This is an academic resource focusing on the various subjects explored in the department of Physical education studies 3B Methodology The author is Mr Clinton Swanepoel,a qualified Physical education lecturer at the University of Johannesburg,under the the department of Education studies.

1. WELCOME TO SUBJECT
METHODOLOGY
PHYSICAL EDUCATION 3B

2. LESSON 1
• LESSON PLAN
• GRID SYSTEM

3. LESSON PLAN
7 Main aspects
“LESSON PLAN TEMPLATE”

4. AIM OF LESSON very important
A. CONTEXT UNIT: LESSON:
NAME: STUDENT NUMBER:
SCHOOL: GRADE: CLASS:
NUMBER OF LEARNERS: BOYS: GIRLS
DURATION OF LESSON: ( min) SPECIFIC NEEDS:
HOW WILL YOU: DIFFERENTIATE:
REMEDIATE:
EQUIPMENT NEEDED:
A.
INVITATION/INTRODUCTIO
N: (duration: min)
WARM-UP BODY AND
MIND
ACTIVITY
Learner’s role
Educator’s role
Floor plan
(ORGANISATION)
Outcomes
(domain)
1.
PHYSICAL EDUCATION LESSON PLAN

5. 2.
3.
A. MAIN BODY:( min) Learner’s role
Educator’s role
Floor plan
(ORGANISATION)
Outcomes
(domain)
1.
2.
3.

6. A. CLOSURE (duration:
min)
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1. Warm-down:
2. Reflection:
3. Homework:
A. YOUR REFLECTION OF: WHAT WAS GOOD? WHAT WAS A CHALLENGE? HOW WILL YOU
CHANGE?
1. LEARNERS
2. LESSON ASPECTS
3. YOUR PRESENTATION

7. GRID SYSTEM
1 2 3
8
C 4
7 6 5

8. *GRID SYSTEM
40 learners: throw and catch
1 5 per group/
8 per group
2 Different
activities
3
8
C
4
7 6 5

9. Field
Teacher/ Coach
Stations
3 Main reasons why we use a grid system.
Max participation
Control/support
Bigger groups.

10. • 3 Different types of grid systems.
1. New skill
-Even number of learners per block
-Enough equipment per block
-Everybody is doing the same
-Support is given where needed
-Demonstration and explain
-Learners show
-Practice
-Remediate

11. 2. TEST SKILLS
• Each block differs
• Test for 2 minutes
• Give a score
• Use a Rubric
• Move after the 2 minutes
• All participants should be in each station
before lesson has finished

12. 3. FITNESS CIRCUIT
• Each block differs
• Divide into pairs- 1 do and 1 scores or checks
• Use a rubric
• Give 100% for 1 minute then swop
• Take 30seconds in between each station to
move to next also seen as break

13. LESSON 2
• HISTORY OF PHYSICAL EDUCATION
• PHYSICAL EDUCATION IN A CHANGING WORLD
• 7 CHARACTERISTICS OF A QUALITY SCHOOL

14. History of PE
• During the Dutch regime (1803-1806) JA de Mist decided
PE should be taught in SA
• Swedish system; PH Ling (1776-1839) father of system;
Health effects; developed PE with 4 sub-disciplines; Son,
Hjamar Ling developed feminine gymnastics
• Gutsmuts (1759-1839) father of German gymnastics,
modern PE and the effect of outdoors
• Danish system; Nachtegall (1777-1847) and Niels Bukh
(with Swedish influence) marketed ‘primary gymnastics’
worldwide as well as South Africa
• Thomas Muir introduced PE based on Swedish system and
cadet movement for boys and a few fortunate girls;
Medical inspection was introduced at schools which
recommended compulsory PE
• Margeret C Black trained first women in PE at Mowbray
College. Ernst Jokl (1936) introduced first degree at
Stellenbosch other institutions to follow.

15. • Prof I Nel found in survey (1976): British syllabus adopted and no
change until 1940. Due to shortage of PE teachers, British and
European (German and Dutch) PE teachers immigrated. Separate
syllabi for senior boys (1943) and senior girls (1952) followed. A
revised edition of the former appeared for girls (1958) and for boys
(1960). For white schools; coloured, Indian and Black;
• 2003 OBE introduced with Life Orientation (multiculturalism/diversity
needs), PE disappeared. PE always had a low status; blame to be
white militarism.
• Sportification; recreation; health and wellness; holistic approach
• Current status and value of PE?

16. Physical Education in a
changing world
• Changing technology
• Equipment; facilities; gymnasiums
• Changing society (effective workers should use):
• Resources
• Interpersonal skills
• Information
• Systems
• Technology (competent workers need):
• Basic skills
• Thinking skills
• Personal qualities

17. • Changing health issues
• 77 years (av age) 63 in 2017
• Improvement in health care?
• Individual responsibilities?
• Being fit and physically active every day
• Eat a nutritious diet
• Get prevention screening
• Make healthy choices
• Improved medical care?

18. • Changing education system
• Greater emphasis on addressing world class standards
• Instruction that takes into account brain-based research related to student learning
• Interdisciplinary instruction
• community-based learning and community service
• Professional development for teachers
• Students who are healthy and fit
• Increased high school graduation rates
• To work in global economy
• Increased use of technology in schools
• Real-life learning experience: problem solving cooperitive learning

19. • Changing Physical Education Programmes
• Perception are changing (parents; learners; community members)
• Quality phys ed programmes for all learners
• Delivered by qualified and certified educators
• Curriculum and national standards
• Meeting these standards /outcomes
• Phys Ed should NOT be REPLACED by other forms of physical activity programmes
• Phys Ed should be incorporated into school day and programme
• Adequate time
• Parents and communities should get involved with the development of safe space for free physical
activity participation

20. 7 CHARACTERISTICS OF A QUALITY SCHOOL
1. Teach a curriculum grounded in academic standards for what learners
should know and do
2. Use instructional methods designed to prepare all students to achieve
higher standards and become lifelong learners
3. Experts at teaching physical education to these learners, and engage
educators in ongoing targeted professional development opportunities
4. Organising relationships for learning to create a climate of intellectual
development and a caring community of shared educational purpose
5. Democratically representative participation by all school members
6. Provide a safe and healthy school environment as part of improving
academic performance and developing caring and ethical citizens
7. Involve parents and communities in supporting student learning and
healthy development

21. LESSON3
• QUALITY PHYSICAL EDUCATION
• EFFECTIVE TEACHING
• RESPONSIBILITIES OF A TEACHER
• DEVELOPING AS A TEACHER

22. Quality physical education
• Enhances the function of the central nervous system by promoting
healthier neuron function
• Aids cognitive development in many areas (learning strategies;
decision-making; problem-solving; acquiring, retrieving and
integrating information)
• Improves aerobic fitness, muscle endurance, muscle power and
muscle strength
• Promotes a more positive attitude towards physical activity, leading
to a more active lifestyle
• Enhances self-concept and self-esteem - increased self-confidence,
assertiveness, emotional stability, independence, and self-control

23. EFFECTIVE TEACHING
• Identifying intended outcomes for learning.
• Planning learning experiences to accomplish those outcomes.
• Presenting tasks to learners.
• Organizing and managing the learning environment (facilitate).
• Monitoring the learning environment
• Developing the content
• Evaluating the effectiveness of the instructional/curricular process.

24. Questions to be asked
What do I want my learners to accomplish? What are the objectives
of my lesson.
What methodology will I choose in order to reach the objectives of
the lesson? What will be my teaching behaviour?
What is the sequence of the lesson? How do I arrange the materials?
How do I organize the class for optimal learning? In pairs? By
providing individual activities?
How do I motivate my class? How do I offer appropriate feedback?
How do I create a climate conducive to thinking, social interaction,
and good feelings about mastering?
How do I know that my learners and I have reached the objectives?
Have we reached all of them? Some?
What comes next?

25. Responsibilities of a teacher
Planning the Curriculum (group): it takes time but is essential for
success
Organizing the learning environment: taking inventory, maintaining
the field; gymnasium; classroom; equipment (making)
Planning and Implementing the lesson: designing the curriculum is
essential; but most vital is the actual planning and implementation.
Learners should become better movers, develop an understanding od
and appreciation of the importance daily physical activity. Assessment
Counseling learners: eyes and ears on the ground. Understand all
learners
Acting as Community Representative: professional educator; views
about education in general; weight training; child obesity; church etc
Continued Professional Growth: graduate studies; post-graduate
studies; workshops; focus groups meetings; professional societies

26. Developing as a teacher
• Effective teacher takes time.
• Effective teaching= art and science.
• It is a dynamic and interactive process between teacher and learner, that
requires communication and commitment.
• Concern for personal success
• In the school as colleague, educator and administrator
• Respect in class, sport field
• Concern for self
• Master basic elements of teaching
• What is in it for me?
• How can I make it easier for me?
• Basic rules and regulations
• Concern for learners

27. LESSON4
• EFFECTIVE TEACHER
• COMMUNICATION SKILLS

28. Being an effective teacher
Your personal traits:
• Interested, yet not overly friendly
• Honest with themselves and the learners
• Enthusiastic
• Human aura of warmth and sense of humor
• Courteous magic words
• Effective at speaking
• Confident
• Properly dressed
• Knowledgeable

29. EFFECTIVE TEACHER (Cont.)
Conduct in classroom
• Maximize participation
• Teach by objectives
• Arrive promptly
• Prepare
• Use resources
• Review and preview
• Check for understanding
• Stress practicality
• Think realistically
• Remain open
• Speak clearly
• Stay in control

30. EFFECTIVE TEACHER (Cont.)
Your assessment process
• Assess by objectives
• Use valid instruments
• Vary techniques
• Respond in a timely manner
• Show understanding
• Stay informed
• Treat students fairly

31. Successful teachers
• Are effective in both communicating with the learners and listening
to them. They are good planners, organisers and implementers of
meaningful learning experiences. Successful teachers consistently
demonstrate genuine concern for the welfare of their learners

32. COMMUNICATION SKILLS
• 2 TYPES

33. Verbal communication skills
• Getting attention
• Maintaining attention (voice; demo; questions; do)
• Providing clarity (demo; explanation::”guys; okay; like; uhh”)
• Demonstrations (accurate; broken down; seen more)
• Checking for understanding and retention (recall questions;
demo::previous lessons)
• Providing feedback
• Changing well-learned techniques (but incorrect; error correction of
habit; return to beginning skill; takes time)

34. Hand in next week QUESTIONS??????
• What can you do to minimize scattering of students to all points of the
school grounds when exiting the school building?
• How can you get your students’ attention and ensure that they can hear
you?
• What will you to help keep their attention?
• How can you check for understanding
• How can you check for retention/continuous control/action absorbing?
• Anything else you could do better perhaps?

35. Nonverbal communication skills
• Posture
• Habits
• Gestures
• Facial expressions
• Listening/observing

36. Improving communication skills
• Respect physical distance
• Observe learners

37. Conveying your enthusiasm
• Interesting in your subject matter
• Interesting in your learners

38. LESSON5
• Positive discipline
• Class room management
• classroom management strategies
• Conflict resolution
• Teaching social skills in PE

39. Positive discipline and
Class room management
• The way a teacher responds to student’s misbehaviour
• The level of teacher control in the ‘class room’
• A form of self-control (self-discipline)
• The way to enable learners to use their time effectively to meet
learning objectives without inhibiting others from attempting to
achieve the goals of the lesson
• Authority in moulding /shaping behaviour
• Confident
• Leaders
• Role models; enthusiasm
• Active participation
• Disruptive child

40. Requirements for
positive discipline
• Be positive role model: high but reasonable expectations; positive
atmosphere; interest in subject matter
• Plan efficiently
• Encourage Learners’ self-control
• Be reasonable
• Follow through
• Be consistent
• Use praise
• Be assertive
• Demonstrate trust

41. Effective classroom management strategies
• Create class protocols (predetermined ways of handling situations)
• Learners follow a set procedure to go to rest rooms
• Set procedure for taking attendance
• For getting drinks (water)
• Changing before and after
• Handling injuries
• Starting and stopping activity
• Choosing partners/small groups etc
• Develop rules for good behaviour
• What is expected from them
• Communicating the rules; posted on walls
• All (learners, parents, staff) to understand; clear and concise

42. Cont:
• Establishing a stimulating environment
• Communicating effectively
• Assess yourself
• GUIDELINES;
• Involve learners in the process to foster ownership
• State rules in positive terms
• No more than 5-6 rules
• Develop general rules that are flexible, covering various situations
• State consequences clearly
• Be sure all learners do understand and agree to rules as well as the
consequences

43. Behaviour-shaping
discipline techniques
Believe that behaviour can be modified by changing the environment in
order to develop, increase, decrease or maintain behaviour
• External control is necessary: without learners are not likely to learn or
act appropriately
• Learners to be told exactly how to behave and what will happen if they
do not do accordingly
• Positive reinforcement must be given for those acting appropriately
• Teachers need to assist learners to control their impulses

44. Conflict resolution
Problem-solving technique
• Participants to gather information about the technique
• Work to clarify the conflict all points of view
• Identify common interests
• Brainstorm options for solutions
• May write out agreement or a contract
• Contract is ‘sealed’ with ‘high 5’ or handshake

45. Teaching social skills in PE
• Learners must have opportunities to engage in self-direction (help in
developing class rules; contracts etc)
• They must perceive tasks as meaningful and important
• Must feel valued members of the class community (to share ideas and
feelings)
• Monitor social skill during lessons

46. LESSON6
• ANATOMY AND PHYSIOLOGY

47. Anatomy and Physiology
• Describe the functions of the skeleton
• Label the human skeleton
• Name the various systems with their major functions
• Work out a lesson to introduce any part of this section
• 45 minute lesson
• Theory lesson as practical as possible
• Learning aids added
• Create a lesson plan and bring with for marks

48. SKELETAN

51. SKELETAL MUSCLE

53. Place the following bones and muscles
Radius Clavicle Ulna
Femur Patella Tibia
Fibular Cranium Scapular
Sternum Humerus Ribs
Vertebral column Metacarpals Pelvic girdle
Calcaneus Metatarsals
1. Also place the following muscles on your skeleton
Trapezius Deltoid Pectoralis major
Infraspinatus Biceps Rectus abdominus
Triceps External oblique Finger flexors
Latissimus dorsi Finger extensors Quadriceps group
Gluteus group Tibialis anterior Soleus
Hamstrings group Gastrocnemius

54. LESSON7
• DEFENITION AND TERMS

55. Definition of Terms
Motor behavior
the study of humans’ skilled movements generated at a behavioral level of
analysis
Motor control
the study of neural, physical, and behavioral aspects of movement
Motor learning
the study of acquiring skilled movement as a result of practice

56. Terminology
MATURATION
changes that take place as a result of growth – determined genetically
STRUCTURAL MATURATION
starts with height growth spurt
ends with adult stature
FUNCTIONAL MATURATION
development of secondary gender
characteristics ends with full
reproductive function

57. Terminology
GROWTH
anatomical & physiological changes during growth, determined
genetically, dependent on environment
DEVELOPMENT
includes cognitive, emotional, social and motor development,
indicates movement possibilities

58. LESSON8
• UNDERSTANDING (DIS)ABILITIES

59. UNDERSTANDING (DIS)ABILITIES

60. PHYSICAL (DIS)ABILITY
• Be aware of the persons ability and the level at which they are
able to FUNCTION
• Co-ordination, mobility, balance, agility, strength, endurance or
a combination may be affected
• Physical (dis)ability may have NO bearing on the persons
ABILITY to participate – assess the physical requirements of the
activity

61. Preferred behaviours for communication and
interaction
• If the person falls wait to see if they need assistance to get up
• Ask whether or not assistive devices are necessary for the activity
planned
• Do not assume that a person in a wheelchair requires assistance
• Design programmes that will offer opportunities for SUCCESS, NEW
EXPERIENCES, CHALLENGES
• Minimise environmental barriers that limit functioning

62. Cognitive, communication and behavioural
disturbances
• Physical (dis)abilities stemming from injury to the brain
may also be associated with impaired cognition, memory,
communication and behaviour
• May be difficulty learning new skills or behaviours
• May learn at a slower rate/ limited ability to comprehend
abstract ideas
• Communication difficulties impair the ability to use or
understand language
• DO NOT ASSUME that impaired speech means impaired
cognition

63. Guidelines for interaction
• Determine ability and concentrate on them – do not
underestimate ability and interest
• Speak with respect to the person not AT the person
• IF required offer assistance but wait for the person to
accepts it
• May be necessary to break down instructions that can be
learned sequentially
• Repeat instructions, demonstrate where necessary and
use a variety of teaching methods

64. Guidelines for interaction
• Allow plenty of time for learning and completion of a task
• If the person has a speech impairment allow for the person to speak
at their own rate – do not interrupt or complete the sentence for
them – BE PATIENT
• Be sure to review all safety rules before you begin an activity – limit
environmental hazards
• Offer frequent, concise feedback

65. Guidelines for interaction
VISUAL IMPAIRMENT
• Loss of sight does not affect a persons hearing or intellectual
capacity – DO NOT SHOUT OR SPEAK AT THEM
• Identify yourself and let the person know when you are leaving
• Use specific, concise, descriptive language when explaining things
• Orientate the person to the surroundings – placement of objects

66. General characteristics and exercise
implications
CEREBRAL PALSY
• Result of lesion/s in the upper motor neurons of the brain
regulating neuromuscular functioning
• Can occur before, during or following birth due to illness,
complication/trauma at birth or brain injury during infancy

67. Cerebral Palsy
• 4 specific types of CP
1. Spastic – most common where all the muscles
feel stiff
2. Athetoid CP –slow, non-rhythmical, random
and involuntary jerky movements.
3. Ataxia – poor body balance, so walking is
difficult
4. Mixed presence of 2 or more types

68. Head Injury
• Symptoms can be varied and diffuse
• May result in combination of physical, cognitive, sensory and
behavioural impairments
• Brain damage can result from primary trauma or as a secondary
response to an injury/fever – swelling of the brain causing tissue
damage

69. Characteristics of Head Injury
• Physical: motor weakness, in- coordination, impaired balance,
spasticity
• Cognitive: short term memory, perceptual function, decision making,
impaired ability to deal with new settings
• Behavioural: impulsive, emotional outbursts, distorted reactions,
lack of internal motivational responses
• Other: speech defects, epilepsy

70. Spinal Cord Injury (SCI)
• Caused by a lesion to the spinal cord that disrupts muscle control
innervated at and below the level of the injury causing motor
function and sensation to be affected
• Usually caused by a traumatic injury, viral infections or toxic
conditions

71. Characteristics of SCI
• Loss of muscle function and or sensation
• Dependent on location and severity of injury
• Higher level SCI results in greater functional impairment
• Associated medical conditions: incontinence, pressure
sores, sporadic limb spasticity, pain around injury site

72. Classifications of SCI
1. According to the spinal root level of the lesion
2. Type of lesion – complete (paralysis) or incomplete
(partial paralysis) where some movements and
sensations are observed below the level of the injury
3. Describes the body parts that are affected
PARAPLEGIA – functional loss is at or below the level of the
abdominals (T1)
QUADRIPLEGIA – Functional impairment of all 4 limbs and
trunk (above T1)

73. Amputations
• Removal/absence of a limb
• Acquired – removal of diseased/injured limb
• Congenital – limb absent/ deformed at birth
• Classifications:
• Below knee (BK) knee joint in tact, amputation – lower leg
• Above knee (AK) hip joint in tact, amputation in the thigh
• Above elbow (AE) shoulder joint in tact, amputation in upper arm
• Below elbow (BE) elbow joint in tact, amputation in forearm
• Disarticulation – amputation through a joint

74. Lesson9
• GOOD TEACHING PRACTICE
• SETTING OBJECTIVES FOR A PROGRAMME
• GENERAL CONSIDERATIONS FOR PROGRAMME DEVELOPMENT

75. 10 guidelines for a good teaching practice
1. ‘With-it-ness’ – be tuned in to what is going on in the
class, keep everybody in sight during teaching
2. Movement management – structure and plan
activities so that there is a smooth flow and maintain
momentum from one activity to the next
3. Class structure – learning time is important thus use
your time effectively to minimise disruptions caused
by unattended/disruptive learners. Structure
activities for maximum involvement

76. Good teaching practice
4. Enthusiasm – is contagious and helps promote
positive experiences
5. Teacher competence – be prepared, planned and well
organised (even if you don’t feel it!!)
6. Self sufficiency – Manage problems and discipline
issues immediately within the context of the teaching
environment
7. Control the physical environment – inappropriate
space and poor equipment preparation can lead to
behaviour and discipline issues – provide equal
opportunities for all learners to succeed in tasks set
which will help foster positive social interaction
among learners

77. Good teaching practice
8. Be interested – take an active interest in the learners
you are charged with teaching, treat them as
individuals to develop positive associations with
exercise which will help develop self esteem and
confidence
9. Teacher proximity – stay close to learners to control
disruptions and keep learners on task – be a source of
protection, strength and identification
10. Set rules –must be clear and each learner needs to
understand which behaviours are acceptable and
unacceptable, what will the consequences of
breaking the rules be?

78. 1. Developing fitness and long term health
2. Developing motor skill proficiency
3. Developing alertness, self control, self confidence, positive self
esteem
4. Stimulate movement
5. Provide opportunities for movement
6. Facilitate integration
7. Developing concept of rules and fair play
8. Have FUN
Setting objectives for a programme

79. • Do you know your learners abilities, medical conditions etc?
• How many learners with disabilities in your group?
• What activities need to be modified? How will you do this?
• What facilities are available? How user friendly are they?
• What equipment is required? Does it need modification? Is it safe?
• What planning and preparation is required? – timing of activities,
assistance setting up
General considerations for programme
development

80. LESSON10
Presentation
• Skills analysis
• Planning a session
• Including learners with (dis)abilities
• Reflection
• Lesson plan
• RECAP???

81. • Select the movement activity
• Plan the lesson – look at task analysis (what critical skills are needed
for success?)
• What cues will you use to indicate your expectations (physical,
verbal, non-verbal or environmental)?
• Do you need to set up a buddy system?
• How will you group learners?
Skills analysis

82. • How long will the lesson be?
• Introduction & warm-up (5mins)
• Skills session (12 mins)
• Concluding activity (10 mins)
• Cool down (3-5 mins)
• During any session the emphasis should be on MAX. PARTICIPATION,
SKILL DEVELOPMENT & FUN
Planning a session

83. • Watch your teaching position
• Encourage learners to drink
• Use a whistle
• Always set the example
• Keep sessions as active as possible
• Don’t let there be too much of a delay between activities
• Plan session around facilities & equipment
• Let learners help with setting up and putting away
• Keep instructions short & concise – don’t overload
Remember:

84. • Playing a game is a great motivator for children
• Way of introducing learners to a sport
• Allow for the practice of skills of a game with few rules and in a fun
environment
• Allow for adaptations and modifications whilst playing
Including learners with (dis)abilities

85. LESSON REFLECTION
• ADDRESSING YOUR AUDIENCE
• Eye contact
• Technology
• CONTENT
• Assignment
• groups

86. LESSON PLAN Reflection
• Correctness according to format
• Correctness of facts
• Streamline ideas

87. REFLECTIONS
Determine roles for each person and reflect on how it was
done
Context (situation analysis)
Aim of lesson
Invitation (give reasons for why?)
Main body
Administration for maximal participation
Floor plans
Conclusion
Inclusivity
Domains

88. AIM OF LESSON
A. CONTEXT UNIT: LESSON:
NAME: STUDENT NUMBER:
SCHOOL: GRADE: CLASS:
NUMBER OF LEARNERS: BOYS: GIRLS
DURATION OF LESSON: (
min)
SPECIFIC NEEDS:
HOW WILL YOU: DIFFERENTIATE:
REMEDIATE:
EQUIPMENT NEEDED:
A.
INVITATION/INTRODUCTIO
N: (duration: min)
WARM-UP BODY AND
MIND
ACTIVITY
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1.
PHYSICAL EDUCATION LESSON PLAN

91. 2.
3.
A. MAIN BODY: (duration:
min)
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1.
2.
3.

92. A. CLOSURE (duration: min) Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1. Warm-down:
1. Reflection:
1. Homework:
A. YOUR REFLECTION OF: WHAT WAS GOOD? WHAT WAS A CHALLENGE? HOW WILL YOU
CHANGE?
1. LEARNERS
1. LESSON ASPECTS
1. YOUR PRESENTATION
STUDENT: DATE:
LECTURER/
GUARDIAN: DATE: