1. Explanations in PE
Standard 25 (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively;

2. What are the characteristics of an effective explanation?

3. Use of voice
Use of gestures
Overall energy level
Smiling /laughing
Positive feedback
Teacher modelling

4. Demonstrations
Demonstrations explain to your pupils clearly what they will be doing, why they will be doing it and how they should be doing it. Yet it is often an area of teaching which is not always fully developed in the lesson plan.

5. Lesson Plan
In your lesson plan it is worthwhile planning the following factors;
Who is the demonstration for? Will you show it to the whole class or will you show it to small groups at different times?
Who will perform the demonstration? You? Pupils? Experts shown on a DVD?
Will the pupils performing the demonstration understand and practice it before performing it in front of the class?
Where will the pupils sit/stand to watch the demonstration?
What do you want the pupils to understand after the demonstration?

6. The visual demonstration
The visual demonstration is an important method to show pupils what they are going to be doing and how they should be doing it. Therefore, it is usually a good idea to simply show the demonstration one or two times without too much talking, “have a look at the next activity we will be doing”.

7. Think about how the demonstration should be performed, will it help the students to see the action/activity in slow-motion or at full pace? It is useful to explain if and why you are doing it slow-motion so that this is not replaced by the pupils reproducing it lazily and casually. In your lesson plan consideration should also be given to where your pupils will observe the demonstration, where will they see the focus of the demonstration clearly?

8. Reflect
Where would you position the pupils if you wanted to demonstrate the following concepts?
The correct point of contact for the smash in badminton
Whether the soccer goalkeeper was getting in the correct position to save a shot

9. Often a demonstration is solely used to show what the teacher wants the pupils to replicate, this is a shame as it can be used more effectively to help pupil learning. An option is for the teacher to give pupils a focus when watching the demonstration.

10. “Watch the overhead clear two times…now this time I would like this group to watch my feet position when the shuttle is hit, this group to watch where the point of contact is, this group to watch the angle of the face of the racket on contact, and this group to watch any follow through after the shot. I’ll ask you for your comments after two more shots.” This will enable the pupils to not only see what they have to do but also engage them in analysing the skill.

11. Active Demonstration
An active demonstration where the pupils do more than simply watch will help the pupils achieve the lesson’s objectives. This may involve them analysing a technique, shadowing a movement or having to guess why you are asking them to do a certain practice. Another common practice in teacher demonstrations is a tendency to overload teaching points and give the pupils all the ‘answers’.

12. Reflect
Read the following teacher’s demonstration instructions. Do you think it is effective? What may you change and do differently?

13. “In a minute you will practice the smash with your partner; one of you will be the feeder and stand on one side of the net and the person smashing on the other side of the net. After 5 attempts at the smash you will swap over. After a high serve, you have to try and get the shuttle to land on the other side of the court, your partner will try and catch the shuttle to stop it hitting the floor. Watch me have a couple of goes and see if you can guess which teaching points are the same as last week’s overhead clear and which ones are different. You have 5 minutes to play and when I call you back in I want you to tell me how to play a successful smash. Any questions? ………………………….Go”

14. The pupils should now be clear about the organisation of the activity, the purpose of the activity (to understand how to play a smash) but the teacher did not give any teaching points as this can be done when the pupils are called in. The idea being that the pupils will be more engaged in analysing and observing the demonstration i.e. it is a method to increase learning not just a management tool.

15. Feedback
Do any of these common ‘pitfalls’ apply to your current teaching?
Overuse of vague praise – “that was good”
Overly critical feedback – “you are doing it wrong”
Only using whole class feedback – “we are struggling with gaining distance so we will now work on...”
Over reliance on teacher delivered feedback

16. Questions that you will need to reflect upon when providing feedback to the class or individual pupil will include; should you provide public or private feedback? How should you provide the feedback? And who should provide the feedback?

17. Make a positive statement (not just “good”)
“That was a good overhead drop shot as the shuttle passed close to the net and followed quite a steep trajectory”
Identify an error
“However, your partner could tell that you were playing the overhead drop shot and could have got to it”
Offer advice on how to correct it
“When you approach the shuttle try to make it look the same as an overhead clear”
Stay close to acknowledge a successful attempt at the correction
“That’s better, I thought you were going to hit it to the back of the court”

18. To the pupil who has just attempted a overhead drop shot
“Tell me why your drop shot was similar to the demonstration we watched on the DVD?”
To the pupil’s partner
“You got to the shuttle, how did you know that a drop shot was being played?”
Back to the original pupil
“How could you better disguise your shot?”
Prompt: “What other shot could the overhead drop shot look like?”
To both pupils.
“After your high serve, as the shuttle is about to be hit back to you I would like you to shout ‘front’ or ‘back’ and try and guess which area of the court the shuttle is going to be hit to”

19. With a class of thirty pupils it can be a useful strategy to prepare pupils to be in charge of their own and other’s feedback, it will save you time and is an important process in pupils taking responsibility for their own learning.

20. Time Management
In any lesson time always seems to be limited and therefore the less time spent on ‘management’ tasks the better. Bringing the pupils in for a new demonstration or at the end of the lesson is perhaps an area of teaching which can benefit from a routine.

21. “Stop, stand still and look this way (pause and look around to check)
“Stop, stand still and look this way (pause and look around to check). When I say go (a very important phrase!), one of you will carry the ball and place it in this bag, can that person who will be doing that hold the ball up so I can see who will be doing it?…thank you. The other person when I say go will grab one bib from this pile. Both of you need to be sat with each other on this yellow line in thirty seconds....any questions? GO!

22. Other factors to consider.........
Do the pupils know the location they will be working? E.g. “You will be working on half a court”
Do they know the group size? E.g. “You will be working in your group of three, with one person waiting at the side of the court until it is their turn”
Do they know the duration of the task? E.g. “You will be working for one minute before I tell you to change partners”
Do they understand? E.g. “Are there any questions about this next activity?”
Do they know when to start. E.g. “You can start as soon as you get to your court”

23. “You will do the task 5 times each” “You will work for 2 minutes”
When you are setting the duration for a task what are the advantages of the following?
“You will do the task 5 times each”
“You will work for 2 minutes”
“You will carry on until I say stop”
Which sentence is better to assess whether the pupils have understood your instructions?
“Does anybody not understand?”
“Are there any questions about the activity?”

24. Plenaries
The plenary follows may of the same objectives as the starter activity. It draws together the learning of the pupils and provides you with a good assessment of how much they have learnt from the lesson. Spontaneous plenaries that are squeezed in just as the bell is about to go are not effective at all.

25. Link the activity to the lesson objectives and teaching points.
It also provides you with a wonderful opportunity to provide feedback to the pupils and reward their achievements at the end of the lesson.

26. Ideas Connect 4 Who wants to be an Sporting Champion?
A Question of Sport – Picture board, true or false