Teaching the psychomotor phase of physical education
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Teaching the psychomotor phase of physical education

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    Teaching the psychomotor phase of physical education Teaching the psychomotor phase of physical education Presentation Transcript

    • APPROACHES IN THE PRIMARY GRADE LEVEL 1. The Story Approach in Beginning Stunts 2. The Problem or Question Approach 3. The Games Approach
    • The Whole-Part-Whole Method in Teaching Stunts 1. Describe the stunt clearly for the children to visualized the picture in its society. 2. Demonstrate the stunt as a complete activity.
    • 3. Describe and demonstrate the series of related individual positions that make up the whole activity. 4. Describe and demonstrate the whole stunt again showing the correct form as possible. 5. Have the children establish standards of performance based on the demonstration. 6. Have them try and practice the stunt by themselves.
    • 1. Tennis shoes or rubber shoes are advisable to be worn. 2. A sufficiently large area is recommended so that the children can be away from walls or furniture.
    • 3. Mats should be used wherever possible. A grassy lawn can be a good substitute. 4. The play area should be safe from hazards.
    • 1. Divide the class into squads or small groups, the members of each group about the same age, size, weight, or ability. 2. Select squad leaders who should be instructed to assist through the trials.
    • 3. Learn to recognize signs of fear or hesitation. A pupil gains self-confidence by giving a helping hand at first and gradually leaving him alone as he improves. 4. Guard against overstraining pupils. Be alert for signs of fatigue or illness.
    • 5. Introduce the spirit of rivalry and stimulate interest in competition by having each child keep a record of his accomplishment.
    • 1. Study and practice the exercise yourself before teaching it to the class. Be prepared to demonstrate it accurately when necessary. 2. Put the class into formation before starting the exercise.
    • 3. In teaching an exercise, have the class respond to commands, then by counts. This is the time to correct wrong execution of the command and is a test on the ability to respond properly. Then the exercise can be done rhythmically in 16 or 32 counts.
    • 4. Observe the class at different angles. Insist on good posture and good performance.
    • 1. Have in mind the developmental needs of the children. 2. Observe progression of exercises. 3. Start with easy movements and gradually have more complicated ones. 4. Variety of movements or combinations may add interest and will also involve more muscles. 5. Observe symmetry and unity in creating exercises for different groups.