Effective pedagogy in physical education
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Effective Pedagogy in Physical Education. KNR 242. Pre-Instructional Plans. Grouping – large and small groups Space – instructional considerations Equipment – how much to use? Time and pace – critical variable Environment – safety considerations.

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Effective Pedagogy in Physical Education

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Effective pedagogy in physical education

Effective Pedagogy in Physical Education

KNR 242


Pre instructional plans

Pre-Instructional Plans

  • Grouping – large and small groups

  • Space – instructional considerations

  • Equipment – how much to use?

  • Time and pace – critical variable

  • Environment – safety considerations


Teach the whole student cognitive development

Teach the Whole Student – Cognitive Development

  • Teach the whole student – integrate all 3 domains of learning

  • Involve the learner in instructional decisions

  • Allow choice when possible


Teach the whole student affective development

Teach the Whole Student – Affective Development

  • Teach the whole student – integrate all 3 domains

  • Enjoyment of activity starts with physical education experiences

  • Teacher-Student interactions


Optimal skill learning

Optimal Skill Learning

  • Lesson Purpose

  • Instruction in every lesson

  • Integrate past and future lessons


Optimal skill learning1

Optimal Skill Learning

  • Use of Feedback

    • KR – Knowledge of Results

    • KP – Knowledge of Performance


Optimal skill learning2

Optimal Skill Learning

  • Effective Practice Sessions – does practice make perfect?

  • Whole vs. Part Practice

  • Practice Sessions


Motor learning principles mixed vs repetitive practice

Motor Learning Principles: Mixed vs. Repetitive Practice

  • Fitts and Posner

    • Stage 1 learners need repetitive practice

    • Stage 2 learners need mixed practice

  • How can repetitive practice hinder a Stage 2 learner?


Excellent teaching is not a destination it s a journey

Excellent teaching is not a destination, it’s a journey


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