URDANETA CITY UNIVERSITY
GRADUATE SCHOOL
Urdaneta City
MPES 115: TEACHING AND TRAINING METHODS AND TECHNIQUES IN PHYSICAL EDUCATION AND SPORTS
LEARNING OBJECTIVES:
1. Define the teaching strategies in Physical Education
2. Identify the methods in teaching cognitive phase and psychomotor phase of physical education.
CONTENT:
Necessity for well-understood methods.
According to studies, it has also affected the attitudes of individuals towards physical education. While it
is true that some of the usual methods of teaching maybe effective in teaching the cognitive phase of
Physical Education, this may not be applicable in teaching psychomotor phase of the program.
METHODS IN TEACHING COGNITIVE PHASE
1. 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, and when there is a dearth of textbooks or reference materials.
2. QUESTION AND ANSWER
It is 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.
Socrates- a Greek philosopher, used this in teaching his pupils, this requires skill of the teacher in the art
of questioning so that the pupil is led to arrive at a concept or generalization.
3. GROUP DISCUSSION
This 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 and 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.
4. 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.
5. PROJECTS
This can be prepared by the students and placed on display. This can be an effective way to provide
opportunities to discover the talents of children in the field of creativity.
6. PROBLEM-SOLVING
The teacher should have the ability t 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.
7. HOMEWORK
It 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.
REFERENCES:
www.slideshare.net
WORDS AND PHRASES TO REMEMBER
Lecture
Question and Answer
Group Discussion
Demonstration
Projects
Problem Solving
Homework
Whole-part Method
Part-whole Method
Prepared by:
MA. THERESA L. PUNO
URDANETA CITY UNIVERSITY
GRADUATE SCHOOL
Urdaneta City
MPES 101: HISTORICAL FOUNDATION OF PHYSICAL EDUCATION AND SPORTS
LEARNING OBJECTIVES:
1. Understand the present status of Physical Education.
2. To be aware of the influences that have shaped it and led to each establishment.
CONTENT:
PHYSICAL EDUCATION AMONG PRIMITIVE PEOPLE
Primitive man moved in order to satisfy a felt need or necessity.
The physical activities of primitive man were not organized.
His motives for physical activities were mainly to search for foods and to protect himself.
For people whose language was less adequate, dance was a mean of expression, particularly in a certain
tribal societies.
Play and games were an important part of living for these primitive. It became a recognized way to
improve strength, speed and skills qualities necessary for survival.
PHYSICAL EDUCATION IN GREECE
SPARTA, PELOPONNESUS
Physical education was practiced to develop a strong and powerful army.
The Spartans were subservient to the state and required to help defend it against enemies.
Women as well as men were required to be in physical condition.
A major training consisted of such physical activities as wrestling, jumping, running, throwing the javelin
and discus, horseback riding and hunting.
Only the strong and vigorous babies were allowed to live in the military state
ATHENS, CITY STATE IN EASTERN GREECE
Athenians believed in the development of of the total individual in all life’s aspects.
Their objective of physical education was for physical perfection with emphasis on beauty of physiques.
Gymnastics was believed to contribute to physical development and music was also considered
important to the intellect.
Gymnastics for the youth was practiced in Palaestra, a building which provided rooms for various
physical activities.
Paidotribe, the proprietor in the palaestra and was responsible for directing the exercise for the youth.
Gymnasium which was the social, intellectual, physical center of Greece led by the over all in charge
called Gymasiarch.
REFERENCES:
www.slideshare.net/mobile/malen71674/foundation-on-physical-education
WORDS AND PHRASES TO REMEMBER
Primitive man Athens Paidotibe
Sparta Physical Perfection
Strong powerful army Palaestra
Prepared by:
MA. THERESA L. PUNO
URDANETA CITY UNIVERSITY
GRADUATE SCHOOL
Urdaneta City
MPES 105: INTRODUCTION TO SPORTS PSYCHOLOGY
LEARNING OBJECTIVES:
1.
