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Strategies for the General Population
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Download AAHPERD's Side-by-Side Comparison of the
Appropriate Instructional Practice Guidelines for K-12
or download Appropriate Practices by Grade Level (free for AAHPERD members)
or download Appropriate Practices by Grade Level (free for AAHPERD members)
Introduction with Set Induction and Checking for Understanding
The introduction is an important and often neglected part of each lesson. This is an opportunity for teachers to connect the content of the lesson to the students. Studies show that when students perceive content to be relevant and meaningful, they are more engaged, have higher perceptions of the lesson, and are more likely to use the learning outcomes outside of the class.
Communicating the relevance is especially important at the beginning of units. “Selling” the content (set induction) will increase their participation throughout the unit. Since each student has different needs and interests, the more relevant and meaningful benefits (be creative) you present for the unit, the more students you will reach.
The introduction is also the time where a teacher can answer students' questions before they are asked. By giving a quick overview of the lesson, teachers eliminate the question “What are we doing?” and inform the students of what they will be able to accomplish by the end of the lesson.
Communicating the relevance is especially important at the beginning of units. “Selling” the content (set induction) will increase their participation throughout the unit. Since each student has different needs and interests, the more relevant and meaningful benefits (be creative) you present for the unit, the more students you will reach.
The introduction is also the time where a teacher can answer students' questions before they are asked. By giving a quick overview of the lesson, teachers eliminate the question “What are we doing?” and inform the students of what they will be able to accomplish by the end of the lesson.
The last part of a good introduction is telling the students your expectations and how they will be held accountable. When students are held to high expectations, they achieve more and have higher levels of self efficacy. Telling students how you will hold them accountable increases their level of engagement. For example, if we were to tell you prior to reading this section that you will have to create an introduction using the strategies listed, you would probably read the section more carefully to ensure you create a good introduction.
Checking for understanding is a quick way to know that you are communicating your instructions to your students in a clear manner. By asking a specific question instead of the general “Are there any questions?”, teachers find out how many students understood what was said and it gives the students an additional opportunity to re-hear the information (from the other students).
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Demonstrations, Cues, and Congruent Feedback
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Demonstrations in physical education are both motivational and instructional. Seeing a specific skill or combination of skills (for example a dance) in action can motivate the students to want to learn the skill or combination of skills. Breaking the skill down instructs the students on how to perform the skill. Effective demonstrations incorporate memorable cues that remind students of the skill’s key components. The following are tips for demonstrations and cues:
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Congruent feedback is another effective teaching strategy. Feedback should match the cues that were given and be specific to each student. For example, saying “good job” does not give the student any indication of what he or she did well. Instead, tell the student which specific cues he or she performed well. Not only does positive congruent feedback serve as a reminder for that particular student, but it can also remind the class as a whole.
- Recognition Check: "Give me a a thumbs up if you understand or a thumbs down if you are not sure."
- Verbal Check: "What do you do when the music stops?"
- Performance Check: "Point to your finger pads."
Closing
The lesson's closing is an excellent opportunity to assess what the students have learned as well as review the students' accomplishments. It should tie back to the introduction and reinforces the relevance of the content.
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Learning: Retention Rates |
Other Effective Teaching Strategies
- Authentic Warm-Ups: Use creative warm-up activities and dynamic stretching that lead up to the learning activities by "rehearsing" the moves to come later in the lesson. Work on flexibility only when muscles are properly warmed-up. While dynamic stretching does not work on flexibility, it does prepare the body for activity by moving the joints through their full range of motion. Static stretching of cold muscles is a waste of time at best, and at worst can lead to lowered performance or injuries.
- K.I.S.S.: Keep it Short and Simple! Giving too many instructions at once can be overwhelming. Try to break up the instructions into shorter segments. Not only will this save time, but your students will appreciate it.
- "Can you stay on beat with the music?"
- The number of movements (combining multiple skills)
- The number of students per activity - The equipment (size, amount, type, etc.) - The use of defenders - Changing from static to dynamic movements |
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- Maximize Practice Opportunities: How much you practice affects how much you learn! Elimination games and waiting in lines reduce the time that children are active and able to practice skills.
- Be Caring but Demanding: Make it clear to the students that your job is to teach them the skills and concepts that will help them become active for life. It is not the old “gym” class where fun is the only agenda.
- Humor: A good sense of humor can make any learning environment better, however avoid sarcasm and anything that makes fun of anyone except yourself.
- Reflection: Teachers should immediately reflect after each lesson on what went well, what didn’t go well, and how to make the lesson better. Good teachers always strive to improve their lessons and teaching skills.
- Positive Reinforcement: Motivate your students by praising their positive behaviors. Reward their social behaviors, effort, successful approximations, and their performances (not just the outcomes). Types of reinforcers include:
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Social
Verbal praise, a pat on the back, smile, etc.
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Active Listening
It is important that your students feel heard. Use the following guidelines to improve your active listening skills or Test Your Active Listening Skills Here.
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1. Pay Attention
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2. Show that you are Listening
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3. Provide Feedback
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4. Defer Judgment and Respond Appropriately
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Many of these strategies on this page were modified from:
- Graham, G. (2008). Teaching Children Physical Education: Becoming a Master Teacher. Champaign, IL: Human Kinetics.
- Graham, G., Holt/Hale, S., & Parker, M. (2007). Children Moving: A Reflective Approach to Teaching Physical Education. New York, NY: McGraw-Hill.
- Himberg, C., Hutchinson, G., & Roussell, J. (2003). Teaching Secondary Physical Education: Preparing Adolescents to Be Active for Life. Champaign, IL: Human Kinetics.
