No Excuses! - A Documentary about Quality Physical Education
QUALITY PHYSICAL EDUCATION ADVOCACY
EFFECTIVE TEACHING STRATEGIES
TEACHER RESOURCES
General Teaching Strategies
Below are effective teaching strategies that can be used in physical education (and education in general), along with links to supplemental resources. Content listed on this page aligns with and adds to SHAPE America Appropriate Practices.
Tip: When trying to improve your pedagogy, start small with 1 or 2 strategies and build from there. Trying to do too much can become overwhelming and detract from your lesson.
Tip: When trying to improve your pedagogy, start small with 1 or 2 strategies and build from there. Trying to do too much can become overwhelming and detract from your lesson.
- Teaching Children Physical Education: Becoming a Master Teacher. Graham, G. (2008).
- Children Moving: A Reflective Approach to Teaching Physical Education. Graham, G., Holt/Hale, S., & Parker, M. (2007).
- Teaching Secondary Physical Education: Preparing Adolescents to Be Active for Life. Himberg, C., Hutchinson, G., & Roussell, J. (2003).
- Instructional Models for Physical Education. Metzler, M. (2011).
Introduction with Set Induction and Checking for Understanding
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The introduction is an important part of each lesson. This is an opportunity for teachers to review students' prior learning and connect the content of the current lesson to the students. Studies show that when students perceive content to be relevant and meaningful, they are more engaged, have more positive perceptions of the lesson, and are more likely to use the learning outcomes outside of class.
Communicating the relevance is especially important at the beginning of units because “selling” the content (set induction) increases student engagement. Since each student has different needs and interests, the more relevant and meaningful benefits you present for the lesson/unit the more students you will reach. Be creative! |
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The introduction is also the time when a teacher can preemptively 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 an introduction is telling the students the lesson expectations and if/how they will be held accountable (ie. assessment). High expectations lead to higher levels of achievement and self efficacy, and informing students of accountability measures lead to higher levels of engagement. For example, if prior to reading this section you were told that you will have to create an introduction using the information listed on this page, you would have probably read it more carefully!
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 provides the students an additional opportunity to re-hear the information (from the other students). See the following types of checking for understanding:
The last part of an introduction is telling the students the lesson expectations and if/how they will be held accountable (ie. assessment). High expectations lead to higher levels of achievement and self efficacy, and informing students of accountability measures lead to higher levels of engagement. For example, if prior to reading this section you were told that you will have to create an introduction using the information listed on this page, you would have probably read it more carefully!
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 provides the students an additional opportunity to re-hear the information (from the other students). See the following types of checking for understanding:
- 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."
Demonstrations, Cues, and Congruent Feedback
Demonstrations in physical education are both motivational and instructional. Seeing a specific skill or combination of skills in action can stimulate student interest and breaking down the skill instructs the students on the key elements that will enable them to be successful. Below are some tips for demonstrations and cues:
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Congruent feedback is another effective teaching strategy. Feedback should match the cues that were given, be specific to each student, and be timely. 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, such as "good job following through." Feedback can also be given using the sandwich approach: tell them one thing they did well, one thing to improve, and end with another positive comment.
Lesson Closure
The lesson's closure is an excellent opportunity to review the students' accomplishments and assess what they have learned. It should tie back to the introduction and reinforce the relevance of the content. Keep in mind that students do not have to be inactive during the closure (ie. providing closing information during cool-downs or having students demonstrate the skills learned that day). Also see these 22 Powerful Closure Activities from Edutopia.
developmentally appropriate Equipment, boundaries, and rules
Students come in all ages/sizes and with different backgrounds/experiences. Modify your tasks to meet their capabilities and use small sided games to maximize practice opportunities for all. Below are entertaining Youtube videos that highlight the importance of having developmentally appropriate equipment, boundaries, and rules for students; and a table with examples of the different ways to modify tasks.
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examples of non-traditional scoring
Below are examples of how to change a scoring system to promote specific behaviors and skills. The winning team may not be the one that scored the most traditional points!
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Strategies for Learning Student Names
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Scavenger Hunt
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All of the activities below come from the Ice Breakers & Openers CD-ROM of The Inspire! Youth Series from Learning Support which graciously allowed this site to use some of their content free of charge. Download Instructions for All Icebreakers Here.
Additional Effective teaching practices (A - O)
- Autonomy: Give students opportunities to work on what they individually need to work on and at their own pace. Also provide leadership opportunities.
- Back to the Wall: Position yourself throughout the lesson so that you are able to observe all students at all times.
- 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 a lifetime.
- Challenges: Giving students short term goals for the lesson can increase motivation. For example: "How many passes can you complete in a row?” or "Can you stay on beat with the music for the entire song?"
- Choices: When you can, give students choices in activities and assessments. There is more than one way to learn and assess a learning objective.
- Distractions: Face students away from distractions when giving instructions (such as other classes, extra equipment not being used, the sun, etc.).
- Diversity: Include diversity (gender, race, ableness, body types, etc.) in your printed materials, examples, demonstrations, and other teaching practices.
- Enthusiasm: Be excited in your lessons and "sell" the content to the students. If you're not interested in the content, your students will not be either.
- Environment: Create a print rich environment (example bulletin boards from social media and PECentral) and find ways to highlight student work and achievements. For example, have a place on the wall where students can sign their name after each achievement is attained (can be a personal goal or class goal). The more achievements, the more times the students can sign their names. This inclusive strategy allows all students to be recognized without singling out high and low performers.
- Get to Know Your Student Population: Students are different from school to school and class to class. Some contextual factors to consider include: Ethnicity (language, cultural practices, etc.), Special Populations (English Language Learners, students with disabilities, transient students, etc.), Socioeconomic Status, Gang Populations and Violence, School Culture and Policies, School Funding (class sizes, facilities and resources, teacher salaries, etc.), School Status (NCLB, academic probation, etc.), and Community Values. Click here for a descriptive table of how some of these contextual factors can influence your program.
- Get to Know Your Students: Not only should you get to know your students on a personal level, but you should also allow them get to know you. Building these strong relationships will increase student engagement, motivation, and enjoyment. See this article on encouraging meaningful interactions among teens.
- Growth Mindset: Foster the belief that abilities are not fixed and that failures are opportunities for growth.
- Humor: A good sense of humor can make any learning environment better; however, avoid sarcasm and anything that makes fun of anyone except yourself.
- Instant Activities: Have an activity students can engage in as soon as they enter class. Activities should: require little setup and explanation; be very easy to learn; take <5 minutes; get students moving quickly; warm up the entire body; and be designed for maximum success. Find activities here.
- Intrinsic Motivation: While extrinsic motivation may motivate students in the short term (ie. grades), it has diminishing returns and a shorter lasting effect. Focus on ways to improve intrinsic motivation in your students: Create curriculum that is meaningful and relevant to students; Provide choices when applicable; Use lesson introductions to sell students on your lessons and explain “why” the learning objectives are important; Create a “growth mindset” atmosphere and utilize personal goal setting; Make your lessons creative, fun, and interesting. Find additional information here, here, and here.
- 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 short and concise segments.
- Language: Use age appropriate language and use positive wording. See this article for more information.
- Maslow's Hierarchy of Needs: Before learning can effectively take place, students' physical, social, and psychological needs must be met.
- Maximize Practice Opportunities and Physical Activity: How much you practice affects how much you learn! Elimination games, large teams, and waiting in lines reduce the time that children are active and able to practice skills. Use stations if you have limited equipment/space.
- Music: Using music during lessons can increase motivation, enjoyment, performance, cognitive learning, and more.
- Non-Participants: Students who cannot participate (ie. injured or waiting) should stay engaged in the lesson by performing other roles such as: official, coach, teacher's assistant, teacher observer, peer assessor, scorekeeper, statistician, interviewer, fitness leader, equipment manager, announcer, or staying active in another task. Here is a downloadable document with some examples and descriptions. Laminate and place in lanyards for easy use.
ADDITIONAL EFFECTIVE TEACHING PRACTICES (p - z)
- Pop(ular) Culture: Pop culture references can be used to help relate content to what students already identify with. This can easily be incorporated into themed lessons or used to explain an important concept. Find inspiration from cartoons, television, movies, music, video games, books, current events, etc.
- Positive Reinforcement: Motivate your students by praising their positive behaviors. Reward their social behaviors, effort, successful approximations, and their performances (not just the outcomes) and avoid attributing student success to luck or easiness of task (locus of causality). Types of reinforcers include: Social (verbal praise, a pat on the back, smile, etc.), Material (certificates, ribbons, stickers, etc.), and Activity (playing an activity that the students enjoy). See examples of healthy rewards here and here.
- Process versus Product: Teach your students to focus on the process (cues) rather than the product (performance outcome). Having this mastery orientation is considered to be more desirable and effective. You can assess students' goal orientation online or by using this Task and Ego Orientation Questionnaire.
- Self-Talk: Student performance can improve by using self-talk (saying the cues aloud or in their head while they perform the skill) and positive affirmations.
- Spaced Practice: Revisit skills and concepts throughout the year.
- Special Populations: Ensure that you are meeting the needs of ALL students by using information from IEPs/504 Education Plans, collaborating with paraprofessionals, and incorporating specific strategies for the population (ie. Effective Teaching Strategies for English Language Learners and Adapted Physical Education).
- Student Input: Let your students have a voice in the curriculum and ask them what they need from you.
- Student Reflection: "We don't learn from experience, we learn from reflecting on experience" (John Dewey). See this article from PYP PE with Andy, this article from Edutopia, and our page Strategies for Asking Questions.
- Task Progression: Task completion can either be based on time or success (ie. move on to the next task after 5 successful attempts). See this example progression and these self-guided progressions.
- Teacher Reflection: Teachers of all experience levels should strive to improve their curriculum and teaching practices. Immediately reflecting after each lesson on what went well, what didn’t go well, and how you can make the lesson better helps us achieve this. See these evaluation tools for help.
- Themes: Add a theme/story to your lesson/unit to make it more interesting for your students (especially with elementary students). The theme can involve the environment, students, cues, stop/start signal, etc. See if you can match their imagination.
- Tone: How you say something matters just as much as what you are saying. Your tone should reflect the behavior you want your students to demonstrate. For example, slowing down your speech to elementary students can help draw their attention and focus while speeding it up implies that your students should be moving quickly.
- Variations: While students may be the same age chronologically, their physiological development can vary by +/- 2 or more years (affecting all learning domains). You can make psychomotor tasks developmentally appropriate for each student by offering an easier and a harder variation, either by providing choice to all students (teaching by invitation) or by giving suggestions to individual students (intratask variation). You can vary the task by changing (examples of each):
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- The number of movements (combining multiple skills)
- The movement concepts - The number of students per activity - The equipment (size, amount, type, etc.) |
- The playing area
- The use of defenders - The scoring system - Changing from static to dynamic movements |
- Visual Representations: Provide images, create foot placement markers, draw on equipment, draw on the court, use portable white boards, etc.
- Warming Up: Use creative warm-up activities that utilize movements needed for upcoming tasks (authentic). If stretching is incorporated, it should be dynamic and also utilize movements needed for upcoming tasks. While dynamic stretching does not primarily work on long term flexibility, it does prepare the body for physical activity by moving the joints through their full range of motion. Only work on flexibility when muscles are properly warmed-up. At best, static stretching cold muscles is a waste of time and at worst can lead to injuries and lowered performance. See this statement by the National Strength and Conditioning Association.
- "When I say go": Before giving task instructions, say this short phrase followed by the criteria for the task (you can also have students give a response back). This prevents students from prematurely beginning the task before hearing ALL of the directions. "In a minute, you will..." is an alternative phrasing for older populations.
- Word Choice: Make sure the words you are using with your students are age/developmentally appropriate. Check with classroom teachers to get an idea of the type of vocabulary appropriate for your students.