r

'. . If you· ~re going to present a lesson in physical educatt~n and/or health, 'LESSON 4
what would that be? What activity should be taken into account and what kind ot l ,. '
mstructlone! material· (traditional or technoloqical-based) _will y9u'· choose? Prove
. Instructional Models'for Physical Educaticfn··'. · · ·
your point: • • . ' ·1 r'"'j •I-. '~. • ~ ',\)

Lesson:
, · · and Health · ' ' , ·
· Object,ves
At the end of the lesson, you will ~e ableto:
define the meaning of model and instructional modet; .
r
discuss the importance of the instructional model in the teachih9-1e·arning
process; · \ . ,
describe the characteristics of the instructional model;
construct a framework of different instructional models by stating their strengths
andweaknesses;and · ·
.identity the. significance of each model to learning .
.I

Introduction
· · Planning a lesson or instruction is a vital part of teaching. In planning instruction,
teachers must consider several instructional decisions. They 'must know the content
. and process to be addressed, the'lndividual attributes 'of the pupils, the nature of the' l
. I
. subject, __as well as the eff~ctive strategies to be used in teaching the' subject. Such ·
decisions are critical and must be made consciously 'and purposefully. . "'.
· ·TO become- effective, teachers- need to constantly reflect .Qn their work.
According to Glickman (1991), effective teachers do not use common practices for
every .lesson. Th~y need to provide a variety of learning experiences to pupils to.
avoid boredom orpredictabie lessons. Hence, proper instructional planhing is vital
:for. all .teachers to do. ... .
'
In this lesson, the definition of model and instructional model, the importance
. of instructional· model in ·the teaching and lear11ing process, the. characteristics
of instructional models, and' the importance of each instructional model will be
discussed. Furthermore, the advantages arid disadvantages of each model will be
presented.
' '
THINK: Defining instructional model
In writing a lesson plan, there are various instructional models that teachers can
use. An instructional model is a set ot guidelines or strategies wherein approaches
in teaching are being anchored. In selecting instructional models, teachers find
, strategies that will enable the pupils to acquire .a complete understandinq of new
concepts, engage arid motivate them to learn, and guide them in the development
of their skills. Moreover, models can be used to explain furth,er phenomena that may
serve as bases for making predictions for future behavior. ·
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68 A COURSE MODULE FOR TEACHING PHYSICAL EQUCATIO~ AND HEALTH IN TH'E ELEM~NTARYGRADES ... ~M~r.· \ l UNIT II INSTRUC!IPNALPLANN,l""'G FOR, f:'HY§l~~~ EDL!G~V~~AND HEAL~H 69
 . . . . ~
Fo/the h1structional model to be effective, itmust be based on . learning theories ,
-
1

that describe.'how people learn. new ideas.l· and concepts. Such models provide • an
. deve.loping tnstructlons for schools and t~aini~g. The :ADDIE model is composed ·
of five- phas~s. The. word ADDIE is an _acronym that stan?s tor Anci~ysis, Design, .·
. '

environment for pupils to have an interactive learning engagement. Development, lmplem,,entation, and Evaluation which represents -dynarmc and
I ' • • I • • \ , •
flexible guidelines for creatlnq effective training and performance support tools. '
· An instructional design model. provides guidelines to. organize appropriate ·, • I ' • j t ,'

pedaqoqical -scenarios to achieve instructional goc1ls (Khalil and Elkhider, 2016). '. · The five phases are intended for the instructional planners to follpw every J
Instructional ~esign can -be defined as the practice- of creating' instructional · step in exact order. However, ,. this instructional model
. . follows at circular . pattern, then.
experiences·to help tacilltate learning 'most effectively: Drlscolland Carliner (2005) repeats itself until the pupils 'or the trainees master the skills. Hence; the sequence'
reiterated that design is more than the process and resultinq product; it also - of the .steps does not ~equire following· a strictly linear proqression.: · · ·
represents .a framework of thinkinQ. . • to fully, understand and benefit from the ADDIE. Model, 'it is essential for the
.. ~ l teachers to look into the five phases of the mod~L . ·
. characterlstlcsof tnstructlonal Desiqn Models . \ r

1. Analyze
Instructional design models· are unique from each other._ However, Branch and .
. Merill (2002) stated several characteristics that should be present _in all instructiohai . This is the first phase of the. model. Here, the· teachers or instructio.nal
'·design'models. These characteristics are the following: · . J designer. must assess, identify, and establis~. a clear understandinq ot the
I ' • ' / I I . • .
,. pupils' current knowledge and the gaps that should be targeted .. Furthermore,.
· {. Instructional design is learner-centered. The pupil and . .'~is/her
· this stage helps teachers to correct what does not Work from the pasti
"performance are the focal points, · · experiences to improve the future teaching and lear11ing process. This phase·
' 2 .. ' Instructional design. is qoal-oriented.' Defining the goa! V9fY well is ·is aciua:lly and can be considered as, the most essential phase of the mq~el.
, i'mporti;int. ' ,. 2. Design
. ·)
3. Instructional . design should assist pupils. to perform the expected ' . . In this phase, the instructional ·de~igner decides what .Jormat he/she
behavior, and it must focus on real-world. performance. . should use in planni.ng instruction. This phase is where the learn.ing objectives,
. ' I ' , i

4. The [nstructonal.desiqn emphasizes the importance of outcomes that ·-the 'content, subiect matter, strategy for delivery, assessment me.thod, as well
, are meqSUr~bl~-reliably_and validly. . . . I < : ''.', as the insnuctional materials to be used.are be!ng formulated to reach success.
' '
5. The instructional design considers data as the heart of lhe process. · · · . Instructional desiqners or teachers should follow a systematic approach
. I ' -. • • . in this phase. They must carefully, orderly, .and logically arrange. the important
6. Instructional ·design usually involves teamwork and, typically, is a team
effort.
. . ' , ' · ··· · elements of the instruction. they must be meticulous and give much attentionr
to details because if not, they may experience problems that may hlnder the
achievement of the target objectives. . . .
Types of Instructional Models . : . · '. ,.',:- . -.
. . \ .
.3. Development
Using an instructional model saves time'a·n~ encourages the use of a structured I

approach. It assists teachers in deciding what is required in the learning process, -·· The development phase is where all. the preparation; br~ihstorming,.
,determining content, and identifying potential content .gaps based on . learning '•and planning occur. At this stage, the rnethodoloqy for the learning process .
theories. , ' . .,. / is being developed and tested. Here, the instructional designers take all
'• !he ideas gathered from the' previous phases and use them to create a set
In' a nutshell, instructional models offer guidance tor organizing appropriate
pedaqoqies in order to meet 1nstructional objectives. A teacher must make choices
.of learning experiences that ~ill teach the- pupils what ·they need and are
. important to know. In gen·eral, the development phase. focuses on ger~r~ting
about instructional approaches after agreeing on effective instructional strategies.
. · and evaluating [earninq outcomes.
. l There are various instructional design styles to choose from. The·following are the ·
commonly accepted .design models: 4. hnplementetlcn
.. ,.. ,
A~ ADDIE, Model · It is the phase where the teacher presents and teaches the .course
· When educators are talking· about instructions, one of the most- popular i, rnatertals to the pupils, which are the results of t,he first three phases. Here, the
i~stru"ctional models is the· ADDIE Model. It is commonly used by 'designers. in
teacher is not only paying attention to the pupils' reaction to the course, but he/
she is also looking at whether the method is working or not. The teacher needs
70 A COURSE MODULE FOR TEACHING PHYSICAL EDUCATION ,AND HEALTH IN THE ELEMENTARY GRADES UNIT fl INS1'RUCTIONAL1~LANNING FOR PHYSICAL EDU~ATION AND HEALTH 71
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/
to ensure that pupils are learning effectively and efficiently; hence, he/she Presentation of the context
,·needs•to continuously review, redesign, and improve the learning process.
t , ,
.., If the teacher uses strategies and cues in delivering th~ lesson, such as
5. Evaluate arranging the material in a coherent way and offering explanations afterward: ·
• 1
This is the finai phase wherein all the information gathered is put together ~. instructionwitl be'more successful and reliable.
'."'

and analyzed. The result of the analysis of the entire learning process will The teacher or· instructor can present vocabulary, 1 provide examples, ·
help the teachers determine if the set objectives are successfully achieved or provide multiple versions ot the same materlal such as ·in a lecture or video,
what interventions should be done to make a succ_essful teaching and learning and use a variety of media to accommodate different learning styles. The
process. Teachers can use formative and summative ·evaluation. These two pupil would be able to consume the material more quickly if it.is delivered in
types of evaluation are· used to improve instructions that will be provided to · chunks. · ·
thepupits. · ' · · ·
.. ·
5. Provide learning guidance
B. Gagn6's Nine Events of Instruction
Pupils are not·experts and may need assistance in a variety of areas.
In 1965, educational psychologist Robert Gagne published ''The Requirements . Learning conflicts could O(;cur. if pupils perceive that they are' not receiving ·
of Learning," which proposed .. that . in order to comorehend information and adequate assistance. As a result, the teacher should guide. the pupils on
development, .some mental conditions must be present. Gag.ne devised the,Events different strategies for learning material and using available resources.
of instruction. a nine-step process focused on the internal (pupils' prior knowledge) 'Learning. guidance may include the provision of instructional. support such.
and external (outside stimuli) influenc~s that influence learning. as giving hint or clues which can be taken away after they have learned the
. . I

Educators, teachers, and instructional planners may use Gagne's Nine' Events context; provision of varied · 1e~rning. strategies such :as concept· mapping, . ·
of Instruction model to create a framework arid structure for the lec1.rnihg process and role-playing, and visualizing; -use of examples and non-examples to guide .
training· sessions. It is a step-by-step procedure that guides them through the process pupils on what to do and not to do; and provision of. case· studies for real-
· of developing strategies and activities for a successful learning experience.' Pupils . world application, analogies for knowledge instrµction, a metaphor for support ·
would be more. motivated and have a better chance of remembering knowleoge and l,e~rni11g, and visual images to make a visual association. · . · · · ·
skills once each move has been completed. the following are thenlne events: 6. · Elicit performance
Gain the attention of the pupils Puplts should be engaged in various activltles that wi'II help them · ·
By providing a stimulus to gain their attention, this event ensures that r,emember, apply, and assess intormationto elicit results-These exercises wili
,\ all pupils are eager to learn and-able to engage in different,actiyities.·To keep assist pupils in internalizing new skills and information', as well as establishing :
.. pupils' attention, provide them with novelty, uncertainty, and surprise, 'SS well . a proper irlterpretation of new concepts. Here' are some ways to 'make pupils
as thought-provoking questions. These . elements can. aid in capturing and active in·the learning process: ask deep-learninq questions: refer to what pupils
engaging the minds of pupils to gain their_ attention. . ' · collaborate with peers or what they have already known; recall strategfes by
askin~ them to recite, revisit, or reiterate information they.have learned; and
2. Inform the pupils of the objectives ,-.·
facilitate pupils' elaboration by askinq them to explain details and helping them:
In this· event; the designer should advise and explain, the 'planned integrate knowledge. ' ·, / - ,
outcomes to the pupils so that they are aware of what they will be learninq
· 7. Provide feedbacks
during the learning· process. The designer provides the targets prior to the1
start of the instructions so that the pupils are aware of the parameters for Feedbacks allow pupils to assess and facilitate learning. Feedback may
evaluati~g success. be c.onfirmatory-it tellsthe pupils that they were able to complete the task
at hand. Corrective, remedial, and analytical feedbacks, on the other hand,
1 .3. Stimulate·recall of. p~ior learning .
are feedbacks that inform pupils about the accuracy of their results. Remedial
I
This -event enables the pupils .to make use of· new .information by feedback only points pupils in the right, direction for, finding, the correct answer
connecting it to previous knowledge and personal experience. ·, Before rather than providing it: Informative feedback, on the' other ·hand, provides
presenting the new knowledge, the pupils are asked questions about their . ' .lntorrnatlon that is new or' different and suggests or adds something to the ·
interpretation of previous knowledge. I.
} .
72 A COURSEMODUl~ rn.R T~ACHING PHYSICAL EDUCATION.AND HEALTH IN THE ELEMENTARY GRADES
u~n:
' .
II INSTRUCTIONAL PLANNING FOR PHYSICAL EDUCATION AND HEALTH 73
I
. I ~ .
 ' ' ,

( .
.
knowledge of the. pupils. Analytical· feedback gives the pupils suggestions, enco~ntered on apersonal basis. The pupils are· allowed to ask questions
'recommendations, and information that will enable them to correct their and discuss
•
the. experiences withother pupils.
I I
Communication
• .
is vital in this'
.
performances. 1 stage because it· can help pupils identify any misinformation or discrepancies
between their underst~ndi~g and the experience itself. · ·
8. ·· Assess performance
. . .
c. Abstract Conceptuauz,tion
, .
, If the cle~ir~dlea_rn~~g outcomes are met, the s4ccess of the _instructional . . . . I

event may be assessed. Performance should be measured against defined The third stage in this learning cycle is abstract conceptualization. The'
goals. Teachers, assess. if the· pupils mastered the subject matter through· the results of the reflective observation stage could be used by the 'pupils in
use-ot various
. .
assessmennools.
I
The results of 'the assessment will serve as
I •
formulating new ideas or modifying present abstract ideas. With this, they tan:
basis for determining the strengths as well as,th'e areas that need improvement· conclude the events that occurred which involves interpreting the 'experience
based oh the performance of the pupils. · · · - .. arid ma~ing a comparison of the present understandihq of the concepts.
J .
9. · Enhance retention d.· · Active .Experimentatio~ ·
\'
. , ' .). '
Enhancement of retention and transfer to application help pupils develop Activ~ experimentanon. is the last stage of the lear~ing cycle. ·It is also .
expertise and internalize new knowledge:" .. . .) , , •. . known as the testing stage, This stage is where th'~ pupils apply the new ideas
to the surroundinqsto see if the ideas are effective 6r if there i"s a ne~d for any.'
Gagne's Events of Instruction· will .aid in the development of a system
for planning and executing instructional rnaferlat. Before introducing the nine
modlflcatlon. The identified mo~ification ~a~
be u'sed to the next appearance
, of the .experience. Furthermore, it assesses if the ideas may be·relevant-to th~
activities, it is' recommended that the learning goals be prepared first, though
'·· pupils' lives. ·
the 11ine events can be modifi,ed to ~uit-the content and 'the level of experience >

, of the pupils. · ' . 1 . • , • _ . . . • • • ' In using this learning cycle, teachers -can enter the process at any stage.
• • \ • f
However, it is deemed necessary that all stages are completed to ensure that
· C. Kolb's Experlentlal Learning Theory and L~rning ~tyles
. ! ·-1 ''' learning will'be effective or take place. Remember thateach stage is dependent on
~olb's Four.Stages of Learfilng . _.. the other, and all must be.completedto help pupils develop new knowledge.
The, Leaming Cycle of Kolb was anchored .on Jean Piaget's idea that ·Kolb's Learning.Styles ' ·
pupils may create knowledge through their interaction with the environment.
Pupils can learn by observing the things ttia.t .are. happening around them. It i~ acknowledged that every pupil is unique. Each pupil has attributes that
are different from other pupils. Similar to learning, each pupil has a different learning
They imitate the adults in their surroundings like the. way they behave and
.: speak. Furthermore, they can imitate people or things that they see ~n different style. Different pupiJsnaturally select particular styles to learn effectively. The choice
of learning style is influenced by various elements 'such as social environment
platforms such as in a movie, television programs, online media, or books that. c: '
educational experiences, and the basic' cognitive structure. : . ·· - ,,
could lead to learning. 1 ; 1
• 1.. According to Kolb in · his learning theory, fou'r, distinct learning styles were
. The~e arei.four stages.of the,learning cycle involved in Kalb's Learning, Cycle ..
identified. These learning styles will be discussed below:
· These stages are important because all are related to the pupils' experiences. The. . ~ ' I
/ .
stages will-be discussed below: _" a. . Diverging (C~ncrete Experience/Reflective Exp~rl~nce)
,, \ .
a. Concrete Experience· · · This learning style focuses on the original and creative approach. Pu~ils
tend to assess. situations or ideas base on various perspectives rather than
The concrete experience is the first stage of the'learhing cycle. Here, the
conc~eteexp~riences'by the actio~ taken. They give importance to feeling and
, pupils encounter a new experience'and use the prior experience to an existing I
take interest in others. Those pupils who have this learning style tend to enjoy
experience. The, pupils are exposed to a new task or a new· project that they
brainstorming activltles and work· collaboratively,with others. · f
have not seen before.
I ,: , Y, I • , . Teachers must remember to consider .the following points ih, .proyiding
, b. Re~!ectiveObservation instruction for pupils who are under this l~arning style. These pupil's need
The next stage is the reflective observation. stage. This stage ·will more hands-on . activities and opportunitles to explore different things in their
give opportunities to -the p~pils to reflect on the experiences that they have environment. More6ver, they prefer the ctaesic teacher-class lecture that
. highlights how to ~se things as well as identifies their strengths and weaknesses.
. {

74 A COURSE MODULE FOR TEACHING PHYSICAL EDUCATION AND HEALTH IN THE ELEMENTARY GRADES , UNIT II INSTRUCTIONAL PLANNING FOR PHYSICAL EDUCATl0"1 AND HEALTH 75
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· b. · Assimilating (Abstract Conceptu.li:tation/Reflective Obs~rvation) . D •. ·: :theory of Multiple lnteUigences

This learning style. places-emphasis on reasoning. Pupils who are under · ·· ·' Mulijple intelligence was a theory introduced.by Howard Gardner in his book
'this learning.style give importance to ideas and concepts rather than people. issued in 1983 titled ."Frame of Mind". Acc0rding to·h1m,.each possessed one or a
· They need good explanations rather than' practical . opponunlties. '. Further combinatton of strengths that he called intelligence. Traditionally,. this intelligence
more, they tend to enjoy designing. experiments and working on projects from was thought to be pre-determined and fixed. He.reiterated that intelligence could not
startto end or completion. · · r. · . ·. .-, , · be categorized into a specific area alone but rather into differentdistjnct inteJligence
area~.- · · ·
The pupils under this learning style benefit .well from the following. - •• 1. ... ' • i

instructional techniques that teachers must do when· writing instructional . · · :rhere are nine different in~elligences that Oardn~r has presented, Roesdiyanto ·
plans. These techniques are: . . I • ' -. .•
(2014) _presented some a~eas of multiple intelligences in. the perspective ot ~hysical '.
( . ., . edu~.at1,9n and health that could be helpful to guide teachers. ·
independent, prepared exercises that can be completed·by 'the. • .. 1 \ ...

pupils ·w!thout ttie presence of the teacher; · 1. 1'1terpersonal Intelligence

. class lectures
.
supported
.
by.audio or video presentations;
;
and
'
· This .kind of ·intelli.gence deals with the abllity of· the individual · to
private· explorations or demonstratians that follow a· tutorial and ..ur:iQerstand and interact . effectively· w,ith \othet$. Verbal' and nonverbal
with provided answers. · communication are imperative in this type of·inteli,gence; as well as the ability ·
\ • • ': ,( ( \ j • • ~. • I I I : • t. I •• • • ' • ~ l.'. I ,;.! to id.entity the difference of . one perS<?i;i to ~r1ott1~r.. being. sensitive to the
Converging (Abstract Conceptualization/Active Exp~r1mentJ1~ion) moods and temperaments' of other people,· and the ·ability toentertain multiple
' • • t. ·~· f

The pupils under this learning style can solve problems and will use what . perspectives.
,., • ' '{ f

they have learned in finding a solution to practical issues. They often use their . : _ . In school, pupils could use this intelliqence when they are playing
. prlor knowledge to make a declslon.and apply their ideas to new experiences. g~~es or doi.ng activities toqether, They need to communicate to find effective ,
Opposite to pupils under diver,ging learning. styles, these pupils tend to avoid · st~ategies that they can use to ~in the game.· Furthermore, they cooperate and
. people and interpersonal aspects and prefer to do technical activities' -, give support to thei:r classmates or peers Who are playing the game .
. :
Teachers who may encounter pupils with this. kind of learning style in the.
' note
. ~ '
.2:·. · ~uslcal Intelligence . ·.~,
class must take of these .few instructional techniques.
. Convergers prefer:
- '
I Pupils who have this intelligence are capable of discerning pitch, rhythm,
problem-based workbooks or worksheets; · timbre, and tones Pupils with musical 1htellige'1ce can recognize, create,
,computer-based tasks; and · reproduce, and reflect on the music that is demonstrated by musically inclined
. pro~ssionals like composers, conductors, ,"1u~i~i.an$, ~r~.x9calists.
interactive activities'.
• Various activities in school ': mccrporate: music,. parti~u.larly for. physical
r
d. 1
Accommoda~lng .(Concrete Experienceh\ctlve Experimentation)
education activities. When pupils play a game, they recite chants ~ith melody
This· learning'.style focuses.' on hands-on and relies on intuitio~ rather . a!1d rhythm, sing a song, and clap · their' hands to produce· sounds whi.ch are·
than logic. These pupils use 'the anaiysis other people and prefer trial and of il"ldic'ators of pupils' musical. cornpetence-ln the Philippines, some g'ames involve
. error in finding the solution, to certain. situations. They are interested in new music such as "Nanay, Tatay,". ~ Sasara ang' Bulaklak," and "Pamela 'one." .
• experiences and challenge,s and properly executed plans: Instinct or "gut''. is
3. · Spatial Intelligence
commonly their, basis for making decisions. · ~ .
This inteiligence involves the abili.ty of the mdividual to think ifl three
The following are the instructional techniques that teachers must take
.dimenslons. It includes creativity development because ~f his/her active
note of when planning instruction for pupils under .t~is learning preferenc~.· .
imaginations. Pupilscan use thisdntelligence when.they are. playtng games.·
These techniques are:. ·· · · ·
. . · For example, ~hey use spatial intelligence when splving a 'puzzle, drawing an
. motivatlnq and engaging activities: . object by connecting ·the dots in the J pictures and 'identifying the movement
.
exploration and instructor support .for deeper questioning such as of directlon, and using bottles filled with colored water with different levels to
'what if?" or '"why not?"; and create a musical instrument.
: tasks that promote independent discovery. , J •
•• •. l ·{

i6 . A COURSE MOD.UL!;, FOR TEACHING PHYSICAL EDUCATION AND 'HEALTH IN THE ELEMENTARY.GRADES
UNIT II INSTRUCTION~LPLANNINGFOR Pti'(~A_I, EDUCATION AND HEALTH ~1:7
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4.. Bodily-kinesth~tic Intelligence

. . . . l . .

. This intelligence is for pupils witb the capacity to control their bodies'
and objects with fl keen sense of timing .. They can manipulate 'objects .with j •

' . ' , \ •) . ' I" (

· precision because of the mind-body· connection. In school; PE and health are

suolects that try to optimize the pupils' kinesthetic intell,gence·. · The indicator
that pupils have.
this kind· of intelligence is when
.
they
'
haveI competence
•
in
doing moyement activities such as .walking, running,· jumping, bending,
crawling,.and marching.· - ·
ASSESS: How 'important Is' the model in designing .a lear.nlng instruction?
5; lntrapersonal Intelligence . . I ~. ' 1

I .

Pupils who have intrapersonal intelligence can comprehend one's

thoughts. It is describedas the ability to be consclous of one's. emotions and to .
express gratitude for oneself'anp others. Some activities or games he.Ip.pupils
to increase'thls jntelligence like ma~aging emotion; training concentranonand
• 'I • ) ... • .. ' .. . • {,.. f ,·

ernpamy, and knowing themselves. · . .· ·

. , . , ' , I •

EXPERIENCE: Identify the lristructlonal models and give_ your l>'rcept1ions

about them. · '· I •

#1 ___,___,----,----,_.____,___,_,...__,..----.---.---.---.----,---.----,----,----,----,,--
.........---.-,----.,--,-_

• -· I '. • ' • .• • • .\ ' (,,. ' ~ ~. • • • ' I . ' ..

CHALLENCE: Evaluate the models and theories by completing the column.

. '-

. , MODEL WEAKNESSES
STRENGTHS
(IF THE~E'S .ANY) , .

ADDIE

/".

2. Gagnll's Nine
Events of
lnstruenon

!.

,·
I

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A COURSE MODl)LE FOR TEACHING..PIJIYSICALEDUCATIONAND HEALTfl IN THE ELEMENTARY GRADES UNIT II INSTRIJC110NAL PLANNING FOR PHYSICAL-EDUCATION AND HEALTH ,79
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1.,