Characteristics of a good physical education class (listed somewhat in order of importance)

1. Keep them moving: The goal is to have the students moving as much as possible during the time you have them. A good goal is to have them active 50% or more of the total time. Beyond the fitness benefits, keeping them active helps control behavior problems. In order to make the best use of class time for activity, instruction should be limited to only a few minutes at a time. Ensure activities are designed for maximum participation by everyone. Try to come up with more small-sided games or activities in order to avoid the traditional sports because these tend to exclude people from the action. Furthermore, many of the popular sports are not inherently active (e.g. baseball, bowling, golf, volleyball). Activity intensities can and should vary. The transitions between activities and instructional time is used for recovery. Long lines of students waiting to perform a skill are not acceptable. This is particularly a problem in relay activities. Avoid the out and back type of relay drills.
2. Back against the wall: This helps you see everything all the time, which is your responsibility as a teacher. This technique also avoids having kids behind you that are not able to hear your instruction. The same principle applies in outdoor settings. As you move about try to stay on the perimeter of the instructional space as much as possible, only moving through the middle of the group occasionally and quickly. When giving individual feedback to a student, also keep your back to the wall and continue to observe what is happening in the class from your peripheral view. While it is impossible to see everything, it is your duty to stop off-task Johnny from trying to show off with a handstand in the corner.
3. Better safe than sorry: Ensure safety by instructing students to execute skills using proper technique; matching opponents with like size, strength, and skill; and providing a hazard-free environment for participation.

Outline

Performing skills vs teaching skills

Teaching Styles: continuum from instructor-controlled style (e.g. lectures, teacher controlled) to student directed activities (Pangrazi, 2007). Some that I use: Read more »

The following are common teaching problems displayed by physical education teachers, especially by beginning teachers or students in teacher education (listed somewhat in order of importance and frequency):  Read more »

The following is a list of recommendations for how to design effective lesson plans in physical education classes:

• In each written lesson, include information such as name of school, date, class name, grade level, instructor name, special equipment needed, and the topic.

• Keep in mind that lesson plans and unit plans may be helpful in legal matters, so sufficient detail is needed regarding progressions in skill development, instructions, and class management.

• Write clear, observable, and measurable objectives (a.k.a goals, outcomes).

A unit plan is a cohesive multi-week focus for a class that includes lesson plans for each day. A unit plan should contain the following elements:

Introductory information: Teacher's name, unit name, and grade level of students.

Unit objectives: What the students are expected to demonstrate competency in by the end of the unit. Generally there should be a list of 5-10 objectives that cover the basic skills and knowledge. In addition, objectives should address other learning domains such as sportsmanship, teamwork, and social development. Objectives should be specific, observable, and measurable. Example: each student will successfully dribble the length of the court using each hand. Read more »

Class Management /6
- Equipment and materials are organized for maximum efficiency and safety.
- Teacher maintains order and students are on task throughout the lesson.
- Good pedagogical techniques are employed.
- Appropriate tempo and flow is maintained for the activities.
- Time is managed properly.
- Transitions between activities are smooth.
- All students are supervised throughout the teaching session.

Lesson Plan /5
- Content is well organized and readable.
- Adequate detail is provided.
- 2-4 instructional teaching cues are presented that are concise yet descriptive.
- The sequence of activity follows a clear progression from introductory activities to conclusion.

Activities /5 Read more »

--Unit Name--
--School Name--

--Grade Level--

--Author--

--Date--

Objectives

Each student will. . .
1.    
2.    
3.    
4.    
5.    
6.    
7.    
8.    

Grading

%    --Component Name & Description--
%    --Component Name & Description--
%    --Component Name & Description--
%    --Component Name & Description--

----

Schedule

Week1

Sunday
Monday
Tuesday Read more »

See the Complete Guide Here

• Collins, D. R., and Hodges, P. B. (2001). A Comprehensive Guide to Sports Skills Tests and Measurement (2nd ed.). Lanham, MD: Scarecrow Press.
• Fronske, H. (2005). Teaching Cues for Sport Skills for Secondary School Students (3rd edition). San Francisco, CA: Pearson/Benjamin Cummings.
• Fronske, H. & Wilson, R. (2002).
  

Roles (Circle point value that best describes skill competency) Read more »

The above video was presented during Spring 2010 for a NASPE video contest. Click here for more information about the contest or listen to audio file presentation of this video.

The following contributed to developing the video: Read more »

The content provided in this section is specific to teaching team sports. It uses the pedagogy content as a basis for the topic. The content here is specific for learning in a course like "Teaching Team Sports." Read more »

The content provided in this section is specific to teaching games, dance, & gymnastics. It uses the pedagogy content as a basis for the topic. The content here is specific for learning in a course like "Teaching Games, Dance, & Gymnastics." Read more »

The content provided in this section is specific to teaching individual and dual sports. It uses the pedagogy content as a basis for the topic. The content here is specific for learning in a course like "Teaching Individual Sports." Read more »

The content provided in this section is specific to teaching activities and games for youth with an emphasis on elementary school physical education. It uses the pedagogy content as a basis for the topic. The content here is specific for learning in a course like "Healthy Activities & Games for Youth." Read more »