Chapter One

Physical Education Subject area

Method I
 Individual assignment
Discuss the following points briefly by supporting with
examples. You have to indicate your sources.
• What is the role of PE teachers?
• What is required for effective teaching of PE?
• How are you going to develop into an effective PE
teacher?
• Discuss developing a positive climate in your lessons
– What is the ‘climate’ of a lesson?
– What do we mean by a ‘positive climate’?
– Why is this important?
• As a teacher you are expected to motivate pupils
towards learning (your lesson), how can you do this?
Discuss the following approaches to Teaching
Physical Education
• Direct Instruction approach in PE
• Personalized System for Instruction in PE
• Cooperative Learning in PE
• Peer Teaching in PE
• Inquiry-based Teaching in PE
1.1 Concepts of physical education
• Why did you become a physical education
teacher? Compare your reasons with those
given by other students.
– Are there any common reasons?
– Are there any different reasons?
• Why do you think this is so?
1.1.1 Meaning of physical education
• What is physical education?
• Physical education is a subject taught in
school that focuses on developing physical
fitness and the ability to perform and enjoy
day-to-day physical activities with ease.
• The term “physical”, in physical education
refers to the body.
• It is often used in reference to various bodily
characteristics such as
– physical strength,
– physical development,
– physical prowess (ability),
– physical health and
– physical appearance.
• When you say “physical education”, you are
referring to the process of education that
concerns activities that develop and maintain
the human body.
• When an individual plays various games,
performing gymnastic and athletic activities
that aid in the development and maintenance
of the body, education takes place at the same
time.
• In short, the agreed upon definition of
physical education is “an education through
the physical”.
• In other words, it is explained as an education
through big muscle play-activities.
• The learning environment is thoughtfully
structured to enhance the overall
development of each student within the three
learning domains – psychomotor, cognitive
and affective.
• These learning experiences help students
understand how humans move, and how to
execute movements safely, efficiently, and
effectively.
Discuss
• the goals of physical education
• What are the objectives attained by
teaching the subject (physical
education) in schools?
1.1.2 Goals and Objectives of physical education

• The ultimate goal of physical education is to bring up

holistically developed healthy citizens who will be
active and reliable participant in the development
activities of the country.
• In light of this ultimate goal, there are four major
agreed upon objectives which can be attained as a
result of learning physical education. These are –
– Physical development objective
– Motor and movement development objective
– Cognitive development objective and
– Social development objective
Let as see these objectives one by one
A. Physical development Objective
• The primary benefit that anybody can mention to be
obtained as a result of learning physical education is
physical fitness development.
• The objective of physical development deals with the
program of activities that builds physical prowess in
students through the development of the various organic
systems of the body.
• The trained individual is able to perform work for a
longer period of time, with less expenditure of energy
and more efficiently than the untrained individual.
 B. Motor and movement development
objective
• It is said that physical education is the only
subject area in schools that is responsible for
motor development of students.
• Do you agree on this opinion?
• What does motor development objective
mean? Can you give examples?
• The motor and movement development objective
is concerned with making physical movement
useful, with as little expenditure of energy, as
possible, and with being proficient, graceful, and
esthetic in this movement.
• The development of motor skills results in an
enjoyment of participation in sports not only in
school life, but also through-out life after school.
• This helps to stay active and increase quality of life.
• For example if a student has learned how to
volley and dig the ball, and how to correctly
serve the ball will help to enjoy volleyball game
in future time.
• The motor development objective also has
important implication for the health and
recreational phases of the program.
• The skills that students acquire will determine to
great extent how their leisure time will be spent.
 C. Cognitive development objective
• This objective deals with the accumulation of
a body of knowledge and the ability to think
and interpret this knowledge.
• This is exactly where people, even some
physical educators have misconceptions
• To mention some parts of this body of
knowledge of physical education
– Rules and regulations of games
– Historical backgrounds of the fields
– Methodological aspects of each exercises
– Physiological effects practicing activities …etc
• This subject matter should be part of the
education of each person who comes in
contact with a physical education program.
D. Social and emotional development
objective
• The social development objective is concerned
with helping an individual in making personal
adjustments and group adjustments, and
adjustments as a member a society.
• Activities in the physical education program
offer one of the best opportunities for making
these adjustments provided there is proper
leadership.
• Another aspect of the social objective of
physical education is to help each student
develop an appropriate self-concept. Students
need to develop wholesome attitudes toward
themselves.
• These include
– a feeling of belonging, recognition, self-respect,
and love. When these needs are met, students
become well-adjusted socially.
 Activity
• How we can achieve the under stated
objective in teaching physical education?
– Physical development Objective
– Motor and movement development
objective
– Cognitive development objective
– Social and emotional development
objective
1.1.3. Roles of Physical education in a society

• What roles physical education

plays in a society?
 Possible roles that physical education can
play
A. Physical education contributes to family and
community health
• As physically educated person can protect
his/her own health, he/she can protect the
dependents health and the health of
individuals in the community he/she resides.
• Physical education provides a program of
activity to improve the health of individual,
his/her family and the entire community.
B. Physical education contributes to establish the
culture of appreciating beauty.
• Physical education has much to offer in the way of
beauty. The human body developed by physical
exercises and perfectly proportioned and skillful
movements are all things to be appreciated.
• We know well that how the skillful performance of
professional football players, gymnasts and excellent
performers in different sports can catch the attention
of spectators.
• This helps the society to develop the ability to
appreciate the beauty of movements.
 C. Physical education for improved human
relation
• Physical education is an outstanding means
that enables students to socialize in a group.
Play and games experiences help them to
develop social skills like cooperation,
conformity to the rules and regulations,
helping each other, respect, followership and
leadership etc.
• These and the like values are important for
improved human relation in the society.
 D. Physical education contributes to good
workmanship
• Development activities in a country require excellence
in workmanship. Work is an essential for all individuals.
Through work one contributes to the development of
the wider community of which he/she is a part.
• Example – Workers in industries need to have physical
prowess and optimal health for the increased
productivity.
• Good workmanship is tied in with intellectual, physical
social and emotional qualities that can be developed in
physical education.
 E. Physical education contributes to
successful work
• The success of any job depends to a great
extent upon the health and physical fitness of
the worker. If one is in the best of health and
is physically fit, it is expressed in many ways.
• His/her personality reflects enthusiasm and an
abundance of energy, his/her capacity for
work is great, absence from work, because of
illness, is minimized.
 1.2. Origin and Historical development of
Physical Education
• It is not your first time to be introduced with
such a topic.
• In your previous courses, there were times
that you discussed the history of physical
education and sport.
 1.2.1. Physical education in the ancient
world
• Prior to recorded history, the physical skills
required for survival in obtaining food and
shelter.
• Human beings were using primarily running,
jumping, and climbing activities to survive in a
hostile environment.
• These skills were clearly of sufficient
importance to necessitate early development
of informal educational process.
 Assignment
• Summarize the Origin and Historical
Development of Physical Education in
– China, Egypt, Greece and Rome.
– Middle age and Modern World
– Ethiopia
 1.3. Educational values of physical
education
• Physical education with its emphasis on
building physically, mentally and emotionally
fit society plays an important role in the
general education.
• Physical education, as indicated in the “goal
and objectives”, has enormous contributions
to meet the goals of physical education.
• Discuss the contribution of PE
– for academic achievement
1.3.2 Contribution of physical education for
academic achievement
• The major means through which learning in physical
education takes place is physical activities.
• Without being physically and emotionally healthy, it
is improbable for one to be successful in academic
performance as it is said “the sound mind in the
sound body”.
• Intellectual, physical and emotional developments
are closely related because all systems of the
organism function in unison.
• Physical education contributes to the
academic achievement by providing daily
movement experiences and instruction in
selected basic motor activities, by providing
knowledge and modifying behavior.
 1.3.3 Physical education and other school
disciplines
• Do you think that there is any
relationship between physical education
and other school disciplines?
• Look at the following exemplar contents taken from
grades 10 and 11 physical education curriculum. Do
these contents show this relationship?
• Caloric intake and expenditure consists of the
concepts of nutrition,
• Effects of cardio vascular endurance is related to
human physiology, biology,
• Calculating exercise heart rate to determine training
load also uses mathematical concepts
• History of Olympic Games uses concepts from the
general history ...etc.
 1.3.4 .Special considerations for students with
special needs and girls in physical Education
A. Special consideration for students with special needs
• There is one fact about education of students with
special needs. All students regardless of their
differences should be provided with quality
education including physical education.
• They should be given equal opportunity for active
participation and to develop their fullest potential.
• What shall you do if there are students with
physical, emotional and mental disabilities like
visually impaired, amputees or mentally
retarded, in your class?
• Excluding them from practical sessions and
leaving them to be bystanders /spectators/ as
they have traditionally been?
• It is obvious that they cannot accomplish
physical education objectives without special
consideration, because, students with special
needs have limitations to participate in regular
physical activities as their counterparts.
• Therefore, to help them develop to their
fullest potential and for the safest
participation, special consideration is
required.
• This special consideration is called
instructional intervention.
• It refers to individualization of instructional approach
that emphasizes modifying instruction according to
individual differences.
• Modifying instruction means making changes on the
learning environment to ensure maximum and safest
involvement in physical activities. This is related to
modifying:
– physical activities,
– facilities, equipment,
– methods of teaching
 B. Providing special help to encourage
participation
• Providing special help to encourage participation
• Next to physically and emotionally challenged
students, female students are regularly denied
equitable treatment in physical education in our
schools.
– Physical education teachers do not give them equal
attention in practical classes,
– They do not give them help when participating in the class,
– They do not encourage them for participation,
– The school environment is not suitable for participation of
female students in physical education practical classes…etc.
• For female students to benefit from physical
education classes, it is essential to ensure their
maximum participation.
• There are no uniquely female biological deficits
which prevent girls from participation.
• Female students can also develop the intended
physical fitness which contributes to maintain health,
if they properly practice the designed physical
activities.
• Experiences and research findings show that some of
the major problems that inhibit female students
learning physicals education are:
– cultural and religious barriers,
– inconvenience of the school environment for
effective participation in practical classes;
– poor attitude and wrong conception towards
female students’ participation in physical
education,
– Activities could be boring for female students and
may not consider their movement experiences …
etc
• Therefore, as a physical education teacher,
you are required to give special considerations
to maximize participation of female students.
 Unit 2: Philosophical and Psychological
foundation of teaching Physical Education
• “Philosophy is the pursuit of wisdom which
involves inquiry into facts and principles of
reality and the human nature and conduct.
• For this, it uses logical reasoning rather than
observation and experiment.
 Assignment
Rafter reading the note on the following points organize a
summary note for presentation in a group of 5
2.1. Philosophical foundation of physical education
2.1.1 Philosophical overview of physical education
2.1.2 philosophical school of thoughts of physical education
2.1.3 Professional code of ethics in physical education
2.1.4. Implication of philosophy to teaching physical education
2.2 Psychological basis and challenges in physical education
2.2.Psychological basis of physical education
2.2.1 Theories of motor learning in physical education
2.2.2 Psychological factors enhancing and affecting learning
motor skills
2.2.3 Implication of psychology in teaching physical education
2.3 Issues and challenges in physical education
Unit 3: Secondary school Physical Education

Introduction
• Physical education is one of the integral parts of the
total curriculum in secondary school.
• It is taught guided by the centrally designed and
developed curriculum and Curriculum materials.
• All the contents are indicated, the possible methods of
teaching and evaluation techniques and the teaching
learning resources are suggested in the curriculum.
• You, as an effective physical education teacher, should
be introduced with these documents?
3.1. The place of physical education in our
senior secondary school education
• Physical education is one of the subjects that
students learn at the first cycle of the secondary
education grade 9 and 10 and the second cycle of
the secondary education grades 11 and 12.
• The ultimate goal of physical education here is
primarily to contribute to the attainment of the
general objectives of education of our country
through the total development of students.
3.1.1. Foundation for teaching physical
education at secondary level
• Do students have readiness to learn
physical education when they come to
secondary school?
• What prerequisite skills, abilities and
knowledge do students have that enable
them to learn physical education at this
level?
• Discuss in a group
• The focus of secondary school physical
education in our country is mainly related to
– the acquisition of sport specific skills and game
experience focusing on the goal of promoting
lifetime participation
– to make them knowledgeable exercise performer
when they include physical activities into their life.
• Students enter secondary school physical
education class with readiness in terms of
their
– movement abilities,
– the development of basic motor skills,
– prerequisite knowledge and positive attitude
towards physical education.
• Without having these pre-requisites, it is totally
impossible to attain secondary school physical
education objectives.
• It becomes to be a challenge for physical education
teachers to help students to learn motor skills.
• Physical education programs of all levels are
interrelated.
• The program of the preceding cycle always lays
foundation to the next cycle.
• Physical education of secondary education
emphasizes the development of basic sport
specific skills.
• The focus of physical education at this level is
– helping students acquire skills of playing games
that are useful for lifetime participation,
– making them self sufficient in designing individual
exercise program and do regular exercises
independently to maintain their health and
maximizing work capacity.
• It is not always true that all students enter
secondary level with physical, motorical and
emotional readiness.
• Some students including students with special
needs may come to this level with
– poor movement experience,
– awkward (uncomfortable or not moving an easy
way) motor skills and
– low attitude towards physical education
3.1.2. The roles of school physical education
in our country
• The unique contributions of physical
education that could not be made by other
school subjects is
– developing fitness,
– maintaining health,
– teaching motor skills,
– giving movement experience,
– teaching how to lead active life style etc all are
correct answers.
• The universal agreed up on points about the
roles that physical education should play in
senior secondary school are-
– Enhancing academic achievement;
– Promote the knowledge of health, exercise, active
life in the schools;
– Contribution to family and community health;
– Strengthening relationship among the members of
the schools communities through;
– Building understanding about the importance of
fair play, spectatorship, good sportsmanship; etc.
3.1.3. The status of secondary school
physical education in our country
• Discuss in a group
• What status does physical education have in our
secondary school?
• In your discussion try to view the issue from
different perspectives such as
– the curriculum,
– the facilities and materials,
– the budget,
– the period allotment,
– the attention given, leadership, etc.
• For many years, the subject has been given in
schools as recreational activity.
• It was taught as break time activity to have
had students refreshed after the tight
classroom academic load.
• Physical education in secondary schools has
suffered for many years from the challenges
such as –
– lack of trained teachers,
– shortage of facilities and equipment,
– disinterest (lack of concern) of the school
principals, education officials and the community
as well to
– accept as academic discipline, etc.
The current status of the field
• Nowadays, physical education has become
part of the total education program in our
secondary school, however, it is still facing
various challenges.
• Still the necessary facilities, equipment and
materials for teaching physical education are
in shortage in our senior secondary schools.
 3.2 Secondary school physical education
curriculum in our country
• What does curriculum in physical education
mean? What can you mention about the physical
education curriculum in our secondary school?
• Discuss in a group raising such issues as
– what physical education curriculum meant,
– our past experience on physical education curriculum,
– the objectives and major contents of physical
education curriculum.
 3.2.1 Historical overview
• Before 1970 the subject was taught to the secondary
school students without a planned and well thought
sequence of formal and common instructional
experiences.
• Teachers of the then time particularly those who
came from other nations like from Britain, France,
Canada, India etc were teaching physical education
without being guided by any curriculum.
• Rather they were using the contents from the
curriculum of their education.
• It was at the end of 1960s E.C the formal
physical education curriculum for all grade
levels, including senior secondary, was
designed and implemented for the first time.
• It was one step forward to the development of
physical education in primary and secondary
levels.
• Following the issuance of the New Education and
Training policy, the total curriculum reformation was
made. Accordingly, the physical education curriculum
of all grade level has also changed.
• Curriculum in our context is referred to as
mainly a syllabus which is thought of as a
formal document in which a planned
instructional program is indicated.
• To mention some of them, the present
physical education has objectives that could
be attained within the given time, contents
are to be easily practiced, and materials are to
be easily provided
 3.2.2 The present secondary school physical
education curriculum of our country
• Physical education curriculum is understood in our
context as the formal physical education instructional
program (syllabus) which shows goals and objectives of
the program, learning experiences, resources, suggests
delivery strategies and assessment techniques.
• The secondary school physical education curriculum is
an integral part of the total education curriculum which
has been designed taking into accounts the students
needs and experiences, the school realities, societal
values etc.
 1. The approach and objectives of the
curriculum
• Designing of the curriculum has followed
competency based curriculum approach in
that all students at one grade level are
required to attain minimum standards of skills,
knowledge and attitude.
• One of the major characteristics of a
competency based program is its use of
behavioral objectives.
2. Integration with other disciplines
• The current physical education curriculum is well
integrated with other fields of studies.
• Concepts and principles from human physiology are
integrated to physical activities to show the responses
of the heart, skeletal muscles and other systems during
practices, the information from nutrition is also
integrated to physical education to elaborate calorie
intake and expenditure during physical activities etc.
• What specific examples can you give to show this
integration? Have a look at the contents of physical
education from the syllabuses of grade 9 – 12 to give
answers to this question.
 Activity
• Discuss in an group horizontal and
vertical relationship in the curriculum.
Support you answer with examples
• Vertical relationship- The vertical relationship shows
the relationship among grade levels. It is the
relationship between what is learned from one grade
level to another. This relationship shows us the
continuity of the objectives and learning experiences
from grade 9 to 10, from 10th to 11th, and from 11th to
12th.
• For example- Chapter titles in the curriculum are the
same through the grade levels, such as Concepts of
physical education, Ball games, Athletics, Gymnastics
etc. The contents learned in one grade level have
continuation in the next.
• Horizontal relationship- The present physical
education curriculum is characterized by its
horizontal relationship. This is demonstrated
in the relationship that exists among the
school subjects at one grade level.
3. Contents of the secondary school physical
education
• In designing physical education curriculum,
the selection of learning experiences or
curriculum contents are determined by several
factors some of which are the objectives,
learners’ interests, school realities, and
societal values etc.
3.3. Physical education in heterogeneous
class
• It is impossible to have homogenous group in
a class particularly for physical education
session.
• You cannot expect students with similar needs
in a classroom.
• The needs students have in physical education
class are varied based on their differences.
• What are the common differences exist
among the secondary school students in
our country?
• What are you expected to do in the
presence of individual differences among
students when teaching physical
activities?
• It is natural that there are individual differences
among students in a classroom that determine how
to approach each student during physical education
practical sessions.
• The common differences that influence learning of
students are
• Disabilities - Motor ability
• Physical fitness - Health condition
• Body size - Socio economic
background
• Culture and religion - Sex etc.
• Such and the like differences make a class
heterogeneous.
• The same methods of teaching; the same
equipment; the same approach; same ways of
motivation etc. to students with varied needs
do not make the class effective.
• An effective physical education teacher adapts
the lesson to the needs of each individual
student.
 3.4 Intramural and extramural school
programs
3.4.1 What are intramural and
extramural programs?
• Intramural means within the walls.
• Intramural program is the phase of the total program
that provides students of all abilities with the
opportunity to participate in organized activities
outside of the instructional program.
• Participation in the intramural program is voluntary.
• Enjoyment should be a high priority objective in
every intramural program.
• The fun that students have when particularly in an
event, activity is reason enough to establish an
intramural program.
 3.4.2 The roles of Intramural and extramural
activities in Senior Secondary School.

• What roles do you think intramural

program plays in our secondary schools?
Can you discuss with your classmates
forming a group?
• Intramural and extramural activities in
secondary schools enhance the psychomotor
development.
• Students can further develop their skills that
acquire competency in activities that they can
enjoy and use throughout their life time.
• Competency encourages participation in
activities after the school years have ended.
• The intramural setting provides a social setting for
students to participate with their peers in physical
activities. friendships are encouraged as students
find a common meeting ground in their enjoyment of
activity;
• Students learn to cooperate and compete with each
other in a wholesome manner, without the undue
pressure of winning and losing;
• Opportunities for leadership and fellowship
encourage personal growth in these areas;
• Students also have an opportunity to serve as
a coach of a team, which offers then a chance
to apply strategies learned in the instructional
program and the opportunity to create new
strategies.
3.4.3. Organization of intramural and
extramural school programs
• Have you ever taken participation in
intramural activities in your school life?
What are the major components of
organizing the programs?
The organization and the conduct of the intramural
program involves-
• determining the nature and scope of the program
• Selecting activities
• Facilities and equipment
• Scheduling
• financing
• administration of the competitions
• Determining the nature and scope of the
program
• One of the components of planning intramural
program is determining the nature and the
scope of the program.
• The program could be either strictly
competitive in which only skilled students can
participate or recreational that involves all
students.
• If the program is oriented toward sport
competition, the best participants dominate
the playing time, teams may devote
considerable time to practice, and avoiding
mistakes as much as possible is emphasized.
• When the program is toward recreation,
emphasis is on maximizing the participation of
all students.
• Therefore, the nature of the program should
be decided with the involvement of students.
• The needs and the desires of students must be
considered in answering the question.
• Deciding the activities
• The type and variety of activities offered to
participants are the key stones of the
intramural program.
• Activities are a strong factor in determining
the amount of resulting participation.
• Therefore, it is important to select the right
activities for inclusion within the program.
Furthermore, the scope of intramural activities should be
determined by students. Because, students chose to
participate in intramurals during their free time.
• The major factors that determine the selection of
activities of intramural programs are-
• students’ interest,
• availability of equipment and facilities,
• number of students who want to participate,
• the experience of students to participate in the
activities
• the length of time available .
Facilities and Equipment
• Proper facilities and adequate equipment are
critical to the success of the intramural
program. This becomes an important
consideration in the scheduling of program
activities.
3.4.4. Intramural and extramural programs in
our secondary schools
• Intramural programs began in our secondary schools
following the introduction of physical education.
• Interclass competitions were organized and took
places every time in the secondary schools
established in Addis Ababa and the then provinces.
• After time, such competitions were not inbound only
in the school compounds, rather grew to extramural
programs and nationwide interschool sport festivals.
• What is the status of intramural and
extramural programs in our present secondary
schools? Is there such program in the schools?
• How do the secondary schools carry on
intramural program in their compounds?
 Unit 4 Practical Contents of Secondary School
Physical Education Curriculum in Ethiopia
4.1 Planning for practical lessons in physical
education
• Planning is an important pedagogical function that
enhances instructional practice and your satisfaction
and possibly, motivation.
• The administration of well-designed lessons, which
nurture students’ potential, can be tremendously
rewarding.
• The formulation of meaningful and effective plans,
including the identification of relevant objectives, will
ensure student achievement.
• Diligent planning not only can contribute
significantly to student development, but also
can have an impact on your satisfaction from
your professional endeavors.
• Planning for appropriate instruction is central
to the instructional endeavor, which include
implementation of physical education
curriculum.
• Pedagogical responsibilities of secondary
school physical education teachers include
planning for appropriate instruction.
 4.2. Teaching Basic Techniques of Ball
games
• Basic techniques of ballgames are the practical
contents in the physical education curriculum
of all grade levels in the secondary education.
The ballgames that is included into the
curriculum are-
• Volleyball game – in grade nine
• Football game – in grade ten
• Basketball game – in grade eleven
• Handball game – in grade twelve
 4.2.1 Volleyball game
• Volleyball is a game selected as teaching
content in grade 9 physical education
curriculum. Some basic techniques that help
one to participate in the game are selected to
be practiced and learned by students.
• Can you list all the attacking and defensive
techniques of volleyball? Which of them do
you think are considered to be basic? Why is
that?
• The basic techniques that are to be learned at this
grade level are passes and serves.
• From passes, forearm (dig) and volley, and from serves
underarm and overhead are focused in the curriculum.
• Now, you are required to carry-out two tasks.
• The first task is doing an activity that requires you to
examine the selected volleyball contents in grade 9
physical education syllabus and teachers guides.
• The second task is related to practicing to plan, teach
and apply all the principles and factors that help
students to learn the selected basic volleyball
techniques.
4.2.1b. Practicing to teach basic techniques
of volleyball
• Now, you are to practice teaching basic volleyball
techniques included into the curriculum. These are as
described above-
– Underhand serve,
– Overhand serve,
– Volley pass and,
– Dig pass.
• What do you need to do before starting to conduct
teaching a practical lesson in physical education? and
what is important to do to make learning more
effective?
• Remember what were discussed previously
about psychological factors that are to be
considered when teaching motor skills to
make students’ learning more effective.
 Tasks to perform
• First, choose one of the four basic volleyball techniques for
your practice;
• Then, develop a lesson plan based on the syllabus and
teacher’s guide for one school period using appropriate
lesson plan format and including all necessary components.
• Use the teacher’s guide and the syllabus for your reference
• Before conducting to teach the lesson, discuss in groups on
the plan that each trainee has developed. Those who have
developed lesson plans on the same technique will discuss
in one group.
• Practice teaching the lesson applying all the steps and
principles of teaching skills,
• Evaluate each lesson conducted by other trainees and give
your comments in discussion
 Planning a sports session
• Why planning is important?
• Good sessions in sport do not just happen; they
require good planning and organization.
• Good planning can make all the difference to the
safety, enjoyment and success of a session.
• Planning is particularly important when you teach
large groups, groups with varied abilities and ages,
and students with whom you are not familiar.
• It is also vital if your access to resources, equipment
and space is limited.
• Time invested in thorough planning is time well
spent. It helps you make the most of your teaching
time and prevents time being wasted on irrelevant
activities.
 How to plan
• The following session plans give you examples of
how to plan a session.
• There is more to planning than writing a few ideas on
a piece of paper. Students will be quick to notice if
your sessions are poorly planned, and they will soon
become bored.
• It is important you include variety in your sessions
and split them into parts, for example warm-up 5
minutes, main content 20 minutes, cool-down 5
minutes.
• This helps you to plan time effectively and prevents
important aspects of the session being missed due to
lack of time. It is better to prepare too much rather
than too little, providing you do not try to cram
everything into one session. Activities you do not use
in one session can be used in others. Consider the
following factors when planning your sessions.
• Who will be in the sessions?
• What are the session goals?
• How will the sessions begin?
• What activities should be included?
• How can the sessions be kept safe?
• How will the sessions end?
 Who will be in the sessions?
• Before you plan the activities in your session, it is
important to think about the students you are teaching.
You can then prepare the sessions according to their
• needs and level of experience.
• The following examples show the sort of information
you will need to know.
• How many students will be attending your session?
• This helps you to visualize if there is enough space or
equipment to carry out certain activities.
• Make sure you can adapt activities/sessions for more or
fewer students, in case exact numbers do not arrive.
• What is the ability and experience of the students you are
teaching? For example are they complete beginners? Do they
take part in any sport activities in or out of school? Are some
students more experienced and skilful than others?
• What is the range in terms of physical and mental maturity of
the group?
• Sometimes age can be misleading as students develop at
different rates, particularly in terms of size and strength
levels.
• Are there boys and girls in the group?
• Some activities may need to be adapted for mixed groups.
• What are the needs of the group?
• Some groups may need more encouragement, guidance or
time to practice than others.
• Students with special needs can be involved in
many of the games with some modifications.
• You should always include them in the main
activity, unless there is a more appropriate
game they can play.
• The students will tell you what they can or
cannot do and you can then plan and adapt
the session accordingly.
• You will have your own ideas on possible
modifications to games or equipment.
 What are the session objectives?
• Planning helps you and your students to achieve
objectives and ambitions. These objectives
• may be ones of enjoyment, participation or
improving skill. Consider what the students want to
• gain from the sessions, as well as what you would like
them to achieve, and then jot down the
• main objectives for each session. This has been done
in the example session plans
• Once you have clarified these, you can then plan the
sessions so they include activities
• to help the students achieve group and personal
targets. You are recommended to set objectives
because it:
• helps you stay focused on what you and your group
want to achieve
• gives you a basis on which to evaluate the session
• motivates you and your group to achieve targets
• helps you and your group to interact and creates a
team effort
• provides opportunities for your students to experience
success that will lead to greater enjoyment and self-
• Try to ensure the objectives you set are
‘SMARTER’:
• What is ‘SMARTER’ objective?
 SMARTER’:

• Specific For example for students to improve speed

over 30 m.
• Measurable: For example for students to decrease
individual times by half a second.
• Agreed with your students
• Realistic For example explain to students that some
will improve their time more than others; each
student may aim to decrease their time by more or
less than half a second.
• Time-framed
For example for students to reach their target by
Session 4.
• Exciting
For example explain how running faster will
improve their sport.
• Recorded Make a note of progress so students
can see improvements.
 How to begin the sessions
• The start of each session is very important. It can
affect students’ attitudes towards learning, their
enthusiasm, and their desire to have fun. It is often
helpful to recap on the events and learning from the
previous session. Ask the students what they
remember! If they have been practicing their skills
since the previous session, you should acknowledge
their efforts. In addition, you should try to:
• help groups relax
• explain the objectives of the session
• motivate groups to enjoy the activities and progress their
skills
• prepare groups physically for exercise.
 What activities should be included?
• When you plan your sessions, consider the
following factors.
• Are the activities varied but simple, challenging but
achievable, fun but productive?
• Do they cater for the needs of the groups and
individuals within the groups?
Planning the content of a session should be
straightforward, once the objectives are
established. The activities and exercises you choose
should help those you teach to achieve their targets.
• Experiment with new ideas so you can add to your
range of activities.
• This will help you provide variety for your groups and
keep them motivated.
• For instance, when playing any sport you can always
change the emphasis by making students play under
certain conditions.
• In basketball, for example, if you want to encourage
students to score goals using the backboard, you
could make a condition that only goals having
touched the backboard will count.
• As a general rule, your sessions should include
a combination of reinforcing what students
• already know or can do new skills or
challenges, and competitive opportunities. You
should
• also note that students really appreciate and
respond positively to a final exercise that is
• based upon fun and games rather than a
technical skill.
When planning sessions for young children, you should:
• make sure your activities are suitable for their age,
physical development and skill level
• change the form of the game to fit the children, for
example modify the rules, equipment, court size, so
that they can cope with the task
• make sure there are frequent breaks so that they can
have a rest and a drink
• make sure you vary the exercises and keep each one
short; young children get bored very easily and do
not concentrate for very long on one activity
• teach them what they need and enjoy, as well as
what you want them to learn.
 Students with special needs
• Working with students who have special
needs is very rewarding, providing you
understand their needs and/eel confident of
making the sessions work/or them.
• Most important, you must make sure students
with special needs/eel integrated with
everyone else in the session and are always
included in decisions and activities, even
though you may have to make some
adaptations.
•
To do this, you need to find out more information.
For example.
• What is the nature of their disability?
• What does this mean in terms of abilities and
limitations?
• What does this mean in terms of
communication?
• What are the needs of the student and how can
you help to fulfill these?
 How to keep sessions safe
• In sport, accidents do sometimes happen, and
teachers have a responsibility to try to stop
them occurring. Sessions should start with a
warm-up and finish with a cool-down to
reduce the risk of injury.
• The following list shows you examples of
safety aspects that you should consider at all
times throughout the planning phase. You
should
• check:
• for obstacles or potential hazards, for example dangerous
surfaces
• whether there is enough playing area for the number of
children in the group
• that any equipment needed for the session is in safe working
order
• the location of medical aids for example first aid kit, water, the
nearest medical adviser/official, clinic/health centre or first
aid worker.
• if any students have a specific medical condition, for example
epilepsy, diabetes
• safe drinking water is available
• activities are managed, controlled and officiated properly
• students do not dehydrate look out for signs of faintness.
• One of the most common hazards in sport is people
colliding with each other, particularly with large
numbers and activities that involve running and
chasing.
• You will find it helpful in many activities you teach to
use grids. A grid is a playing area that is sectioned off
by using four markers, one in each corner.
• You can give groups of students their own area in
which to do activities but ensure that everyone stays
within their own grid.
• This helps to use space efficiently and prevent
students colliding with each other.
 How to end the session
• At the end of the session, always try to recap on what
your groups have achieved. This reinforces progress and
learning.
• Being positive at the end of your sessions will help to
encourage students to practice some of their skills and
look forward to the next session.
• You should ask your groups to help you clear away any
equipment.
• Encourage them to drink plenty of water after the
session as the body loses a lot of fluid during exercise.
• To prevent muscle soreness and injury, your groups
should cool down at the end of each session and you
should allow some time (approximately 5 minutes) for
this when you plan your sessions.
 After the session
• One important stage often overlooked by teachers is
evaluating a session or course of sessions. This is
important because it forms the basis of future
planning. It helps you to evaluate your progress as a
teacher, as well as giving you feedback on the
progress of your groups. Make notes as soon as
possible after the session so that you have an
accurate record. Your comments should include:
• what went well and why
• what went badly and why
• what improvements you can make to your sessions
• what changes you need to make to your next session,
for example in terms of planning and equipment
• what the students enjoyed/disliked
• how the students behaved/responded/contributed
• how well the group achieved its objectives
• how individuals achieved their objectives; you should
make a note of those who made good progress and
those who need extra help.
• You will notice a space for evaluation comments in
the example plans
• Recording your thoughts on the plan will help you to
remember the activities and goals of the session, and
will be useful when you plan subsequent sessions.
• •
• what the students enjoyed/disliked
• how the students behaved/responded/contributed
• how well the group achieved its objectives
• how individuals achieved their objectives; you should
make a note of those who made good progress and
those who need extra help.
• You will notice a space for evaluation comments in
the example plans.
• Recording your thoughts on the plan will help you to
remember the activities and goals of the session, and
will be useful when you plan subsequent sessions.
 Planning a series of sessions
• To help your groups progress their skills, there needs to
be continuity and progression from session to session.
• Taking a great one-off session is of little use if you never
revisit the work covered; the chances are your groups
will forget most of what they learned. Revisiting has
many advantages because:
• it reinforces what students already know and stops
them from forgetting it gives students a chance to
evaluate themselves on their progress
• • if there is improvement, confidence is boosted
• • if there is no improvement, it lets students know they
need more help and for practice
• it gives you feedback on the effectiveness of your
teaching
• • it helps to clarify if students are ready TO move on
to the next stage or if they need more time on
current activities
• students tend to appreciate a mixture of new
challenges and going over familiar ground.
• When you plan a course of sessions, for example
over 6 weeks, you will have:
• individual session objectives, for example weekly
• mid-term objectives, for example after 3 weeks
• long-term objectives, for example after 6 weeks.
• These objectives may have to be changed
according to how quickly and effectively
students learn.
• In order to keep objectives SMARTER, you
need to revise them on a frequent basis. The
session plans give you an example of how to
progress from one session to the next.
 Summary
• Those who fail to plan should prepare to fail.
• Planning is an essential part of teaching sport. It is
always better to prepare too much rather than too
little; what is not needed immediately can always be
used in another session.
• To help your groups progress their skills, it is vital that
• you think about what they are aiming to achieve. Once
your goals are established, you can then plan your
sessions accordingly and gather or make any
necessary equipment. Regular evaluation will help you
and those you teach to gain maximum satisfaction,
fulfillment and enjoyment from the sessions.
 Making equipment
• Why equipment is important
• The equipment you use in your sessions can add to
the variety and challenges you give to students, for
example one ball can give your group the
opportunity to practice endless skills and play various
games. When planning sessions, it is important to
answer the following questions.
• What equipment do you need to help you achieve
the goals of the session?
• How many items do you need, for example how
many balls or posts?
• Is any of the equipment you require readily
available?
• If the items you need are not at hand and need to be
made or improvised, you will need to consider:
• how to gather materials, for example plastic bags,
wood, string
• the cost of gathering necessary materials
• who will have the time and expertise to make the
equipment
• how long the items will take to make.
• The following guidelines show you how to make
some items of equipment that are fundamental to
many sports.
• You may have ideas of your own to add to this list
and the students themselves may also be able to
help.
• Remember that for many of the activities in this
book, simple equipment will be all that is needed.
• For example, for throwing and catching games that
do not involve the ball bouncing, items such as paper
balls, rag balls, bean bags and cloth balls can all be
used.
• Note that it is much better to gather lots of
simple/improvised items that can be used in the
games, than it is to use only one standard item, for
example one netball, that has to be shared by the
whole class.
• This is because one of the best ways to improve skills
is to practice them repeatedly.
• With this in mind, you may find it necessary to give all
your students tasks of making equipment in their first
few sessions.
• This will help you to avoid being forced into starting
the games without enough resources.
• Spending time on making equipment will always be
time well spent.
 How to make balls
• To make balls from paper or plastic paper
• crush or roll up the paper or plastic paper into
a basic ball shape
• use enough paper to form the required size
• use adhesive tape or rubber bands to hold the
paper in place.
• To make balls from socks or stockings
• fill a plastic bag with rice or sand until it is the
required size of the ball
• fasten the bag with tape or a rubber band
• place the bag inside a sock or stocking
• twist the sock or stocking so it is tight and
draw the top of the sock over the ball until
there is no length of sock left.
• Different sizes of balls are needed for different
games.
 Preventing and dealing with injuries
• Introduction
• Accidents and minor injuries often occur during
sport. Some sports by their nature are more
dangerous than others, for example contact sports
such as rugby.
• Teachers are responsible for taking every possible
precaution to avoid accidents and injuries.
• However, sometimes they are unavoidable and you
should therefore know what action to take if they do
occur.
 Keeping it safe
• It is important for teachers in sport to create a safe
setting for activities and games. You should:
• always keep control of the group by demanding
discipline from your students and ensuring they keep
to the rules of the game or practice at all times
• teach your students safe practice so they do not have
to rely on you
• ensure loose accessories, for example jewelry, are
removed
• advise students to keep nails short and tie back long
hair
• use a command or sound that tells the group
when to stop or start an activity, for example the
word ‘stop’; make sure everyone can hear your
instructions and respond quickly
• act if you foresee danger; it is better to be safe
than sorry, even if sometimes accidents are
narrowly missed and your concern is seen to be
an overreaction
• adapt to the environment and the situation, for
example avoid trying to teach rugby scrums when
the game will be played on a hard surface; touch
rugby is far safer.
 Warm-up and cool-down
• Warming up at the start of the session and cooling
down at the end helps to prepare people for physical
exercise, prevent injuries during exercise and avoid
muscle stiffness afterwards.
• Warm-up
• During exercise, the body has to work hard to adapt
to the increased demands being made upon its
various systems. It is essential to prepare the body
for these increased demands.
• Warming up makes the body less susceptible
to injury and can also have a beneficial effect
on performance, particularly at the start of a
session or competition.
• You should include time (approximately 5
minutes) for the warm-up in your session plan
and include exercises that are relevant to the
session.
• For young students, warm-up activities should
be kept simple.
 Cool-down
• To help students cool down in the most
effective way, you should advise them to
continue exercising gently for a short time
(approximately 5-10 minutes) and not to stop
immediately. This might include gentle jogging
or walking and stretching.
• Cooling down activities should never involve
any vigorous movements.
 Dealing with injuries

• If you are taking a sports session, you are

responsible for dealing with any injuries or
illnesses that may occur; students will
immediately turn to you for help. It is
therefore important you know about:
– first aid
– emergency procedures
– minor injuries.
• Discuss each method how to deal with injury?
 First aid
• When you take sports sessions, you need to be
familiar with basic first aid procedures. Make sure
you know where to find the nearest first aid worker
and, if possible, have a first aid kit at hand.
• Standard contents should cater for strapping and
bandaging, cleansing and dressing. If you do not have
access to a first aid kit, use clean water and clean
material (preferably cotton) instead to clean any
wounds.
In the event of an injury, you should ‘STOP’:
• Stop the activity and stay calm
• Talk to the injured student; reassure the
student, ask what happened and whether or
where he or she feels pain
• Observe the student while speaking; is his or
her behavior normal or confused? Is any part of
the body swollen? If you are worried, get help
• Prevent further injury and decide if the injury is
severe use your emergency action plan
 For minor injuries, remember ‘RICE’:
• Rest Stop the activity immediately
• Ice Apply ice or cold water to the injured area;
you can protect skin from ice burns with a thin
layer of doth
• Compress Wrap the injured area tightly with a
bandage or some cloth
• Elevate Raise the injured limb.
You should also help to prevent your students
suffering from dehydration or heat
exhaustion/exposure by encouraging them to:
• drink plenty before, during and after exercise
• eat sensibly /wisely/
• wear cool, breathable clothing, for example cotton T-
shirts
• wear light-coloured clothing because dark colours
retain more heat
• keep the sun off their heads and faces by wearing
caps or similar items stay in the shade as much as
possible.
• It is important to remember that children cannot
readily control their body temperature and tend to
heat up and cool down more quickly than adults.
General guidelines for safe practice
• As the person in charge of the session, you are
advised to monitor the day-to-day health of
those in your group.
• If students show signs of illness or injury, for
example shivering or muscle soreness, during
the session, you must decide whether they
should continue.
• Most ailments become even worse under the
strain of physical activity and therefore the
safest option is always to stop.
• Some injuries are accidental and unavoidable;
others result from negligence or overuse
when the body is tired.
• If students are tired or stressed, you may be
wise to advise them to rest. If they do have an
injury, be sure it has fully recovered before
they return to sporting activities and build up
the intensity gradually.
• Remember that children:
• will experience growth spurts that may affect
their strength and coordination; you may need
to advise them to cut down on their activities
while they are going through this phase
• cannot tell as easily as adults when they are
tired and need to rest, eat or drink, keep
warm or cool down, make sure you advise
them as appropriate.
Encourage your students to adopt good habits. It
is part of their education to learn how to play
safely and look after themselves. For example
encourage them to:
• play fairly and stick to the rules; rules are for
safety as well as fail play
• listen carefully to your commands and never
talk at the same time
• react quickly and sensibly to your commands
at all times ask you if they do not understand
something
• drink plenty of fluids before, during and after
exercise
• replenish their food stores by eating after
exercise
• avoid indigestion by not eating immediately
prior to exercise
• make sure they have enough rest between
sessions
• know when their bodies are weary and stop if
they are very tired
Summary
• Teachers have an important responsibility for
safety in sport.
• It should be a major consideration in session
plans and you should know how to reduce the
risk of injury and illness as well as how to deal
with accidents, if they occur.
 Beginning to teach sport
What is your role?
• It is important to get to know the students you teach.
Each will be different in some way.
• Once you understand them, you will be able to
encourage them and help them all to make the most
of their abilities.
• The more you get to know about sport and how to
help others improve their skills, the more you will
progress with your groups.
• However, sport is not just about teaching
complicated skills. Your role includes acting as:
• guardian to ensure sessions are fun, safe and fair
• organizer to ensure every student gets the
maximum opportunity and time in each session
• motivator to generate a positive and enthusiastic
approach in each student
• instructor to help students acquire skills in a
competitive and non-competitive environment
• trainer to improve physical fitness and health
 Motivation
• One of your major roles as a sports teacher is
motivating your groups.
• Not all students will be enthusiastic about taking part
in sport, particularly if they fear they will not be very
good.
• Your efforts will help students to fulfill their potential,
and also help maintain the enthusiasm that they may
already have.
• As much as possible you have to motive both sex
students equally.
• The following list gives you some tips on how to keep
students motivated:
• keep the sessions fun
• be enthusiastic at all times; this has a positive effect
on others
• keep students actively involved
• avoid long queues, students will soon lose interest
• help students to recognize what skills are needed and
when
• help students to build on their own experiences and
skills
• acknowledge improvements
• encourage effort rather than ability or winning
• keep information short and simple, particularly for
younger students
• group students by ability; this may depend on their size
and physical strength
• change the activities frequently to prevent boredom
• structure the session so everyone can feel a sense of
achievement
• be sensitive to any pressures/anxieties students might
have
• react positively to mistakes and encourage your groups
to do the same
 Encouraging fair play
• In sport, many people are motivated by their
desire to win.
• This can be positive, providing they also show
respect, for example towards opponents and
officials, and behave in a sporting manner.
• Encourage your students to appreciate the
importance of fair play.
 You should therefore try to:
• set and maintain standards of fair play at all times
• lead by example
• emphasize the importance of participation
• be consistent in your approach and treat all students
equally
• praise sporting behaviour as well as effort and
performance
• teach students to play by the rules, accept decisions
and, if they are not playing fairly, always explain to
them why their behaviour is unacceptable
• penalize unfair play
 How to help students learn

• If you are enthusiastic, you will encourage

others to learn.
• The more enthusiastic you are, the more
positively your students are likely to respond.
Students learn best when they are:
• actively involved in their own learning when
they are actually having a go
• able to recognize how, why and when skills are
used when they learn how to apply the skills
to a game
• able to build on their own experience and
skills when practices are introduced
progressively and linked to previous learning
whenever possible
• interested and motivated when the sessions
are fun and enjoyable
• able to see their own improvements when
they recognize and feel positive differences
• rewarded for effort as much as ability for
example when they are given praise for trying,
even if they are unsuccessful
• faced with a realistic chance of achieving
success when practices or games are neither
too difficult nor too easy.
 Stages of learning
• Learning skills takes time. It requires going
through a learning process.
• Understanding the various stages of the
process will help you assess how quickly your
students are developing skills.
• You can then give them feedback and adjust
practices to suit different stages and rates of
learning.
• In the first stage, students need to understand
what is required.
• Explain to them the aim of the practice or skill
and make sure they have a clear picture in
their mind of what they are trying to achieve.
• Keep practices short and simple and
emphasize the nature of the task rather than
the outcome, for example what the throw
looks like as opposed to where or how far it
goes.
• By the second stage, students have grasped the
basic idea of the task and need to improve the
way they carry it out.
• The size and number of
• errors should start to reduce. Students should
begin to make corrections automatically and
you should, therefore, encourage them to use
their own senses, for example sight, sound and
touch, to obtain feedback about their actions.
• At the third stage, students have no need to
analyze the skill consciously or talk themselves
through it.
• They have become experts and can carry out
the skill effectively and automatically.
• They are usually able to detect their own errors
and make appropriate corrections. However,
there is still a need to maintain and refine the
skill.
• Encourage students to practise and intervene
only with very specific comments about the
skill.
 How to communicate

• Effective communication is vital in teaching sport. It

involves giving information and receiving it; talking
and listening.
• You need to send the correct messages to your
groups, but also to give them a chance to tell you
how they are doing. Here are some guidelines.
• It is important to ask questions and listen carefully to
answers.
• Make sure you have the attention of your group
before you speak.
• Try to gain and maintain eye contact.
• Speak loud enough for everyone to hear but try not
to shout.
• Remember actions speak louder than words- act
positively at all times.
• Use simple words and do not give people too much
information at any one time.
• Consider the age, experience and skill level of the
students you are teaching and adapt your words and
manner accordingly.
• Young students will feel more at ease if you kneel
down to their level when you are talking with them.
They may be more receptive if you let them sit down
while you are talking.
• Encourage those you teach to ask if they do not
understand.
• Use one clear word, for example ‘stop’, to attract
attention.
• Use a short command, for example ‘come round’,
once you have everyone’s attention.
• Make sure your groups know when to begin an
activity after you have called them round, for
example ‘off you go’.
 Demonstration
• Actions speak louder than words.
• Most people find it easier to take in visual
information rather than a long explanation. This
means that demonstration is an extremely powerful
teaching tool, although you must use it appropriately.
• Position the group so everyone can see the
demonstration clearly and hear what you have to say,
for example make sure no-one is behind you or
looking directly into the sun.
• Make sure the demonstration is simple enough for
the group to copy.
• Do not be tempted to tell the group everything at
once; select one or two key points, for example
‘watch my feet’.
• Repeat the demonstration at least twice.
• Let people have a go and give them sufficient time to
practice.
• Use students in the group (rather than yourself) to
demonstrate whenever possible.
• Encourage students to observe others and learn from
their actions.
 How to give positive feedback
• Students like to know how they are doing and will
often look to you for feedback.
• Your comments will inspire them but you should also
encourage them to use information from their
senses, for example ‘Does the action feel right?
• What does it sound like? Where do you feel tension
in the muscles?’
• Feedback helps the learning process as it can
reinforce good practice and highlight how to improve
further. Make sure your comments are positive.
• Too often people are inclined to focus only on what is
wrong, which can be very demoralizing. Here are
some tips for giving students positive feedback:
• • build on what is good and show them how they can
improve further
• • encourage them to have a go; help them to believe
they can do it
• • make sure feedback is accurate and frequent; this
helps the learning process and reduces the likelihood
of reinforcing bad practice
• give feedback when it is needed and when it
seems appropriate within the session; please
note, it is possible to overdo feedback, which
can cause students to lack confidence
• give credit only when credit is due but always
acknowledge effort
• encourage students to give themselves
feedback and not always to rely on others.
 Summary
• Teaching sport can be extremely rewarding.
• Your efforts can offer students much in terms
of enjoyment, personal development and
physical well-being.
• However, the way you teach and deliver
sessions will determine how much they really
gain from their involvement in sport.
Thank you