Teaching Styles in Physical Education

Every single human being that exists is different. We are inherently unique and distinguishable between every other person in the world. We are a diverse and unique population and we vary from one another in regards to race, gender, ethnicity, socioeconomic background and so much more. This means that as a professional, we will have to work with people from all different backgrounds and experiences. The key to overcoming this obstacle is to recognize that every individual is distinctive and understand that although everyone is different, everyone has the same equal opportunity to learn and grow despite these differences.

Woods, Amelia Mays, and Jesse Rhoades. "Teaching Efficacy Beliefs of National Board Certified Physical Educators." Teachers & Teaching 19.5 (2013): 507-26.

After learning an extensive amount of information on my physical education teacher, Andrew Wagner, I came to realize that this profession suited me quite well. Various aspects of him and his interests aligned with mine and I was able to observe this similarity while completing the Big 6 Research project. After reading over Mr. Wagner’s informative sheet relating to his career, I became more informed on certain aspects pertaining to this occupation including the required education, the skills needed, the job outlook, the salary, and a diversity of other fact related to being a physical education teacher. More specifically, Andrew Wagner is a person who takes a liking to physical activity and gives instruction very directly. As a student in today’s

The two curriculums that I will be teaching are Physical Education and Health Education. I believe it is essential to teach fitness at a young age in order for the students to have a life they can further enjoy by being healthy. I also think that educating students about the human body and being able to use your body in physical activity is essential to have a healthy lifestyle. I plan on teaching life long activities and also good health habits that they can use the rest of their lives.

During class, the instructional model I believe matches closely with the instructions we received was the cooperative learning strategy. According to our class readings the instructions given to us possessed the following characteristics; working in small groups, group reports, social skills, as well as individual and group accountability. Students were paired up based on matching numbers; they then went over that specified instructional model. That is where individual accountability and social skills takes part. Groups had to work together to come up with what they thought were the five most important points. Most groups divide the work up. After groups decided what were the most important they then shared with the class.

There is not a single “correct” way to teach, but the best way to teach is to discover what teaching philosophy, theories, and pedagogies work for your teaching style. “The best way to teach” is unique to each individual teacher. Even so, there are some aspects of teaching that are important to being an effective teacher. Some of the facets I will be discussing include understanding the Concordia University Educator as Professional Decision Maker, Reflective
Practitioner, and Adaptive Expert conceptual framework, learning theories to consider, and effective classroom practices.

I understand that to improve the effectiveness in the classroom; there should be a variety of teaching styles to approach each student’s unique learning style. Starting with being well prepared by assessing pros and cons of each learning style to see how it fit with the situations and the criteria for the tasks. For example, with learning new vocabularies, for younger students at language level between beginner and lower intermediate, realia, role plays, images will be helpful with students who do not know enough vocabs to express themselves or still shy to speak up when they have questions. In those cases, they can fill themselves with guesses base or

Throughout module four we have learned about different methods of teaching, coaching and overall assessing the end product which is our student athletes. We have focused on teaching our student athletes how and why they need to conduct themselves as a professional in the classroom and on the field of play. I have learned there is no one set standard of teaching student athletes, we as teachers and coaches need to adapt to our student athletes learning to ensure they are learning and processing the new information. Lastly, we as facilitators have to understand how we learn some we may master the knowledge that we are going to teach or student athletes. I will discuss my preferred learning style, was able to use my preferred learning style while

Specificity - This means that the training should be specific to the sport so this means the movements and exercise are appropriate for the athlete’s sport. You have to look at the mechanical aspects of movement that are movement patterns, force, acceleration and velocity (Pearson Foundations in Sports Coaching) and each sport will have a different need.

Every teacher has its own way of selecting and developing a technique for teaching and may draw various experiences to get the attention of the students. This is called teaching methodology or pedagogy. The teaching methodology facilitates the learning process of the students. The students become productive if

My personal belief is that teaching is not just the profession of spitting out information to students that they in turn regurgitate to me. I think that teaching is a process of life learning for these students. I believe there are four extremely important factors that distinguish a well-disciplined class from others. They include the following factors: classroom environment, expectations and procedures, student-teacher relationships, and active learning.

One of the most essential exercises when in comes to professional development as an instructor is to continuously reflect on your perspective, methodology, instruction and behavior within your profession. Doing so ensure that you a growing and improving on teaching skills and building on old strengths to benefit you as an instructor but especially the students that you serve.

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

Traditional teaching styles use teacher-centered approach. It includes a teacher that stands at the front and tells students step by step instructions. The teacher decides what is learned, when it is learned, how it is learned, and how learning is evaluated. In a nutshell, the teacher is an information giver and evaluator. The students are just there to learn through lessons and direct instructions. Their attention is mainly focused on passing tests, assessments, and evaluations.

On my most recent placement I taught a series of lessons (artefact) for a year 8 Health and Physical Education class. I had full responsibility for planning and teaching the lessons. I planned multidimensional lessons which enriched my pedagogical approach and students learning outcomes. When teaching the lessons it was essential I implement strategies and practices that would enable me to