INSTRUCTIONAL

STARTEGIES IN
TEACHING PHYSICAL
EDUCATION AND
HEALTH

Definition/Advantages/
Disadvantages
Learning Objectives:

At the end of the lesson, students are able to:

■ define the different teaching strategies of PE and
Health Education; and
■ identify the advantages and disadvantages of each
strategy; and
 Overview of theTeaching Strategies

01 Demonstration 04 Games

02 Problem Solving 05 Role Play

03 Drill and Practice

 01
Demonstration
Defining ‘Demonstration’
 Demonstration strategy is used by teachers in
demonstrating a routine to enhance learning and
retention systematically.
 It is oftenly used when the pupils find difficulty in
connecting theories to actual practice or when they
cannot understand the application of theories.
 The word ‘demonstration’ comes from the word
demos, which means to perform an activity or a
concept.
 Teaching using this strategy will explains a
particular event based on the teaching materials.
Defining ‘Demonstration’
 For a successful teaching using demostration
strategy, teachers have to consider three things:
1. instructional materials;
2. language to be used; and
3. students’ participation.

 Demonstration strategy has the following

characteristics:
1. It has a clear goals and objectives;
2. It is a well-planned strategy;
3.Should be done in a simple manner; 4.
Attention must be given to pupils.
 STEPS IN USING DEMONSTRATION

Step 1: Planning and Preparation

Step 2: Introduction of the Lesson

Step 3: Presentation of the Subject Matter

Step 4: Demonstration Proper

Step 5: Instructional Support

Step 6: Evaluation
 STEPS IN USING DEMONSTRATION

Planning and Have a thorough mastery of the subject matter;

Preparation
Create a well-planned instructional plan;
Collect necessarry and relevant instructional materials;
and
Practice the demonstration.
 STEPS IN USING DEMONSTRATION

Introduction of the Pupils should be prepared physically and mentally

Lesson before the intended demonstration activity.

The teacher should bear in my mind the pupils’

differences, the environment, and their
experiences.

Ask the pupils some real life-related questions or

situations related to their lives as children.
 STEPS IN USING DEMONSTRATION

Presentation of the Mastery of the subject is required.

Subject Matter
Teachers should keep in mind the importance of
reflection to identify the strengths and possible
hindrances to success.
 STEPS IN USING DEMONSTRATION

Demonstration Proper Everything must be ready (place of the

demonstration, and the materials to be used).

Must be ideal for the pupils.

Must be organized and clean.
 STEPS IN USING DEMONSTRATION

Instructional Support Instructional support such as, sports equipment, the

place, and other essential materials must be prepared.

Evaluation Assessment
 ADVANTAGES/DISADVANTAGES

 Allows the pupils to have more in-

 Costly and expensive.
depth learning of the concept.
 Engages and motivates the pupils to
 Requires to time to plan and prepare.
maintain activeness in the teaching.
 Leads to the mastery of concepts or
 Mismatch between the teacher’s
skills.
 Creates interest among pupils. specialization and the nature of the
 Promotes reflective thinking. subject handled.
 Arouses discovery and creativity
among pupils.
02
Problem-Solving
Defining ‘Problem-Solving’
 Problem solving as a strategy was introduced in the
late 1900s and was first practiced by the McMaster
University medical students to employ knowledge in
real-life situation rather than merely acquiring the
course concepts.

 These strategy evolved and become popular among

teachers when providing learning experiences in
different subject area in school.
 STEPS IN USING PROBLEM-SOLVING

Step 1: Identification of the Problem

Step 2: Formulation of Hypothesis

Step 3: Finding Facts

Step 4: Brainstorm

Step 5: Test the Idea

 STEPS IN USING PROBLEM-SOLVING

Identification of the  It exposes pupils to a particular situation.

Problem
 The teachers can guide children in the identification
of problems by asking questions.
Examples: 1. What are the reasons why an individual is
becoming overweight?
2. What are the effects oof eating
nutritious foods?
 STEPS IN USING PROBLEM-SOLVING

Formulation of  With the stated problems, the teacher will ask the
Hypothesis pupils to think of possible reasons for the particular
problem.

Finding Facts  Pupils will gather information regarding the

hypothesis using different resources like books, video
clips, and other materials that can help lead them to
understand the problem.
 STEPS IN USING PROBLEM-SOLVING

Brainstorm  The collected information will be classified and

analyzed to identify the possible solutions to the
presented hypothesis.
Example: An overweight individual must practice meal
management, conduct exercise, or visit a dietician.

Test the Idea  The given hypothesis will be tested to determine the
best solution to address the problem.
 ADVANTAGES OF USING PROBLEM-SOLVING
 Pupils become independent thinkers.
 They learn to identify and structure
problems.
 They learn to gather valid and reliable
sources important to the problem.
 They learn to formulate hypotheses.
 They learn to tet the hypothesis and
gather data to prove or disprove the
identified hypothesis.
 They learn to solve real-life problems.
 They team to gain familiarity with
various objects or situations around
them, their applications, and their
relationships instead of having simple
knowledge.
 They institute a healthy and favorable
relationship with teachers and
classmates.
 They develop scientific manners of
solving problems.
 They develop creative, critical,
cooperative, and problem-solving
skills.
 DISADVANTAGES OF USING PROBLEM-SOLVING

 It is time consuming.
 The ability of the teacher to conduct and handle problem-solving
activities in the classroom.
 Requires many people's involvement and more time for preparation,
discussion, and comparison of pupils' answers.
 Requires the integration of multiple disciplines so that pupils can have
different views of the problem.
 Assessment is always a challenge for the teachers.
 The teacher needs to create relevant problems that sustain the interest of
pupils.
 Independent learning may result in misconceptions among pupils.
03 Drill and Practice
You can enter a subtitle here if you need it
Defining ‘Drill and Practice
 Drill is defined as a method in which the pupils are
invited to skills training to see how make something,
how to use it, what is it made of, its benefits, and
others (Marwan., 2018). It is anchored in the
principle of repetition of motion until the pupils
have mastered the skill.
 Practice is defined as a method of using an idea to
gain familiarity and expertise (Mohammed, 2020).
 Drill and practice activities offer the benefits of
improved learning transfer to the performance
context. There are three basic steps to achieve this
activity: assigning a task, performing a task, and
providing feedback.
Defining ‘Drill and Practice
 Teachers should use drill and practice to help the
pupils become experts in performing games or other
physical and health-related activities.
 The teachers’ role in selecting and deciding on the
activities that need to be included in the instructional
plan is essential, as well as the strategy that they will
use in presenting the activities.
 The instructional plan should target and help the
pupils achieve the target skill.
 In using drill and practice, teachers need to
familiarize themselves with the types of drill and
practice.
Defining ‘Drill and Practice
TWO TYPES OF DRILL AND PRACTICE:
 Massed Practice
Þ Occurs when one skill is continuously
practiced in a session with only a brief rest period or
not at all.
Þ Involves a variety of drills to improve a skill
performed after another. Each pupil has different
learning styles and other responses to particular
activities.
Þ Suitable for highly motivated pupils or practicing
simple discrete skills, but it is very difficult and may
cause fatigue and loss of motivation.
Defining ‘Drill and Practice
TWO TYPES OF DRILL AND PRACTICE:
 Massed Practice

 Distributed Practice
Þ This type of practice is broken up into several short
sessions over a long period.
Þ Pupils distributed their effort in doing an activity
over many relatively short study sessions.
Þ Opposite of massed practice wherein pupils are
given few exercises with a long study session.
Þ It has a long benefit for pupils or athletes who use
this type of practice because they become excellent
in performing the tasks.
Defining ‘Drill and Practice
TWO TYPES OF DRILL AND PRACTICE:
 Massed Practice

 Distributed Practice
Þ This type of practice is more effective. WHY?
1. Using this type of practice in any sports
activity, pupils or athletes become responsive
in the situation.
2. Learning become better, knowledge and skills
learned by the pupils will retain longer.
3. Using this type of practice can get the
attention of the pupils or athletes.
4. Pupils or athletes become flexible in applying
the skills learned.
Defining ‘Drill and Practice
METHODS OF DRILL AND PRACTICE:
 Whole Method
 Part Method
 Whole-part-whole Method
 Progressive Part Method
 ADVANTAGES OF USING DRILL AND PRACTICE

 It is time consuming.
 The pupils can apply knowledge through interaction. The pupils can learn
certain concepts efficiently and effectively.
 Teaching the pupils various repetitive activities can help them use them in
different environments and many different ways.
 It can accommodate the diverse characteristics of pupils.
 The pupils can acquire and master high-level skills quickly and
effectively.
 Materials needed can easily be prepared.
 The teachers can easily monitor the pupils if they can perform the routines
well or need assistance.
DISADVANTAGES OF USING DRILL AND PRACTICE

 It is time consuming.
 The pupils who only learn from drills may get easily bored and distracted.
 The pupils, as well as the teacher, tend to over-emphasize technical skills
and direct instructions
04 Games
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Defining ‘Games’
 Game-based learning was created to
balance a lesson, and the game activity was
created to balance the pupils ability to
retain and apply real-world skills.
 STEPS IN USING GAMES

Step 1: Determine the purpose of the activity

Step 2: The game should be aligned with the purpose

Step 3: Ensure to meet the expectations from parents

Step 4: Assess progress through play

 ADVANTAGES OF USING GAMES

 It helps the pupils improve their motivation for learning.

 It promotes the development of cooperative skills among the pupils.
 It establishes mutual competition and growth, enabling the pupils to
demonstrate their concentration and active participation.
 It provides the pupils with an opportunity to interact with their peers
while learning.
 The pupils received more support in leaning process.
 DISADVANTAGES OF USING GAMES

 It’s preparation and implementation are time consuming.

 It requires correct instructional planning.
 It can cause a distraction for the pupils, which can cause a waste of time.
 Excessive use to games could lead to addiction in pupils, which may
cause physical or psychological problems.
 05
Role Play
Defining ‘Role Play’
 Role play is a created situation in which
pupils portray a particular role.
 It is a learning structure that allows the
pupils to immediately apply concepts learn
in part.
 This strategy is an excellent tool for
engaging the pupils and allowing them to
interact with their peers as they try to
accomplish the task being assigned to them
and their specific roles.
Defining ‘Role Play’
 There are different activities in Physical
Education and Health subjects that can be
taught using role-play strategy.

Example:
Þ Sports Festival in school
Þ Going to the doctor when an individual is
sick.
Defining ‘Role Play’
 There are two functions of Role playing:

1. Evaluation function. Is focuses on assessing

the abilities and intelligence while performing
the task.

2. Training function. The purpose of role-playing

is to identify the pupils’ different roles in the
sport process to understand and perceive sport
activities with other participants’ personalities.
 
 STEPS IN USING ROLE PLAY

Step 1: Create a relevant scenario.

Step 2: Give the pupils ample time to complete the task.

Step 3: Find ways to process the pupils’ deliberation.

 ADVANTAGES OF USING ROLE PLAY

 The pupils can immediately apply the content in a relevant and real-world
content.
 The pupils develop communication skills because of the interaction that happens
between the teacher and the pupils, and among the pupils.
 It allows the pupils to explore, investigate, and experiment on the effective
strategy in performing sports and other activities.
 Teachers are helping pupils learn how to collaborate with others.
 Teachers are helping pupils understand the importance of sportsmanship and
proper behaviour while playing a game.
 The pupils can develop self-awareness.
 Role-play activities spark creativity and imagination among pupils.
 DISADVANTAGES OF USING ROLE PLAY

 Some pupils may not be comfortable in doing a role.

 It requires guidance and leadership.
 It requires more time in planning and preparation.
 If not correctly done, it may cause damage to self-confidence on pupils.