1. Copyright 2001 by Allyn and Bacon
Teaching Styles
Consider these variables
Lesson objectives
Activities
Students
Class size
Equipment and facilities
Unique abilities, skills, and comfort of the teacher
Copyright 2001 by Allyn and Bacon

2. Copyright 2001 by Allyn and Bacon
Teaching Styles
Direct style
Teacher controlled
Explanation and demonstration
Followed by independent practice
Teacher as demonstrator,lecturer, motivator, organizer, disciplinarian, director, and corrector of errors
Emphasis on creating a safe, controlled environment
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Teaching Styles
Task (Station) Style
Students rotate between several stations
Students work at stations individually, in pairs, or in small groups
Less teacher involvement
Instruction focuses on teacher feedback
Students learn tasks at self-pace
Copyright 2001 by Allyn and Bacon

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Teaching Styles
Mastery Learning Style
Outcomes-based
Breaks outcomes into smaller parts
Sub-skills are the focus of learning
Individually paced and self-directed
Can use a variety of grouping patterns
Student monitors
Copyright 2001 by Allyn and Bacon

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Teaching Styles
Individualized Style
Student-centered learning
Individualized curriculum
Knowledge of cognitive factors precedes psychomotor tasks
More control for students
Individualized feedback
Involves a lot of prep time for the teacher
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Teaching Styles
Cooperative Learning Style
Reciprocal style – dyads
Focus on working together
Emphasis on joint rather than individual outcomes
Reaches social objectives
Success occurs when all reach the goal
Students should switch roles often
Copyright 2001 by Allyn and Bacon

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Teaching Styles
Inquiry Style
Process oriented
Emphasis on the learning process
Cognitive objectives are sought
Teacher guides and directs students
Combination of questions, problems, examples, and learning activities
Teacher leads students toward final solution
Guided discovery and problem solving
Copyright 2001 by Allyn and Bacon

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Teaching Styles
Free Exploration Style
Child-centered
Teacher selects instructional materials and designates area to be used
Only safety limits are imposed
Teacher should avoid demonstration and praising certain results too early
Concentrate on motivating effort
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9. Optimize Skill Learning
Understanding Developmental Patterns
Learning and development vary
Sequence of skill development is similar for learners
Development proceeds from head to toe
Development occurs from inside to outside
Development proceeds from general to specific
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10. Optimize Skill Learning
Arousal
Level of excitement stress produces
Can have a positive or negative affect
Must find “just right” amount
Competition increases arousal
Avoid competition when teaching skills
Stress and anxiety through competition reduce a child’s ability to learn
Too little arousal = little interest
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11. Optimize Skill Learning
Meaningful Skill Feedback
Skill feedback is information about a movement performance
Intrinsic vs. extrinsic feedback
Skill feedback should be encouraging, given frequently, delivered publicly, and is contingent on performance
Knowledge of results
Knowledge of performance
Copyright 2001 by Allyn and Bacon

12. Optimize Skill Learning
Effective Practice Sessions
Key part of learning motor skills
Focus on the process
Place emphasis on technique
Emphasis on outcome (product) decreases risk taking behaviors
Use mental practice techniques
Design practice sessions that optimize motor skill learning
Copyright 2001 by Allyn and Bacon

13. Optimize Skill Learning
Progression
Move through ordered steps
Least challenging to most challenging
Simple to complex
Present activities that best suit the individual regardless of recommended level
Students progress at their own rate
Present developmentally appropriate activities
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Lesson Planning
Prepare a written plan
Characteristics of a lesson plan
Objectives
Equipment
Instructional activities
Teaching hints
Four part lesson plan = introductory activity, fitness activities, lesson focus, and closing game
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Lesson Planning
Introductory Activity
Warm-up
2-3 minutes
Sets tone for rest of the class
Physiological preparation for activity
Little instruction
Practice class management skills
Students receive immediate feedback
Copyright 2001 by Allyn and Bacon

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Lesson Planning
Fitness Activity
Enhance health-related fitness and promote lifetime activity
Personalized activities
Exercise all parts of the body
Brief discussions about health and fitness
Success is key
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Lesson Planning
Lesson Focus
Designed to teach physical skills
Attain major program objectives
Repetition and refinement of skills
Sequential, success-oriented setting
Teaches skills necessary to function comfortably in lifestyle activity
Emphasis on instruction that focuses on the process of skill development
Copyright 2001 by Allyn and Bacon

18. Copyright 2001 by Allyn and Bacon
Lesson Planning
Closing (Game) Activity
Stresses and reinforces skills learned
May be a game that uses skills learned in the lesson focus
Leaves students with a positive feeling about physical activity participation and physical education class
Avoid using game as a bribe
Copyright 2001 by Allyn and Bacon