1. 1 Physical Education Pedagogy Overview of Terms

2. 2 Creating a Positive Learning Environment Protocols

3. 3 Points to Remember when Teaching Protocols Firm but warm Firm but warm Critical Demandingness Critical Demandingness –Selective ignoring –Overlapping Rules – clear, positive, posted Rules – clear, positive, posted Developing ownership Developing ownership Practice Practice

4. 4 Establishing Protocols Entering and leaving the playground or gym Entering and leaving the playground or gym Starting and stopping at a signal from the teacher Starting and stopping at a signal from the teacher Gathering up equipment when the stop signal is given – getting out and putting away equipment Gathering up equipment when the stop signal is given – getting out and putting away equipment Selecting partners, teams, and groups Selecting partners, teams, and groups - Graham (2000)

5. 5 3 Keys to Motivating Children 1. Success oriented – success is motivating Self-adjusted – choice in activities to attain success Self-adjusted – choice in activities to attain success Slanty Rope - Slanty Rope -

6. 6 2. Intrinsically Motivating 3. Developmentally Appropriate Different skill levels Different skill levels High and low skill levels High and low skill levels 3 Keys to Motivating Children

7. 7 Six Techniques to Increase Appropriate Behaviour Proactive techniques Proactive techniques –Positive interaction – verbal and non-verbal interaction –Eliminating differential treatment – not singling out children with a reprimand each time they display inappropriate behaviour –Prompting – reminding students what is expected of them

8. 8 Reactive Techniques Reactive Techniques –Ignoring inappropriate behaviour – when it is of short duration, a minor deviation, reacting to it would cause interruption –Non-verbal teacher interaction – simple non-verbal techniques, such as close physical proximity, borrowing equipment, eye contact, simple signal –Person-to-person dialogue – talking with student outside of physical education class Six Techniques to Increase Appropriate Behaviour

9. 9 Techniques to Decrease Inappropriate Behaviour Desists – a verbal statement that tells a child to stop doing something Desists – a verbal statement that tells a child to stop doing something Time-outs – withdrawals from class for a specified amount of time Time-outs – withdrawals from class for a specified amount of time Planning Time (Conflict Resolution) - resolving conflicts with another person Planning Time (Conflict Resolution) - resolving conflicts with another person Behaviour Contracts – formal agreement between teacher and student Behaviour Contracts – formal agreement between teacher and student Letters to Parents – listing specific violations Letters to Parents – listing specific violations Involving the Principal – as a a LAST resort Involving the Principal – as a a LAST resort

10. 10 Techniques for Maintaining Appropriate Behavior Hellison’s Social Responsibility Model - incorporating a system for developing student responsibility Hellison’s Social Responsibility Model - incorporating a system for developing student responsibility –Level 0: Irresponsibility –Level 1: Self-control –Level 2: Involvement –Level 3: Self-responsibility –Level 4: Caring Class Rewards - class as a whole can earn rewards for abiding by class rules Class Rewards - class as a whole can earn rewards for abiding by class rules

11. 11 Techniques for Maintaining Appropriate Behavior (cont.) Token Systems – rewards desirable behavior by giving tokens that can be exchanged for various rewards Token Systems – rewards desirable behavior by giving tokens that can be exchanged for various rewards Behavior Games – teaching appropriate behavior via a game Behavior Games – teaching appropriate behavior via a game

12. 12 Strategies for Maximizing On-Task Behaviour Back to wall Back to wall Proximity Control Proximity Control With-it-ness With-it-ness Overlapping Overlapping Learning names Learning names Positive Pinpointing Positive Pinpointing

13. 13 Instant Activity Set Induction Scaffolding Brief Instruction Demonstrating Pinpointing Checking for Understanding Teaching by Invitation Intratask Variation Task Sheets Teacher Feedback

14. 14 Instant Activity (IA) An activity for students as they enter the gym An activity for students as they enter the gym Encourages movement and action Encourages movement and action IA given verbally or written IA given verbally or written Music may be played during IA Music may be played during IA

15. 15 Set Induction AKA – Anticipatory Set AKA – Anticipatory Set Purpose = To motivate students so that they become interested in the lesson and understand its purpose. Purpose = To motivate students so that they become interested in the lesson and understand its purpose. A way to provoke the student’s interest and enthusiasm A way to provoke the student’s interest and enthusiasm A way to involve students A way to involve students

16. 16 Set Induction Example When you're playing basketball, does anyone ever steal the ball from you? In today’s lesson we are going to practice two “secrets” that will help you keep others from stealing the ball. When you're playing basketball, does anyone ever steal the ball from you? In today’s lesson we are going to practice two “secrets” that will help you keep others from stealing the ball.

17. 17 Scaffolding Relation to past and future learning Relation to past and future learning Revisit material to commit to long-term memory Revisit material to commit to long-term memory Techniques Techniques –Posted yearly plans –Notebooks –Common vocabulary between lessons –Entrance/Exit slips

18. 18 Brief Instruction One idea at a time One idea at a time Brief explanations Brief explanations Reminder words or phrases Reminder words or phrases Verbally guide children through complex instructions Verbally guide children through complex instructions

19. 19 Demonstration Whole – part Whole – part DEAD DEAD Normal – slow Normal – slow Verbal focus on key aspect Verbal focus on key aspect

20. 20 Pinpointing Demonstration by students Demonstration by students Two or more when feasible (G&B) Two or more when feasible (G&B) Helps children: Helps children: –Understand complex tasks –Understand cues (refinements) –Discover alternative solutions to problems Ex. “Can everyone stop and watch how Jimmy and Melissa spread their arms out to help them balance.” Ex. “Can everyone stop and watch how Jimmy and Melissa spread their arms out to help them balance.”

21. 21 Checking for Understanding Quick test of student’s comprehension Quick test of student’s comprehension Whole class simultaneously Whole class simultaneously Quick scan by teacher Quick scan by teacher Ex. “Show me what it looks like to follow through on your free throw.” Ex. “Show me what it looks like to follow through on your free throw.”

22. 22 Teaching by Invitation Provide students with a choice of tasks Provide students with a choice of tasks Allows for individual differences Allows for individual differences Alternatives are equally acceptable Alternatives are equally acceptable Ex. “You may want to hit the tennis ball or the balloon with your paddle” Ex. “You may want to hit the tennis ball or the balloon with your paddle”

23. 23 Intratask Variation Technique that allows a teacher to make adjustments for differing abilities Technique that allows a teacher to make adjustments for differing abilities Teacher decides that a task needs to be changed for a student/group of students to make it easier or harder Teacher decides that a task needs to be changed for a student/group of students to make it easier or harder Ex. “Hey Jenny, if you want you can TRY to place the net further away if you are finding it too easy.” Ex. “Hey Jenny, if you want you can TRY to place the net further away if you are finding it too easy.”

24. 24 Task Sheets Provides children with higher rates of success by allowing them to progress at their own pace Provides children with higher rates of success by allowing them to progress at their own pace Self-testing Self-testing Simple to complex Simple to complex Mostly individual skills Mostly individual skills

25. 25 Teacher Feedback Specific as opposed to general Specific as opposed to general Congruent as opposed to incongruent Congruent as opposed to incongruent Simple as opposed to complex Simple as opposed to complex Primarily positive or neutral Primarily positive or neutral –Ex. “Way to go Joann, that time you really used your ‘Quick Feet’!”