Implementing a Physical

Education programme
Planning, Curricular and
Instructional
issues
 Developing your checklist

Using your plan that you submitted last week:

 Develop a checklist for the most important components of
your lesson. These are:
1. Warm-up
2. Skill development
3. Practice
4. Application
5. Closure & review
6. Assessment
 Planning
 What does the curricular say
you should do?
 What is the time allocation?
Content?
 Skills development vs
content knowledge
 Lesson planning – 6 steps
1. Delineate objectives for each goal

 Define what the learners should leave the

lesson with
 What are the objectives to meet this?
 Develop objectives sequentially through the
lesson
 Relationship between the goals and the
content
 How do you ensure learners master all the
goals set?
 Identify pre-requisite skills
2. Establish programme goal emphasis
 What emphasis is required for each of the
goals set?
 Work it out as a % of time

3. Calculating available instructional

time
 Total time -available from the CAPS document
 How does this translate into lesson time?
4. Calculate how much content needs
to be included
 How long will it take to teach?
 Will you reach objectives with the time allocated?

5. Sequencing the curriculum & content

developmentally
 Developmentally appropriate activities
6. Developing teaching & learning maps

 Organise your content into a logical lesson plan

for instruction
 Plan a learning sequence in which objectives can
be worked on throughout the year
 Organise objectives into instructional blocks
 Identify limitations – resources etc.
 Be creative
 Be aware of equipment and facility needs
 LESSON PLANNING
Lesson component Teacher responsibilities
Role responsibility List of responsibilities
Monitor equipment
Warm up What activities?
Purpose?
Develop skills / tactics Monitor environment
Facilitate skill development
Drills
Practice Provide learning activities
Facilitate practice – correction
/adjustments to movements
Application contest Game situation to refine
skills Rules – teach soft skills
“sportsmanship”
Closure & review Review & reflect
Allow demonstration
Learner responsibilities
Identify lesson roles
Prepare for warm up – equipment
and dress
Participation
Review individual goals for skill
development
Review skill development &
progress
Scorekeepers, referees,
participation
Ask / Answer questions
Engagement in activities
Instruction strategies
 Small group learning
 Learners have a stronger sense of control and
take ownership for learning
 Teachers are able to free up time for
content instruction
 Increase time on task
 Peer support and pressure adds to
learner accountability
 Limits disengagement of learners
 Inclusive participation
 All learners contribute and no learners
Guided Practice

 Whole group direct instruction

 Best when introducing a new concept
 Introduce practice task – practice task – check for
understanding (observe movement) – point out
errors – reinforce good performance – correct
major errors – reteach technique
 Goal is to get learners to independent practice
 Also used for developing team roles &
responsibilities (officiating etc.)
 Requires sufficient learning time
Independent practice
 Requires close supervision to ensure
correct techniques, tactics etc.
 Look for missing elements in the
tactical/technical domains
 Assist only when necessary
 Difficult to do when you have a direct style of
teaching
How do you manage learner behaviour in PE
1. Learner responsibility
2. Learner centered approach
3. Proactive rather than reactive – need well
development behaviour management
plan
4. Establish rules early – limited and developed in
conjunction with the learners
5. Fair Play agreement
6. Establish routines – must have expectations, be
demonstrable & accountable
7. Develop a culture of fair play
 Code of conduct
1. Participate fully and responsibly – be on time, do your
part in group work, be enthusiastic
2. Give your best effort – try hard when practicing, co-
operate with team members
3. Show respect to team members and opponents – control
own behaviour, support everyone right to participate
fully, resolve conflict quickly and peacefully, support
your team mates
4. Be a good sport – play by the rules, respect the
officials, show appreciation for team mates and
opponents, win and loose gracefully
5. Be helpful not harmful – supportive of team mates, be a
positive influence, show appreciation
How do you manage learner behaviour in PE
6. Grades are powerful motivators –
 team point system based on student
performance during:
 Application contest, individual role
performance, fair play & rule infractions
7. Learners like to be acknowledged by the teacher
8. Learners want to be accepted by a peer group
9. Always use a whistle
10.When standing in the SUN OUTSIDE:
 Ensure your eyes face the sun and the learners do
not have to look directly into the sun to see you
 Keep focus on task at hand – lots of
distractions outside
Organisational strategies

 How do I organise my lesson?

 Where? – how much space do I
need?
 What equipment do I need?
 How should I manage my
space?
 How do I manage the
learners?
 Organising your lessons
 Be prepared
 Know & understand the content
 What soft / life skills will be taught in conjunction with the physical
skill development?
 Attendance sheets
 Lesson Plans – including time management & allocation
 Resources
 Manage movement
 Where do learners go?
 What do they need to do?
 When and how do they fulfil the lesson objectives?
 What information needs to be recorded – what resources are
needed for this to happen?
 How does recording take place?
 What need to be done if assistance is required?
 Assessment

“variety of tasks and settings where

learners are given opportunities to
demonstrate their knowledge, skill,
understanding and application of
content in a context that allows
continued learning and growth”
(Sidentop & Tannehill, 2000: 178-179)
Assessment
 AssessmentOF learning – demonstrate what
learners have learnt through allocation of marks &
testing
 Assessment FOR learning – aimed at assisting
learners progress as they participate in learning
activities, occurs throughout every lesson as
learners begin to show progressive competency
 Authentic assessment – ability to complete a task
to its successful completion in a context relevant
to how the task is executed in the larger world
(Sidentop, 1996)
Developing activity based rubrics for
assessment
USING RUBRICS FOR ASSESSMENT
1. What is the objective?

2. Summative or formative?

3. What is the mark allocation /

observable response?

4. Clear written response for each

criteria
PRACTICAL TASK DUE
BEFORE
28th April 2021
Choose any indigenous game.
You will teach ONE aspect of this activity to your peers.

Use the rubric to assess learning of the group you are teaching.
Video your teaching of the activity. This video should be a max of 2 minutes per
group seconds and cover the instructional strategies used for teaching.

SUBMISSION:
1. Activity Card
2. Rubric where you have assessed a peer
3. 2 minute video
 Rubric
Content knowledge
Time management
Group inclusion
Presentation
Fun and enjoyable
Equipment used
 BLACKBOARD TASK DUE BEFORE 28th April
2021
For your submission remember the following:
 You need to ensure your references are included
 All group members names and student numbers are on a front
page cover sheet
 1 person will submit for the group