Various teaching strategies have been implemented during the planning of this lesson. Planning for physical education lessons ensures inclusion of all students, maximising academic learning time and minimising disruptions. Planning for the inclusion of students involves the use of several teaching strategies and learning experiences. Academic learning time can be maximised by minimising transition time and organising equipment. Disruptions can be minimised through keeping students engaged and behaviour management interventions. Through the use of these strategies, the teacher will have control over the direction of the lesson and meet the learning objectives.
This lesson meets the learning objectives through a variety of learning experiences, …show more content…
The command style of teaching, where the teacher instructs the rules of the game, and practice, when students begin to take control of decisions, is utilised in each activity (Callcott et al., 2015). Students receive the instruction, then discuss tactics they plan to use with teammates before the commencement of each activity. The introductory activity of ‘Space Invaders’ allows students to activate their prior knowledge of offensive and defensive strategies. Students share knowledge through an inquiry style of instruction and collaborate during game play to test new defensive tactics with teacher guidance (Callcott et al., 2015). This allows all students in the group to build on their own knowledge and understanding of defensive and offensive tactics. The teaching style of play practice; to shape, focus and enhance play to construct meaningful learning, is used in Pulyugge (Launder, 2001). During Pulyugge defensive and offensive tactics and techniques are taught simultaneously to improve skills within a game context. Teaching games for understanding are utilised, during Pukamitjal, students are required to …show more content…
The less time spent moving between areas, activities and managing equipment the more time is spent learning and practising the new skills (Kirk, Macdonald & O’Sullivan, 2006). By using the same multi-purpose court and groups for the duration of the lesson, transition time between activities is reduced. To maximise academic learning time, equipment is checked prior to the lesson and managed during the transition time (Gettinger & Seibert, 2002). The same ball type is used for all activities, this assists students to get used to using the equipment and time changing balls. After activity instruction has occurred, students collect the required equipment. On completion of the activity, students return equipment to the designated area. Through managing the space, transition time and equipment; academic learning time is
This lesson meets the learning objectives through a variety of learning experiences, …show more content…
The command style of teaching, where the teacher instructs the rules of the game, and practice, when students begin to take control of decisions, is utilised in each activity (Callcott et al., 2015). Students receive the instruction, then discuss tactics they plan to use with teammates before the commencement of each activity. The introductory activity of ‘Space Invaders’ allows students to activate their prior knowledge of offensive and defensive strategies. Students share knowledge through an inquiry style of instruction and collaborate during game play to test new defensive tactics with teacher guidance (Callcott et al., 2015). This allows all students in the group to build on their own knowledge and understanding of defensive and offensive tactics. The teaching style of play practice; to shape, focus and enhance play to construct meaningful learning, is used in Pulyugge (Launder, 2001). During Pulyugge defensive and offensive tactics and techniques are taught simultaneously to improve skills within a game context. Teaching games for understanding are utilised, during Pukamitjal, students are required to …show more content…
The less time spent moving between areas, activities and managing equipment the more time is spent learning and practising the new skills (Kirk, Macdonald & O’Sullivan, 2006). By using the same multi-purpose court and groups for the duration of the lesson, transition time between activities is reduced. To maximise academic learning time, equipment is checked prior to the lesson and managed during the transition time (Gettinger & Seibert, 2002). The same ball type is used for all activities, this assists students to get used to using the equipment and time changing balls. After activity instruction has occurred, students collect the required equipment. On completion of the activity, students return equipment to the designated area. Through managing the space, transition time and equipment; academic learning time is