CHAPTER 7-9

Managing the Physical

Education Class

“An ounce of prevention is worth a pound of cure.”

Creating a Positive Learning Environment
 Catch them being good (positive pinpointing).
 If you say it, get it.
 If you continually & inconsistently repeat what you want
them to do, they will be less likely to do it (e.g., “stop,”
“freeze,” “whoa”, as opposed to “freeze” ONE TIME and
be sure they do it)
 Be calm (don’t ever lose your cool in front of students).
 Focus on the behavior, not the student.
 Be consistent when appropriate.
 Know your students!
 EXPECT positive & respectful students.
 It should ALWAYS be “safe” to try.
 Warming Up
 Calisthenics & Running Laps

 What are Instant Activities?

 What are the benefits of Instant Activities?

 Minimizing Off-Task Behavior
“A good lesson is half the battle!”

PLAN - Instruction & Management

 INSTRUCTION:
 meaningful (make connections to prior experiences and
things they know during set induction)
 brief, clear instructions
 maximum participation (everyone participates, no lines)
 developmentally appropriate
 fast paced (quick changes) EXPECT
 Challenges (skill appropriate)
 FEEDBACK (2 kinds- PFB & MFB) LEARNING!
 Minimizing Off-Task Behavior
 MANAGEMENT:
(Wasted Time = Limited Learning)
 stop/start protocols
 equipment protocols (distributing, using, listening)
 rules & consequences (no idle threats, if you say it be sure you
follow through, let them make choices)
 organization of students
 transitions between activities/tasks
 monitoring students/class PRACTICE
REINFORCE
EXPECT!
 Minimizing Off-Task Behavior

 Always “check for understanding” during instruction AND

management. (how? when?)
 List an instructional and a managerial example of checking for
understanding during class.

 How might we keep students on-task non-verbally?

 Does “ignoring” misbehavior stop it? When?

 How might we use “pinpointing” when a student is off-task?

 Set Induction
 Purpose
 To excite students about the lesson
 To help students make meaningful connections
to prior knowledge
 TASK: In groups of 4, write a set induction.
 Pick a skill (locomotor, non-loc, manipulative)
 Determine a creative “kid connection” (e.g., use cartoon
characters, things they can relate to such as “riding in a
car” or “going to the zoo”, “walking the dog,” etc)
 Write a script of exactly what you would say to students
 Establishing Rules
 Clear & Positive
 Minimum #
 Post
 Explain
 Check for understanding
 Teach & Practice
 REINFORCE Constantly & Consistently!!!
 Consistent with classroom when possible

*Use student input when appropriate – increases ownership!

 Establishing Rules
 TASK: In your group, create 5 rules for your
physical education class.
 Next, determine your stop/start protocols (e.g.,
“go,” “green light,” “freeze,” red light,” etc).

 TIP: Your physical education rules should be fairly

consistent with classroom rules, when possible.
 What do you think?
 Children misbehaving (in PE or the classroom)
should be removed from physical education as
punishment.

 It is appropriate to make students do exercise

(push-ups, laps) as punishment, because it helps
them become more fit.

 Time-out is always the most effective punishment.

4 Criteria for Designing Learning Experiences

1. Potential to improve skill (meaningful)

2. Maximal participation/practice time
3. Individualized (developmentally appropriate)
4. Integrate all 3 domains
 ASSIGNMENTS

 Due Tuesday June 7th

 Complete Chapter 7, 8, & 9 assignment
 Read Williams article (on Syllabus and also on
Course Readings page of webpage)
 Dress for activity (meet in MC 2040)