LESSON 4

Instructional Models for Physical Education and Health

The instructional model to be effective, it must be based on learning theories that
describe how people learn new ideas and concepts.
Instructional design model provides guidelines to organize appropriate
pedagogical scenarios to achieve instructional goals (Khalil and Elkhider, 2016)
Instructional design can be defined as the practice of creating experiences to
help facilitate learning most effectively.
Driscoll and Carliner (2005) reiterated that design is more than the process and
resulting product; it also represents a framework of thinking.
CHARACTERISTICS Of INSTRUCTIONAL DESIGN MODELS
Instructional design models are unique from each other. However, Branch and
Merill (2002) stated several characteristics that should be present in all
instructional design models. These characteristics are the following:
1. Instructional design is learner-centered. The pupil and his/her performance
are the focal points.
2. Instructional design is goal-oriented. Defining the goal very well is
important.
3. Instructional design should assist pupils to perform the expected behavior,
and it must focus on real-world performance.
4. The instructional design emphasizes the importance of outcomes that are
measurable-reliably and validly.
5. The instructional design considers data as the heart of the process.
6. Instructional design usually involves teamwork and, typically, is a team
effort.
TYPES OF INSTRUCTIONAL MODELS
Using an instructional model saves time and encourages the use of a structured
approach. It assists teachers in deciding what is required in the learning process,
determining content, and identifying potential content gaps based on learning
theories.
In a nutshell, instructional models, offer guidance for organizing appropriate
pedagogies in order to meet instructional objectives. A teacher must make
choices about instructional approaches after agreeing on effective instructional
strategies. There are various instructional design styles to choose from. The
following are the commonly accepted design models:
A. ADDIE Model - When educators are talking about instructions, one of the
most popular instructional models is the ADDIE Model. It is commonly used
 by designers in developing instructions for schools and training. The
ADDIE model is COMPOSED OF FIVE PHASES. The word ADDIE is an
acronym that stands for Analysis, Design, Development, Implementation,
and Evaluation which represents dynamic and flexible guidelines for
creating effective training and performance support tools.
To fully understand and benefit from the ADDIE Model, it is essential for the
teachers to look into the five phases of the model.
1. ANALYZE - This is the first phase of the model. Here, the teachers or
instructional designer must assess, identify, and establish a clear
understanding of the pupils’ current knowledge and the gaps that
should be targeted.
2. DESIGN- In this phase, the instructional designer decides what
format he/she should use in planning instruction. This phase is
where the learning objectives, the content, subject matter, strategy
for delivery, assessment method, as well as the instructional
materials to be used are being formulated to reach success.
3. DEVELOPMENT- The development phase is where all the
preparation, brainstorming, and planning occur. At this stage, the
methodology for the learning process is being developed and tested.
Here, the instructional designers take all the ideas gathered from the
previous phases and use them to create a set of learning
experiences that will teach the pupils what they need and are
important to know. In general, the development phase focuses on
generating and evaluating learning outcomes.
4. IMPLEMENTATION- It is the phase where the teacher presents and
teaches the course materials to the pupils, which are the results of
the first three phases. Here, the teacher is not only paying attention
to the pupils’ reaction to the course, but he/ she is also looking at
whether the method is working or not.
5. EVALUATE- This is the final phase wherein all the information
gathered is put together and analyzed.
- The result of the analysis of the entire learning process will
help the teachers determine.
- Teachers can use formative and summative evaluation.
B. GAGN’S NINE EVENTS OF INSTRUCTION
In 1965, educational psychologist Robert Gagne published “The
Requirements of Learning,” which proposed that in order to comprehend
information and development, some mental conditions must be present.
Gagne devised the Events of Instruction, a nine-step process focused on
the internal (pupils’ prior knowledge) and external (outside stimuli)
influences that influence learning.
 The following are the NINE EVENTS:
1. Gain the attention of the pupils- By providing a stimulus to gain their
attention, this event ensures that all pupils are eager to learn and able to
engage in different activities. To keep pupils’ attention, provide them with
novelty, uncertainty, and surprise, as well as thought-provoking questions.
These elements can aid in capturing and engaging the minds of pupils to
gain their attention.
2. Inform the pupils of the objectives- In this event, the designer should
advise and explain the planned outcomes to the pupils so that they are
aware of what they will be learning during the learning process. The
designer provides the targets prior to the start of the instructions so that
the pupils are aware of the parameters for evaluating success.
3. Stimulate recall of prior learning- This event enables the pupils to make
use of new information by connecting it to previous knowledge and
personal experience. Before presenting the new knowledge, the pupils are
asked questions about their interpretation of previous knowledge.
4. Presentation of the context- If the teacher uses strategies and cues in
delivering the lesson, such as arranging the material in a coherent way and
offering explanations afterward, instruction will be more successful and
reliable.
5. PROVIDE LEARNING GUIDANCE- Pupils are not experts and may need
assistance in a variety of areas. Learning conflicts could occur if pupils
perceive that they are not receiving adequate assistance. As a result, the
teacher should guide the pupils on different strategies for learning material
and using available resources.
6. ELICIT PERFORMANCE- Pupils should be engaged in various activities
that will help them remember, apply, and assess information to elicit
results.
7. PROVIDE FEEDBACKS- Feedback allow pupils to assess and facilitate
learning. Feedback may be confirmatory-it tells the pupils that they were
able to complete the task at hand.
8. ASSESS PERFORMANCE If the desired learning outcomes are met, the
success of the instructional event may be assessed. Performance should
be measured against defined goals.
9. ENHANCE RETENTION- Enhancement of retention and transfer to
application help pupils develop expertise and internalize new knowledge.
Gagne Events of Instruction will aid in the development of a system for
planning and executing instructional material. Before introducing the nine
activities.
C. KOLB’S EXPERIENTIAL LEARNING THEORY and LEARNING STYLES
KOLB’S FOUR STAGES OF LEARNING
 The Learning Cycle of Kolb was anchored on Jean Piaget’s idea that pupils
may create knowledge through their interaction with the environment.

There are FOUR STAGES of the learning cycle involved in Kolb’s Learning
Cycle. These stages are important because all are related to the pupils’
experiences.
1. CONCRETE EXPERIENCE
2. REFLECTIVE OBSERVATION
3. ABSTRACT CONCEPTUALIZATION
4. ACTIVE EXPERIMENTATION

1. CONCRETE EXPERIENCE - The concrete experience is the first stage

of the learning cycle.
2. REFLECTIVE OBSERVATION- The next stage is the reflective
observation stage.
3. ABSTRACT CONCEPTUALIZATION- The third stage in this learning
cycle is abstract conceptualization.
4. ACTIVE EXPERIMENTATION- Active experimentation is the last stage
of the learning cycle. It is also known as the testing stage.
KOLB’S LEARNING STYLES
It is acknowledged that every pupil is unique. Each pupil has attributes that are
different from other pupils.
According to Kolb in his learning theory, four distinct learning styles were
identified. These learning styles will be discussed below:
a. DIVERGING (Concrete Experience/Reflective Experience)
This learning style focuses on the original and creative approach. Pupils tend to
assess situations or ideas base on various perspectives rather than concrete
experiences by the action taken.
b. ASSIMILATING (Abstract Conceptualization/Reflective
Observation)
This learning style places emphasis on reasoning. Pupils who are under this
learning style give importance to ideas and concepts rather than people.
c. CONVERGING (Abstract Conceptualization/Active
Experimentation)
The pupils under this learning style can solve problems and will use what they
have learned in finding a solution to practical issues. Teachers who may
encounter pupils with this kind of learning style in the class must take note of
these few instructional techniques. Converges prefer:
 problem-based workbooks or worksheets
 Computer-based tasks
 and interactive activities.
d. ACCOMMODATING (Concrete Experience/Active
Experimentation)
This learning style focuses on hands-on and relies on intuition rather than logic.
These pupils use the analysis of other people and prefer trial and error in finding
the solution to certain situations.

D. THEORY OF MULTIPLE INTELLIGENCES

Multiple intelligence was a theory introduced by HOWARD GARDNER in his
book issued in 1983 titled “FRAME OF MIND”. According to him, each
possessed one or a combination of strengths that he called intelligence.

There are NINE DIFFERENT INTELLIGENCES THAT GARDNER HAS

PRESENTED. ROESDIYANTO (2014) presented some areas of multiple
intelligences in the perspective of physical education and health that could
be helpful to guide teachers.
1. INTERPERSONAL INTELLIGENCE – This kind of intelligence deals with the
ability of the individual to understand and interact effectively with others.
2. Musical Intelligence- Pupils who have this intelligence are capable of
discerning pitch, rhythm, timbre, and tones.
- Various activities in school incorporate music, particularly for
physical education activities. When pupils play a game, they recite
chants with melody and rhythm, sing a song, and clap their hands to
produce sounds which are indicators of pupils’ musical competence.
In the Philippines, some games involve music such as “Nanay,
Tatay,” “Sasara ang Bulaklak,” and “Pamela One.”
3. SPATIAL INTELLIGENCE- This intelligence involves the ability of the
individual to think in three dimensions. It includes creativity development
because of his/her active imaginations.
4. BODILY-KINESTHETIC INTELLIGENCE- This intelligence is for pupils with
the capacity to control their bodies and objects with a keen sense of
timing. They can manipulate objects with precision because of the mind-
body connection.
5. INTRAPERSONAL INTELLIGENCE- Pupils who have intrapersonal intelligence can
comprehend one’s thoughts. It is described as the ability to be conscious of one’s
emotions and to express gratitude for oneself and others. Some activities or games help
pupils to increase this intelligence like managing emotion, training concentration and
empathy, and knowing themselves.