teaching methods for pe

teaching methods for pe

1. Fixed practice - These are sometimes also known as drills and involves repeatedly practising a whole skill in order to strengthen the motor programme. This type of practice is best with discrete, closed skills Massed practice - This is a continuous form of practice which is best for simple skills. An example would be a rally in badminton where the learner must repeatedly perform drop shots. This causes fatigue and therefore simulates the late stages of a game Variable practice - This is used best for open skills and involves repeating a skill in varying situations. For example shooting practice in football, where the coach may set up drills and alter the starting position and involvement of defenders. This helps to build up schema to use in game situations Distributed practice - Attempts at the skill are divided up with intervals inbetween to allow for rest and mental rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated individuals

   • Transfer Of Learning This section looks at the different forms of transfer. Practical examples of their uses are also included.(Equivalent to UK A Level Physical Education)

2. Methods of Practice Certain skills are best taught in different ways depending on the learner and the skill in question: Whole method The skill is first demonstrated and then practised as a whole, from start to finish. It helps the learner to get a feel for the skill, timings and end product. It is best used for fast skills which cannot easily be separated into sub-parts, such as a javelin throw. It is unsuitable for people with low attention spans, complex or dangerous skills. Part method The parts of the skill are practised in isolation which is useful for complicated and serial skills and is good for maintaining motivation and focusing on specific elements of the skill. It is possible, however, that the transfer of the skills from parts, to a whole may not be effective and it may also reduce the kinaesthetic awareness (feel) for the full skill. Whole-part-whole method The whole skill is first demonstrated and practised, before being broken down into the constituent parts to pract

3. Instructing - instructions must be given for them to complete the task or skill. These may be written or verbal. The teacher must ensure the student knows what is required of them Demonstrating - The teacher may provide a demonstration of the skill or may get a peer to perform it. It is key that this is a good demonstration to allow the student to form a model in their memory and mentally rehearse the skill to be performed Applying - The student then practises the skill in a planned situation to help them transfer the learning from practise to a competitive situation Confirming - This is all about feedback and providing information for the student about how successful they have been. Testing or assessing the skill allows the teacher and the student to evaluate performance.

4. Phases Of Learning This section looks at the three stages of learner and descriptions of the tasks performers are expected to do at each stage.  (Equivalent to UK A Level Physical Education)

   • Theories of Learning This section looks at different learning theories, the different types of feedback and Learning Plateaus. Theories include Operant Conditioning, Insight Learning and Bandura's Observational Learning.

5. Ability & Skill This section describes the difference between abilities and skills, skill continuums, and their uses in a practical context.