physical
fitness.
5: Exhibits responsible personal and social behavior that respects
self and others in physical activity settings. 6: Values physical
activity for health, enjoyment, challenge, self-expression, and/or
social interaction.
Search Indicator
https://www.uww.edu/Documents/colleges/coeps/offices%20serv
ices/fieldex/PE-Teacher-Evaluation-Tool-.pdf
https://files.eric.ed.gov/fulltext/EJ1151766.pdf
SCP-SPEC105 | 89
LET’S INITIATE!
Write your answers the space provided below every after the
questions.
1. What is NASPE?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is PETE?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is the importance of NASPE?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
1. Why is the Teacher Evaluation Tool important?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why do we need to improve our curriculum model?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 90
I
LET’S NFER!
Activity 1. Look for at least five(5) activities that you can use in
classroom and will help achieve the national standards in teaching
Physical Education.
SCP-SPEC105 | 91
Week 14 PROCCES OF TEACHING

Evaluating the Skill Performance Assignment of
Lesson Title
Marks
Discuss and apply the evaluation of skills performance of the
Learning Outcome(s)
students
LEARNING INTENT!
Terms to Ponder
Rubric is an assessment tool that clearly outlines marking criteria.

It can be used for evaluating many types of graded student work -
written assignments, presentations, class participation, overall
grades and more.
Holistic Rubric a holistic rubric provides an overall rating of a

student’s performance, typically yielding a single score.
Analytic rubric divides a product or performance into distinct

elements or traits and judges each independently.
Essential Content
Rubrics and Marking Schemes
What is a rubric?
A rubric is an assessment tool that clearly outlines marking
criteria. It can be used for evaluating many types of graded student
work - written assignments, presentations, class participation,
overall grades and more.
A rubric provides a set of criteria that outlines the important
components of the activity being planned or evaluated. Rubrics
help clarify the criteria and expectations for the assignment. When
used effectively, rubrics can:
• Provide timely and detailed feedback that students can use
• Encourages critical thinking/self-evaluation
• Communicate expectations to students
• Expose the component skills of any task
• Encourage fair and consistent marking
SCP-SPEC105 | 92
Rubric Structure
A rubric is structured like a matrix which includes two main
components: criteria (listed on the left side of a matrix) and their
descriptors (listed across the top of the matrix). When developing
rubrics, we should first select the most important assessment
criteria which will be used to evaluate the student product.
Assessment criteria listed in rubrics vary by task, discipline and
course level.
Once you identified the most important assessment criteria, you
are ready to write descriptions of what student performance looks
for each assessment criteria. These descriptions are
called assessment standards. They can be represented through
letter grades, number of points, or descriptors of quality levels,
such as exemplary, competent and developing.
Criteria
• dimensions along which to judge how well students have carried
out the assessment task
• optimal range of criteria is 4-6
Standards
• describes what student performance looks like at different levels of

quality
• usually 3-5 quality levels per rubric
Examples of Standards for Various Performance Levels:

• Outstanding - Competent - Requires Re-thinking
• Beginning - Developing - Accomplished - Exemplary
• 1; 2; 3; 4; 5; 6; 7; 8; 9; 10
How will we evaluate student performance on tasks?

Student responses to assignments and assessment items that have
a single, correct answer can be scored using an answer key or a
scanning machine. In contrast, performance tasks are typically
open-ended and therefore, teachers must use their judgment when
evaluating the resulting products and performances. By using a set
of established criteria aligned with targeted standards/outcomes, it
is possible to fairly, consistently, and defensibly make a judgment-
based evaluation of students’ products and performances.
SCP-SPEC105 | 93
Types of Evaluative Criteria

Criteria are guidelines or rules for judging student responses,
products or performances. In essence, they describe what is most
important in student work in relation to identified learning goals.
Criteria serve as the foundation for the development of a rubric, a
tool for evaluating student work according to a performance scale.
1. Content criteria are used to evaluate the degree of a student’s

knowledge and understanding of facts, concepts and principles.
2. Process criteria are used to evaluate the proficiency level of

performance of a skill or process, as well as the effectiveness of the
methods and procedures used in a task.
3. Quality criteria are used to evaluate the overall quality and

craftsmanship of a product or performance.
4. Impact criteria are used to evaluate the overall results or

effects of a product or performance given its purpose and
audience.
Criterion Types
Descriptive Terms (examples)
Content- accurate, clearly explained, complete, expert,

knowledgeable,
Process- collaborative, coordinated, efficient, methodical, precise
Quality- creative, organized, polished, effectively designed, well
crafted,
Impact- entertaining, informative, persuasive, satisfying,
successful are no qualitative Criterion-Based Evaluation Tools
SCP-SPEC105 | 94
Once the key criteria have been identified for a given performance
(based on the targeted standards/outcomes), we can use them to
develop more specific evaluation tools. Let’s now examine four types
of criterion-based scoring tools used to evaluate student
performance — criterion list, holistic rubric, and analytic rubric.
Criterion List
A basic and practical tool for evaluating student performance
consists of a listing of key criteria, sometimes referred to as a
performance list. For example, my wife was a high school art
teacher and department chair. She and her department colleagues
identified the following four key criteria that they used in evaluating
student art portfolios.
• Composition — Effective use of elements of art and principles of
design in organizing space.
• Originality — Evidence of development of unique ideas.
• Visual Impact — Sensitivity in use of line, color and form to
effectively convey ideas and mood.
• Craftsmanship — Skill in use of media tools and technique.
Attention to detail and care for results.
Well-developed criterion lists identify the key elements that define
success on a performance task. They communicate to students how
their products or performances will be judged and which elements
are most important. Despite these benefits, criterion lists do not
provide detailed descriptions of performance levels. In other words,
there descriptions of the difference between a “15” and a “9” rating
for a given element (or a full smile versus partial smile on the
pumpkins). Thus, different teachers using the same performance
list may rate the same student’s work quite differently.
SCP-SPEC105 | 95
• Well-crafted rubrics can address this limitation. A rubric is based

on a set of criteria and includes a description of performance levels
according to a fixed scale (e.g., 4-points). Let’s examine three types
of rubrics.
Holistic Rubric a holistic rubric provides an overall rating of a
student’s performance, typically yielding a single score.
Analytic Rubric
An analytic rubric divides a product or performance into distinct
elements or traits and judges each independently. Analytic rubrics
are well suited to judging complex performances (e.g., multi-faceted
problem solving or a research project) involving several significant
dimensions. As evaluation tools, they provide more specific
information (feedback) to students, parents and teachers about the
strengths of a performance and the areas needing improvement.
Developmental Rubric a third type of rubric developmental
describes growth along a proficiency continuum, ranging from
novice to expert.
Search Indicator
https://blog.performancetask.com/how-will-we-evaluate-student-
performance-on-tasks-part-6-946c82deee02
SCP-SPEC105 | 96
I
LET’S NITIATE!
questions.
1. What is a rubric?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is analytic rubric?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is developmental rubric?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
1. Why are rubrics considered an important tool in assessing the

performance task of the students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How should we evaluate student performance task?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 97
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LET’S NFER!
Activity 1. Create an example of developmental rubrics.
SCP-SPEC105 | 98
Week 15 PROCEES OF TEACHING

Lesson Title Gymnastics
Discuss and identify the phases and terminologies
Learning Outcome(s)
and the basic positions in gymnastics
LEARNING INTENT!
Terms to Ponder
Gymnastics a self-motivating activity where one can manipulate

the different parts of the body into varied position or movements.
(Diñoso et. al.)
Essential Content
Introduction
Gymnastics one of the most valuable areas in Physical Education
because of its total fitness value it deals with the skills on the floor,
balance beam skills, stunts tumbling and basic skills on the vault.
Activities in gymnastics help develop strong, healthy and shapely
bodies. It helps one gains self-confidence, determination and self-
discipline. Gymnastics activities also improve poise, posture, and
coordination of movements of an individual.
History of Gymnastics
Gymnastics as a sport activity has been around for over 2000
years. It is one of the oldest Olympic sports, and has always been
part of the ancient, as well as the modern Olympics games. The
term “Gymnastics” derives from the Greek word “gymnos”,
meaning naked (Dimapilis et. al., 2009).
The contributors of Present Gymnastic program
• 1723-1790 Johann Basedow introduced gymnastics in the school
curriculum.
• 1759-1839 Johann Guts Muths called “Great Grandfather of
Gymnastics” He wrote the book Gymnastics for the youth.
• 1778-1852 Freidrich Jann considered “The Father of
Gymnastics” He started the turverein movement. He introduced
the horizontal bar, the parallel bar, the side horse, and the
vaulting buck.
SCP-SPEC105 | 99
• 1810-1858 Adolf Spiess introduced marching and free hand

exercises performed with music.
• 1776-1839 Perh Ling a Swedish enthusiast who invented the stall
bars and vaulting box or Swedish box.
Dr. Dudley Sargent was the first American contributor to
gymnastics because he included gymnastic in the school
curriculum. Gymnastics in the Philippines was started by two
exponents of Physical Education. Director Candido Bartolome of
the University of the Philippines and Mrs. Francisca Reyes
Aquino of the Bureau of Public Schools.
What is Gymnastics?
It is a self-motivating activity where one can manipulate the
different parts of the body into varied position or movements.
(Diñoso et. al.)
1. Phases of Gymnastics Program
The gymnastics program has different phase that contribute to
various elements in gymnastics. These elements are strength,
flexibility, balance, agility, coordination and endurance.
a. Conditioning Program
The exercises are selected for the purpose of preparing the body for
more complicated movement and skills. Exercises for warm-up also
are selected in this phase. This phase also considered as
“Calisthenics” since routines can be made out of the exercises in
the conditioning program.
b. Rhythmic Gymnastics
Routines or exercise accompanied with music are called “Rhythmic
Gymnastics”. They are so-called because they are performed in a
rhythmical manner and the movements are flowing. This phase
includes the free hand exercises, and all exercises with the use of
light apparatuses such as wands, rings, hoops, ribbons, ropes, etc.
gymnastics skills, dance skills, loco motor skills, stunts and
tumbling skills are combined to form a routine on the floor. This is
where the performer can create and develop her own routine
according to her abilities.
SCP-SPEC105 | 100
c. Stunts
Stunts are activities in the form of play and they test one’s
strength, flexibility, balance, agility, endurance and coordination.
This phase is especially suited to the lower grades. Some stunts
can be considered as conditioning exercises and still some are
preparatory stunts to tumbling skills.
d. Tumbling
This is the most important phase of the gymnastics program
because this is where the ability of the performer is tested as he
rolls to and fro; twist, turns and springs about on the mat, floor
and in the air.
e. Apparatus Exercises
This includes exercises done on the balance beam, vaulting horse,
parallel bars, uneven bars, rings, and the trampoline.
f. Pyramid Building
This phase of the program makes a picture (mural) out of the body
static position. The position should be properly arranged and
selected so that they form the shape of a pyramid.
2. Terms in Gymnastics
a. Arch is a position where the body is curved like an arc of a circle.
b. Dismount is a stunt used by the performer to get off the
apparatus.
c. Exercise or routine exercises planned series of dance skills,
locomotors skills with or without music.
d. Held or static positions are the positions held for 2 seconds.
e. Mount a stunt performed by a performer to go up on an
apparatus.
f. Press in the application of steady pressure to a particular muscles
or a group of muscle in order to attain a desired stretch.
g. Scale is a support on one leg with the other leg raised at the back
and the body arch.
h. Split is a position where the legs are extended forward and
backward in a straight position.
i. Spotter is a person who helps a performer to go about a skill for

the first time.
SCP-SPEC105 | 101
j. Spotting is the act of helping a person to go about a skill for the

first time.
k. Tuck is a position where the head and the knees are in contact
and the trunk is curved.
3. Body Movements
There are two types of body movements:
a. Axial Movements – are movements done by part or parts of the
body in stationary place.
b. Locomotor Movements - are movements that bring the performer
from one place to the other.
4. The axial movements

a. Bend or flex to move the body or part of the body around a wide
axis
b. Lift or raise to elevate a part of the body or the whole body
c. Stretch, extend, straighten to lengthen a part of the body
d. Twist to move a body around a long axis
e. Circle to move a body around a point
f. Swing to move continuously from one point to the other.
g. Turn, Rotate to change direction to move around an axis.
5. The Locomotor movement

a. Point to touch the floor with the toes
b. Step to transfer weight from one foot to the other
c. Place to touch the floor with the whole of the foot with slight body
weight on it.
d. Spring to push off the leg or legs in the air. It is a combination of a
bend on the knees and leg stretch
6. Types of Locomotor Movements
a. Walk is a series of steps in all directions.
b. Run is a walk with longer strides and there is a push-off by the
foot to suspend the body momentarily in the air.
c. Hop is a spring in one foot and land on the same foot.
d. Skip is a step and hop with the same foot in one count.
e. Leap is to spring on one foot and land on the other.
f. Jump is to spring on both feet and land on one or both feet.
SCP-SPEC105 | 102
7. Direction of Movement
a. Forward
b. Sideward
c. Upward
d. Downward
e. Diagonal or oblique
f. Clockwise
g. Counter clockwise
h. Backward
Search Indicator
Philippines: Books atbp.
Publishing Corp.
Diñoso, C. (1990) Gymnastics Book. Philippines: Rex Book Store.
SCP-SPEC105 | 103
I
LET’S NITIATE!
questions.
1. What is Gymnastics?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are the phases of Gymnastics?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are the type of loco motor movements?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
1. How do you execute point?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why is spotting important to a routine?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NFER!
Activity 1. Perform the direction of movements.
The student is required to submit his/her own individual

picture/video presentation output and he/she will be graded using
the criteria below.
Criteria:
Proper Execution
60%
Coordination 20%
Poise 20%
Total of 100%
SCP-SPEC105 | 104

Learning Outcome(s) Identify and perform the basic position in gymnastics
LEARNING INTENT!
Terms to Ponder
Lunge Position - Bend one knee, the other leg is straight. Weight
on both feet. The hands are on hips.
Stride Position - The feet are about 12 inches wide. The stride
may be made wider than 12 inches. The weight of the body is on
both feet and the trunk is at the center. The arms at sides
Half-knee bend - Feet together, bend knees to about 45 degrees

angle; Feet flat on the floor, body erect; and hands on hips.
Essential Content
II. Basic Position in Gymnastics

A. Standing Position
1. Feet together - The feet are about one inch apart toes
pointing forward and arms at the side.
2. Stride Position - The feet are about 12 inches wide.

The stride may be made wider than 12 inches. The
weight of the body is on both feet and the trunk are
at the center. The arms at sides
3. Lunge Position - Bend one knee, the other leg is

straight. Weight on both feet. The hands are on hips.
SCP-SPEC105 | 105
4. Half-knee bend - Feet together, bend knees to about

45 degrees angle; Feet flat on the floor, body erect;
and hands on hips.
5. Full Knees Bend - The knees are fully bent then sit
on the heels of the feet. The weight of the body is on
the balls of the feet.
B. Sitting Position
1. Long sitting - with legs extended forward and toes
pointed; The trunk erects and hands on hips
2. Hook Sitting - Sit on buttocks and bend knees

close to the body. The trunk is erect and the hands
are on shin of the legs.
3. Long Sitting Rest - Legs and toes are extended

forward; hands at the rear on the floor, elbow
and body straight.
SCP-SPEC105 | 106
4.Tuck Sitting - Sit on buttocks and bend knees close

to body in a round back so that the forehead and the
knees are in contact then hold shin of legs.
5. Stride Sitting - Sitting on buttocks, spread legs

apart, trunk erect and hands on thighs.
6. Side Sitting - Sitting on buttocks and bend

right or left leg in front then other leg extended
sideward, finally hands on knees.
7. Hurdle Sitting - Sitting on buttocks, you bend

right leg at the back about 90 degrees angle,
after the other leg extended diagonally forward.
8. Heels Sit - From kneeling position, sit on the

heels of the feet with toes pointed. The hands
are on hips.
9. Cross sitting - sitting on buttocks, cross legs,

knees pointing outward, cross arms at shoulder level.
SCP-SPEC105 | 107
10. Frog Sitting - Sit on buttocks, feet touching each

other, knees flat on the floor and hands on waist or
both knees.
. Kneeling Position
1 .Kneeling - Kneel on both knees, knees close

together, body erect and hands on hips.
2. Stride Kneeling - Kneeling on both knees with

knees apart.
3. Half-kneeling - Kneeling on right and left in half –

Kneeling position in right or left front. The hands
are on hips.
SCP-SPEC105 | 108
4. Kneeling Position One Leg Extended – Kneeling

on one leg, the other one leg extended sideward,
forward or backward.
D. Lying Position
1. Back or Supine Lying - Lying on the back, the body

is well extended, the arms overhead with toes pointed.
2. Front Lying - The body is well extended and front of

the body is in contact with the floor. The toes pointed
and arms forward.
3. Side Lying - With the body well extended, the side of

the body is in contact with the floor with one hand on
the floor.
SCP-SPEC105 | 109
4. Hook Lying Position - In a back lying position, bend

knees, with the feet close to buttocks, feet flat on the
floor. The arms are overhead.
5. Tuck Lying Position – While lying on back, pull the

knees close to the forehead and then hold shin on legs.
E. Arm Support Position
1. Supine or Back Arm Support – Form a long lying position

lift the body with straight-arm support. The body, legs and
toes are well extended in one straight line.
2. Prone or Front Arm Support - From a front lying position,

lift the body to front arm support: body legs and toes well
extended are in one straight line.
SCP-SPEC105 | 110
3. Side Arm Support - The body is supported with the right

or left arm and the body is well extended.
F. Four-Based Position
1. Dog Stand Position - From a kneeling position, place both

hands on the floors, elbows straight. With toes pointed, the
knees and hands are the base support. Back straightened.
2. Bridge Stand Position - a hook sitting lift the trunk, the

legs and arms are in right angle with the trunk.
G. Hands Position
1. Hands on Waist - Place hands on waist, fingers pointing

front and the thumbs pointing backward.
2. Hands on Chest - Palms facing down, thumbs touching the

the chest and elbows in line with the shoulders.
SCP-SPEC105 | 111
3. Hands on Shoulders - Bend arms from the elbow, fingertips

touching the shoulder elbows in line with the shoulders and the
rib cage lifted.
4. Hands on Neck - Bend arms from the elbows, place hand

beyond the neck, fingertips meeting each other, elbows in line
with the shoulders.
5. Hands on Hips - Place hands on hips, thumbs pointing back

And fingers pointing front.
H. Arm Position
1. Arms Forward – Raise arms forward with palms facing each

other. The hands are in shoulder line with the elbows slightly
extended.
SCP-SPEC105 | 112
2. Arms Sideward - Raise both arms sideward, the palm

facing down, and fingertips in shoulder line.
3. Arms Upward - Raise both arms upward, palms facing

each other, elbows are touching the ears and the whole
arm in line with the body.
4. Arms Oblique Positions -
Forward Downward Backward Downward

sdfsdfSDDownwardDo
wnward
SCP-SPEC105 | 113
Sideward Downward Sideward Upward
5. Arms in T-Position
T-Position Reverse T-Position
Search Indicator
Publishing Corp.
I
LET’S NITIATE!
questions.
1. What is an arm in T position?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is back arm support?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What is tuck lying position?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 114
I
LET’S NQUIRE!
1. How to execute stride kneeling position?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why basic position in gymnastics is important?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NFER!
Activity 1. Perform the basic position of gymnastics.

the criteria below.
Criteria:
Proper Execution 60%
Coordination 20%
Poise 20%
Total 100%
SCP-SPEC105 | 115

Learning Outcome(s) Identify and perform the different stunts in gymnastics
LEARNING INTENT!
Terms to Ponder
Individual stunts – are stunts performed by only one person.

Dual stunts – are stunts performed by two.
Group Stunts – are stunts performed by two or three or more
persons.
Combative Stunts – are stunts where two performers or more fight
each other showing strength, balance, agility, and endurance.
Essential Content
Stunts are activities in the form of play that test one’s self on
flexibility, agility, coordination, strength and endurance. Stunts
can also be activities that serve conditioning exercises and can also
be used as introduction to some gymnastic tumbling skills.
Type of Stunts
1. Individual stunts – are stunts performed by only one person.
2. Dual stunts – are stunts performed by two.
3. Group Stunts – are stunts performed by two or three or more
persons.
4. Combative Stunts – are stunts where two performers or more fight
each other showing strength, balance, agility, and endurance.
5.
A. Individual Stunts
1. Turk Stand - In cross sitting position, arms in front of the body
clasping the elbow, stand without breaking the hand clasp and
the leg cross. Do this several times.
A B
SCP-SPEC105 | 116
2. Rocking Chair – In tuck sitting position, roll on back until

the buttocks are up. Then return to tuck sitting position. Do
this several times.
A B
3. Prone Rocking - Grasp the ankles in rear with the hands,

arch, back and head up. Rock forward and backward.
4. Ankle Hold Walk - Hold the ankle with hands with legs
relatively straight. Walk forward.
5. Coffee Grinder - Side support position, walk on feet to

go around a circle. Do this right and left.
6. Egg Roll or Tuck Roll Sideward - in a tuck lying position

roll sideward without breaking the tuck position.
SCP-SPEC105 | 117
7. Log Roll - In a supine lying position, hand clasped overhead,

roll sideward right or left, with the body and then arms and legs
are relatively straight.
8. Human Ball - In frog sitting position, hold the feet so that the
arms are between the knees. In tuck position, roll on the right
side continue in the back to the left side and come up to original
position.
9. Jump to Full Turn - In half knee bend, jump in air at the same
time turn in air as the body is suspended and in facing the same
direction.
A B C
10. Dog Walk - In a four-base support with buttocks up walk

alternately right and in left with the hands and feet.
SCP-SPEC105 | 118
11. Frog Kick – In a squat position, the hands are on the floor
In front of the knees, push with the feet so that the buttocks
are lifted in rear. The weight of the body is on the hands.
A B
12. Lame Dog Walk - Place your hands in front on the floor ,
buttocks up and one leg extended in air. Move both hands
forward, then hop supporting foot close to the to the hands,
repeat the movement several times
13. Frog Jump - Squat position, hands on the floor, jump

as far as you can end in the squat position.
A B
14. Inch Worm - From a front arm support, walk on feet

towards the hands with knee straight for eight counts.
Then walk with the hands forward for eight counts. Front
arm support. From a bridge arm position, walk on hands
and feet alternately towards the head.
A B
SCP-SPEC105 | 119
15. Crab Walk - From a long sitting position, hands on neck,

walks on buttocks forward or backward.
A B
16. Hip Walk - From a long sitting position, the hands are on
neck, walk on buttocks forward or backward.
B. Dual Stunts
1. Wring the Disk Cloth - The partners face each other and join
hands. Raise one joined hands while the other is lowered. Turn
under the raised hands and end in a back to back position.
Continue the turn to face each other again. Do this fast and
several times.
A B
2. Chinese Get-up - In a long sitting position, partner stay back
to back position with elbows locked. Bend right count 1, bend
left knee count 2, push against each other’s back to stand and
count 4.
A B C
SCP-SPEC105 | 120
3. See-Saw - From the hook sitting position, partners feet

together, hold each other’s hands. One partner goes to
lying hook positions and to the partner stands to bend
forward. Repeat with the other partner standing
A B
4. Jump-Over - One partner stands with hands on knees and trunk

bend forward. The other partner jumps over the back of no. 1.
5. Three-Partners-One Jump Over - Partners join right and left hands.

Third partner joins free hands of first and second partner. The partner,
jumps over the joined hands, forward then back; the partners help on
the jump.
C. Group Stunts
1. Walking Chair - In one behind the other, hold the waist of the person
in front. On signal “READY” all participants go to half knee bend. On
command “GO” walk right, left, right, etc.
NOTE: The body should be erect and the heads are properly
aligned.
SCP-SPEC105 | 121
2. Merry-Go Around - In circle formation, hold each other’s wrist. All

small participants should sit alternately with the bigger ones. All those
seated, should put their feet together. On signal “GO” all those seated
will go to. straight body position the ones standing go around imitating
a merry-go-round.
3. Skin the Snake - Fall in line one after the other, and then go to stride
stand position. Extend right arm forward to hold the left hand of the
performer in front and then bend trunk forward the last girl with feet
together sits while the rest of the people in the line move backward
in stride position, one performer sitting one after the other.
Search Indicator

Publishing Corp.
SCP-SPEC105 | 122
I
LET’S NITIATE!
questions.
1. What is individual stunt?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is dual stunt?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3.What is combative stunt?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I
LET’S NQUIRE!
1. How should youss execute rocking chair?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How should you execute human ball?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SCP-SPEC105 | 123
I
LET’S NFER!
Activity 1. Perform the different stunts of gymnastics.

the criteria below.
Criteria:
Proper Execution
60%
Coordination 20%
Poise 20%
Total of 100%
SCP-SPEC105 | 124

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ST.

JOHN PAUL II COLLEGE OF DAVAO

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

SIMPLIFIED COURSE PACK (SCP) FOR SELF-

SPEC 105 - Process of Teaching PE and Health Education

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

Vision By 2023, a recognized professional institution providing quality,

Course Code/Title Philippine Traditional Dances

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

Process of Teaching PE and Health Education (SCP)

Teaching Strategies in Physical

Guidelines for teachers

Planning Lessons in Physical Week Evaluation in Physical Week

Evaluating the Physical Week

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

Welcome Aboard! This course provides students with

SCP-TOPICS: PRELIM PERIOD TOPICS

Week 1 Physical Education and Health

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

Concept of Physical Education

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

are walking, running, cycling, aerobics, swimming, and

Objectives of Physical Education

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

rules and strategies of the games, sports and dance instructions.

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

5. Flexibility – the functional capacity of a joint to move through a

6. Speed – the ability of the individual to make a successive

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

1. Explain the concept of physical education.

2. Explain physical fitness.

3. What are the objectives of physical education?

5. What are the developmental aspects of PE?

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

1. Why is mental aspect is essential in PE subject?

2. Differentiate social and emotional developmental aspect.

3. Why is the component of physical fitness essential to specific

4. How will you develop skills and good habits?

5. Why is warm up important?

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

1. Create your own physical activity/exercise and record a video of

Instruction: Student is required to submit his/her own individual

COLLEGE OF HUMAN KINETICS

Physically Detached Yet Academically Attached

Week 2 The Learner and the Learning Process

Behaviorism is a view in which behavior can be explained by

Constructivism is the idea that people are responsible in creating

Cognitivism is a learning theory developed by Jean Piaget in

Humanism focuses on the individual as the subject and asserts

COLLEGE OF HUMAN KINETICS