TEACHING STRATEGIES

IN
PHYSICAL EDUCATION
TWO PARTS:

Methods in teaching the cognitive phase

Methods in teaching the psychomotor phase
of physical education
 TEACHING THE COGNITIVE PHASE
OF
PHYSICAL EDUCATION
LECTURE

- the only justification for the use of lecture as a

method of teaching is when there is a special topic
which needs to be presented with authority
QUESTION AND ANSWER

- also known as Socratic Method. An effective way to hold

the attention, arouse interest of the pupils, keeps the
topic or problems in mind, serve to ascertain the
extent of knowledge, and promote discussion is
the effective use of the question and answer method.
GROUP DISCUSSION
- can be a good way to stimulate the interest of the
pupils to interact with other members of the group.
This facilitates permanency of learning.
-will also challenge thinking and thus develop
reasoning power
-The role of the teacher in this method is to
encourage the shy and the timid children
participate to by not allowing the extroverted or
talkative students to dominate the discussion.
DEMONSTRATION
- instruction or information on physical
education can be made more effective
if demonstrations are provided to enhance learning
or retention.
-It must be well planned and the equipment and
materials to be used must be organized at the
place where demonstration is to take place.
PROJECTS

-can be prepared by the students and placed on

display.

-can be an effective way to provide

opportunities to discover the talents of children in
the field of creativity.
PROBLEM-SOLVING

- the teacher should have the ability to help

children identify their problems confronting them,
explore alternative solutions and select the
best solution based on the best knowledge
available and in keeping with personal values.
HOMEWORK
- must be an outgrowth of the
lesson. A skill which has not been
satisfactorily mastered may cause
the teacher and students to make
an agreement that the practice of the
skill should be done as part of the
child’s homework.
TEACHING THE PSYCHOMOTOR
PHASE OF
PHYSICAL EDUCATION
TWO GENERAL METHODS;

Whole-Part Method
Part-Whole Method
WHOLE-PART METHOD
- it is more meaningful for the
learner to see the movement activity in its
entirety first and then its parts, rather
than the parts first and then the whole
activity. Sometimes called whole-part-whole
method because of the second
demonstration of the skill pattern after the
analysis of the part
PART-WHOLE METHOD
- the premise of this method of
teaching is that the part is
more important than the
whole since the parts make
up the whole.