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SEMINAR ON SESS PHYSICAL EDUCATION

AND SPORTS PSYCHOLOGY
ON 8TH FEBRUARY 2015
VENUE: MSU
BY
TUAN HAJI ABDUL MUTALLIP GHANI
IPG KAMPUS ILMU KHAS . KL
Bac Edu(Physical Education and Health)
UPM. Malaysia.
Msc (Physical Education, Exercise and
Sport Science) UCM,USA

DEFINITION OF PHYSICAL
EDUCATION
O Physical Education derived from two

separate
word“Physical”and“Education”.The
dictionary meaning of word Physical is
relating to body. It may relate to any one
or all of the bodily characterstics.It may
be physical endurance, organic
development, physical appearance
physical healths.The word “Education‟
means systematic instructions or training
or preparation for life.

DEFINITION OF PHYSICAL
EDUCATION
O PHYSICAL EDUCATION IS DEFINED AS AN

EDUCATIONAL PROCESS THAT USE PHYSICAL
ACTIVITY AS A MEANS TO HELP INDIVIDUALS
ACQUIRE SKILLS, FITNESS, KNOWLEDGE, AND
ATTITUDE THAT CONTRIBUTE TO THEIR
OPTIMAL DEVELOPMENT AND WELL- BEING.
O IN THIS DEFINITION, THE TERM EDUCATION IS
BROADLY DEFINED AS ONGOING PROCESS OF
LEARNING THAT OCCURS THROUGHTOUT
OUR LIFESPAN. (BUCHER 1999)

mind and spirit.According to NPPER( A Report by Ministry of Education) O Physical Education is education through physical activities for development of total personality of the child. to it fullness and perfection in body. .

integration. and social adjustment of the individual through guided instruction and participation in selected total body sports and in rhythmic and Gymnastic activities conducted according to social and hygienic stranded.O The aim physical education as“the optimum development.and physical mental. .

OPHYSICAL EDUCATION OHealth OWorthy use of Leisure OEthical Characters .

O O Development of Organic fitness Objective of Physical Education O Development of of Character and Personality Development Neuromuscular Skill .

positive movement experience for ALL children.Physical Education Principles O Principle 1: Physical Education should be an exciting. a place for the meek and less-skilled to stand by and observe or learn to accept criticism. defeat and humiliation. . rewarding. O ◊ Opposite = Physical Education is a place for athletes to excel. and for the aggressive and assertive to thrive and release their energy.

practice. learn to be and play fair. learn to be good teammates. O ◊ Opposite = Competition and skill development are king. become creative thinkers. .Principles 2 O Principle 2: Active play is an essential component of learning and development. It is through play that children become more fit. motivated. Athletic performance achieved through drill. develop skills. and thrive as more responsible. selfdriven citizens. Kids who are not athletically gifted will not be able to help their schools achieve victory in sports and should therefore be disregarded. and specific sport training is of utmost importance for all students.

“Last man standing” is the reward for the gifted. intimidated. while “first one out” is the fate of the less-skilled. . already defeated nonathletic student (who needs the opportunity to move the most!). and harassed during competitive games.PRINCIPLES 3 O Principle 3: All students should be actively engaged in EVERY activity in an emotionally and physically SAFE (nonthreatening) environment. O ◊ Opposite = Players are eliminated. assertive athlete.

successenhancing. confidence-building activities that are FUN. perform well during skill and drill activities. or if they WIN. and seeking solace in comfort foods. repetition. and enjoyable. Through non-intimidating. and defeat – vowing repeatedly that given the choice. they will NEVER run again.PRINCIPLES 4 O Principle 4: If all players are moving and having fun. Through constant movement and purposeful play. . Athletes are rewarded. students will become better. more skilled movers – with increased fitness levels in every area. misery. and waiting in line for a turn. that exercise is MISERABLE. students will value and pursue a lifetime of fitness. Fitness and skill development are achieved through drills. and wellbeing. and that fitness is NOT FUN – creating a lifetime pursuit of activity avoidance. ALL physical education standards are being met. calisthenics. Success is earned through skill. poor health. health. while the non-athletic and less fit students suffer in quiet despair. rewarding. Players are successful only if they score well on movement assessments. and a regime of running. O ◊ Opposite = Standards-based physical education is skill and drill oriented.

Valuing physical activity or the enjoyment of social interaction have no place in physical education and should not be a consideration when planning. cognitive awareness. Since you don’t evaluate kindness. acceptance. selfexpression. or personal responsibility in math or science. being a motivator. getting up when you fall down. . or assessing the physical education experience. and knowing you are a winner because you played fairly and did your best! O ◊ Opposite = Physical education is about movement skills. it has no place in physical education either. and the value of social interaction are just as important to a successful physical experience as movement skills. trying new things. teaching. Physical education is about respect for self and others.PRINCIPLES 5 O Principle 5: All physical education standards are of EQUAL importance. Personal responsibility.

Let the cafeteria staff deal with it. It is our highest order to lead through example. The whole child is not important. dodge a few and call it a day. and to educate today’s youth on nutrition. teach a movement standard. Physical education is simply the place to discover athletic talent. provide abundant and SAFE (emotionally and physically) movement experiences. Academic standards are more important than “play time.PRINCIPLES 6 O Principle 6: As physical educators we have a responsibility to the nation and to each and every child to do everything possible to prevent and reduce childhood obesity. throw a ball out.” Obesity is genetic and environmental. Correct form on an overhand throw is more important than tackling obesity. fitness principles. . and why and how to be successful movers and shakers! Fit people move bigger mountains! O ◊ Opposite = Individual students don’t matter.

Theories of Learning O Classical Conditioning O Operant Conditioning O Trial and Error Learning O Thorndike's Law O Feedback .

state.describe.Knowledge – Definition :Remembers previously learned material Sample verbs. discuss. recall. translate . give example. explain. 2. locate. list. name.BLOOM’S TAXANOMY cognitive domain 1.define. Comprehension – Definition: Grasps the meaning of material (lowest level of understanding) Sample verbs. label. identify.

carry out. outline. solve.uses learning in new and concrete situations (higher level of understanding) Sample verbs: apply. categorize. prepare. compare. use. discriminate. demonstrate. . Definition. contrast. O Sample verbs: analyze. illustrate.Application. Definition – Understand both content and structure of material.Cognitive domain O 3. O 4. Analysis.

evaluate. Evaluation. design. Sample verbs: assess. generate. propose O 6. Definition- Formulates new structures from existing knowledge and skills. Definition. construct.Judges the value of material for a given purpose. . conclude. develop.Cognitive domain O 5. Synthesis. plan. Sample verbs: combine.

senses cues that guide motor activity. observe. Set. listen. Sample verbs: achieve a posture.Perception. assume a body stance.PSYCHOMOTOR DOMAIN O 1. hear. perceive. Sample verbs: detect. watch O 2. recognize. Definition. emotionally and physically ready to act. Definition – is mentally. establish a body position . view.

O 4. proficiency. Definition- performs act with increase efficiency. confidence. Guided Response. try. Definition- imitate and practice skills. Mechanism. .imitat. Sample verbs: copy. duplicate.PSYCHOMOTOR DOMAIN O 3. Sample verbs: complete with . practice. manipulate with guidance. repeat.

manage. Adaption. master. changes . organize. direct. maintain efficiency. revise. Sample verbs: adapt. perfect O 6. guide. Definition – Adapts skill sets to meet problem situation.PSYCHOMOTOR DOMAIN O 5. Sample verbs: act habitually.Performs automatically.Complete Overt Response. alters. Definition. recognize. control.

O Sample verbs: designs. Organization. combines. constructs . composes. Definition- Create new patterns for specific situations.PSYCHOMOTOR DOMAIN O 7.

acknowledge. pay attention.AFFECTIVE DOMAIN O 1. obey . O 2. Definition. care for. answer freely. contribute. communicate. consent. tolerate. follow. Sample verbs: accept. assist.Receiving. Sample verbs: agree to. Responding.Selectively attends to stimuli. be aware.Responds to stimuli. comply. listen. Definition. cooperate. notice.

behave according. desire. Definition. DefinitionConceptualize the value and resolves conflict between it and other values.Attaches value or worth to something. choose. O 4. balance.AFFECTIVE DOMAIN O 3. initiate. classify. exhibit loyalty. arrange. Sample verbs: adapt. assume responsibility.Valuing. Organization. formulate . Sample verbs: adopt. adjust. express.

maintain. Sample verbs: act upon.AFFECTIVE DOMAIN O 5. influence. defend. exemplify. serve. support. Internalizing. Definition – Integrates the value into a value system that controls behavior. advocate. . justify behavior.

flexibility. catching. O *active participation.Blooms Taxonomy for Physical Education O PSYCHOMOTOR OBJECTIVES The student will demonstrate proficiency or show improvement in: O *gaining muscular endurance. O *acquisition of throwing. strength. O *taking a resting and active heart rate. kicking. shooting. O *finding his/her target heart zone. dribbling. striking. speed and balance. coordination. power. O *finding his/her heart rate. cardiorespiratory. passing and rebounding skills. . rolling. agility.

O *fitness as a part of one's lifestyle. . O *individual skills of self and others. O *the emotional and physical well being necessary to participate in any sport. risk taking & initiative. or activity. game.The student will develop an appreciation of: O *personal living skills of respect for others. O *the concept of team work and cooperation.Blooms Taxonomy for Physical Education O AFFECTIVE OBJECTIVES . leadership. followership.

strength. position. O *understand the components of fitness (muscular endurance. play situations and game strategies. O *determine fitness related activities that are available. . O *identify basic anatomical. sport and physical activity O *demonstrate a knowledge of terminology.Blooms Taxonomy for Physical Education O COGNITIVE OBJECTIVES . cardiorespiratory and flexibility). biomechanical and physiological principles involved in fitness.The student will be able to: O *demonstrate an understanding of safe participation in fitness activities.

TEACHING STYLES IN PHYSICAL EDUCATION BY MUSKA MOSSTON O STYLE A – COMMAND TEACHERS MAKE ALL DECISIONS STYLE B – PRACTISE STUDENTS CARRY OUT TEACHERS – PRESCRIBE TASKS .

TEACHING STYLES IN PHYSICAL EDUCATION O STYLE C – RECIPROCAL STUDENTS WORKS IN PAIRS. ONES PERFORM THE OTHER PROVIDES FEEDBACK STYLE D – SELF-CHECK STUDENTS ASSESS THEIR OWN PERFORMANCE AGAINST CRITERIA .

TEACHING STYLES IN PHYSICAL EDUCATION O STYLE E – INCLUSION TEACHERS PLANNED STUDENT MONITORS OWN WORK STYLE F – GUIDED DISCOVERY STUDENTS SOLVE TEACHERS SETS MOVEMENT PROBLEMS WITH ASSITANCE .

TEACHING STYLES IN PHYSICAL EDUCATION O STYLE G – DIVERGENT STUDENTS SOLVE PROBLEMS WITHOUT THE ASSISTANCE FROM THE TEACHER STYLE H – INDIVIDUAL TEACHER DETERMINE CONTENTS STUDENT PLAN THE PROGRAMME .

TEACHING STYLES IN PHYSICAL EDUCATION O STYLE I – LEARNER INITIATED STUDENTS PLAN OWN PROGRAMME TEACHER IS ADVISOR STYLE J – SELF TEACHING STUDENTS TAKES FULL RESPONSIBILITY FOR THE LEARNING PROCESS .

METHODOLOGY O CLASSROOM METHOD O GROUP METHOD O STATION METH0D CLASS FORMATION .

Health Related Components:  Those factors that are related to how well the systems of your body work O Cardiovascular Fitness: The ability of the circulatory system (heart and blood vessels) to supply oxygen to working muscles during exercise .

bone. etc) . water.Health Related Components OBody Composition: The relative percentage of body fat compared to lean body mass (muscle.

.Health Related Components OFlexibility: The range of movement possible at various joints.

Health Related Components OMuscular strength: The amount of force that can be produced by a single contraction of a muscle .

.Health Related Components OMuscular endurance: The ability of a muscle group to continue muscle movement over a length of time.

OSpeed: The ability to move quickly from one point to another O Agility: The ability of the body to change direction quickly .Skill Related Components: Those aspects of fitness which form the basis for successful sports participation.

Skill Related Components O Balance: The ability to maintain an upright posture while still or moving O Coordination: Integration with hand and/or foot movements with the input of the senses .

OPower: The ability to do strength work at an explosive pace. .Skill Related Components OReaction Time: Amount of time it takes to get moving.

Kandungan Sukatan KSSR Kandungan Sukatan Aspek 1: Kemahiran Pergerakan Aspek 2: AplikasPengetahuan dalam Pergerakan Aspek 3: Kecergasan Meningkatkan Kesihatan Aspek 4: Aplikasi Pengetahuan Dalam Meningkatkan Kecergasan Aspek 5: Kesukanan .

RANCANGAN PENGAJARAN HARAIAN O KBSR (KURIKULUM BARU SEKOLAH RENDAH) O KSSR (KURIKULUM STANDARD SEKOLAH RENDAH) .

TEACHING GAMES FOR UNDERSTANDING (TGFU) .

TEAM WORK .

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THANK YOU .