COMMUNICATION IN PE Paula Zwozdiak-Myers CHAPTER 5 From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010.

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Presentation transcript:

COMMUNICATION IN PE Paula Zwozdiak-Myers CHAPTER 5 From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010

OBJECTIVES At the end of this chapter you should be able to: understand the central role of communication in all teaching; have a good idea of the quality and flexibility of your voice; understand the role of teacher language in the teaching and learning of PE; understand the key role of questioning in PE lessons; understand the importance of teacher feedback to promote learning; understand the role of pupil language in PE lessons; have an increased awareness of modes of communication through which to convey messages; explore the use of demonstration to communicate effectively to promote pupil learning. Check the requirements for your course to see which relate to this unit From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010

CONTENTS The PE teacher’s voice The technical language of PE Specific forms of language use in the teaching of PE Teacher feedback Written language in PE teaching Pupil talk in PE lessons An example of communication and its link to observation: demonstration to promote pupil learning in PE From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010

FURTHER INFORMATION To explore this material further, read: Zwozdiak-Myers, P. (2010) Communication in PE, in S. Capel and M. Whitehead (eds) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience (third edition), London: Routledge. From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010