Physical Education
EDUC 570 – Final Project
May 17, 2007
By: Jerry Block, Ian Coleman,
Marcia Hampshire, Rachel Hutson,
Erin Orndorf, & Ed Weber
Technology and P.E. in the
Classroom
Technology: A device or system which
uses a complex set of systems in order
to operate. Can assist in making lives
easier.
 P.E. Physical activity: Movement or
organized activities required by the
state of California for all children in
public schools.

Technology Software for P.E.
Muscle Flash Software: Look online
about anatomy, doing sit-ups, push-ups,
which muscles students use
 Excel: Monitor progress in physical
fitness (Body Fat, Metabolic Rates)
 PowerPoint Presentation: Slideshows
 Microsoft Word: Nutrition/Exercise
Plans

Activities Using P.E. Across the
Curriculum
Olympics: Summer, Winter, and Greek
Olympics (Language Arts, History, Math,
Science).
 Soccer,Tennis: Area of Geometric
Shapes, Distance, Speed, Rates
(Math)q.

Technology Software

Palm: Handheld computers that allow
teachers as well as students to enter results
of strengthen, flexibilities, cardiovascular
fitness testing.
– http://www.palm.com/us/education/studies/study25
.html

Internet: Interactive Websites for physical
fitness, charts, exercise ideas for students,
online newspapers that have monthly focuses
on physical fitness and ideas.
– http://www.pecentral.org/lessonideas/pelessonplan
s.html
Technology and the Internet

Encourage students to examine fitness levels
and explore participation in physical activities.
 Teach students how to create exercise
programs to fit their needs and fitness level.
 Communicates fitness ideas, healthy eating
tips, and positive messages.
 Encourages physical education for all
children.
Websites for Parents/Children
Get Active, Stay Active
 P.E.Links4u
 PE Program Websites
 PE Central
 Kidnetic
 Kids Running Online

Sources Cited for Technology in
Physical Education
PE Program Websites,
http://www.pecentral.org/websites/pepro
gramsites.html
 Get Active, Stay Active,
http://www.getactivestayactive.com/
 P.E.Links4u,
http://www.pelinks4u.org/index.htm

Sources Cited for Technology
Continued . . . .
PE Central,
http://www.peclogit.org/logit.asp
 Kidnetic, http://www.kidnetic.com/
 Kids Running Online,
http://www.kidsrunning.com/

Physical Education Teaching
Styles
Spectrum of Teaching Styles (Mosston and Ashworth,1986)
Teacher Directed
Student Directed
_____________________________________________________
A
B
C
D
E
F
G
H
Style A: Command
Style B: Practice/Task
Style C: Reciprocal
Style D: Self-Check
Style E: Inclusion
Style F: Guided Discovery
Style G: Divergent
Style H: Individual
Mosston’s Spectrum of Teaching
Styles

A continuum of methods of instruction ranging
from teacher to student directed
 Each style meets specific objectives and has
varying benefits.
 Using a variety of teaching styles promotes
creativity for teachers and students, and
allows teacher to meet the students’
individual needs
Style A:Command

Description: Teacher makes all decisions;
learner follows specific directions
 Benefits: Organized, on-task, easy with large
groups, insures that proper skill is being
taught, safety, lots of activity time
 Examples of when to use: Technique is
difficult, high risk equipment, a lot of
behavioral problems, lower ability students
Style B: Practice/Task

Description: Teacher explains and
demonstrates; students practice the tasks
that were demonstrated at their own pace;
teacher may implement task cards
 Benefits: Wide variety skill level, high activity
 Examples of when to use: big group
environment, stations
Style C: Reciprocal

Description: After a teacher demonstration
and explanation, students work in pairs; one
does the task, the other provides feedback
 Benefits: A lot of feedback, always learning,
by doing and watching, comfortable with
feedback, improved skill performance,
encouragement, social skills, student
engagement, all levels-psychomotor,
cognitive, affective
 Examples: Skill development, self-motivated
students, space is limited, knowledge of skill,
different levels of ability
Style D: Self-Check

Description: Students assesses and corrects
own performance on a skill taught by the
teacher.
 Benefits: Teaches students to be selfmotivated, non-threatening, immediate
feedback, a lot of data
 Examples: fitness/health, wide variety of
learners, when no one else is available to
give feedback
Style E:Inclusion

Description: Teacher provides multiple tasks
with varying levels of difficulty; students
decide entry level and speed of progress
 Benefits- less-pressure, fun, variety of
appropriate tasks, independence,
individuality, student able to assess, make
comparisons to their own skill performance,
improvement of learner skill, success for all
skill levels
 Examples:Motivated students, able to assess
themselves, motor skills/fitness, kicking
lesson- L1- station kick L2 station kick moving
target L3 moving kick, moving target
Style F: Guided
Discovery/Convergent

Description: Student discovers appropriate
movement responses by responding to the
teacher’s guiding questions. (series of
questions, to lead to one correct response >)
 Benefits: Increases student activity, not
boring, high student practice of cognate skills
 Examples-Elementry-College, within the
closure of the lesson, to answer why
questions, strategies
Style G: Divergent

Description: Student discover multiple
responses to a single question or movement
problem with less assistance from the
teacher. <
 Benefits: Exploration, activity doesn’t have to
be a sport, confidence, self-esteem,
appropriate at all levels, discovery, critical
thinking
 Examples: Elementary, used to get kids to
move- teaching a non-specific motor
movement, Adventure education- educational
gymnastics
Style H: Individual

Description: Teacher determines the
objectives of the lesson; student determines
how best to learn the content.
 Benefits: Cognitive thinking involved, self
empowerment, choose instruction style,
individual feedback/assessment
 Examples: older students, strategies/
designing drills.
Reproductive vs. Productive

Reproductive- command, practice, reciprocal,
self-check, and inclusion teaching styles.
Learner reproduces known material or
knowledge. The focus is on replication of a
specific model. Often the subject matter
involves concrete facts, rules, or specific
skills. Therefore, the learner must be provided
a correct model to emulate, adequate time to
practice the model, and congruent feedback
related to the original model.
Reproductive vs. Productive

Productive- is dependent upon the learner producing
new knowledge to self or teacher. Teacher invites
learner to engage in cognitive operations like problem
solving, creating, inventing, of critically thinking to
discover new movements. Teacher must provide the
students time for cognitive processing, a class
climate focused on searching and examining, and
feedback for producing alternative solutions rather
than a single solutions.
 Guided discovery, convergent discovery, divergent
production, individual program-learner design,
learner-initiated, self teaching.
Conclusion



Each style of teaching is not inherently better or more
effective than the others, but rather that each style
met a specific set of unique objectives or goals.
Mosston- “the conceptual basis of the Spectrum rests
on the ‘non-versus’ notion. That I, each style has its
place in reaching a specific set of objectives; hence,
no style, by itself, is better or best… Each style is
equally important” (p. viii).
Research continues to help understand which styles
work best for the learner in certain situations
Non-traditional PE Instruction

Traditional PE
•
•
•
•

Teacher chooses the sport for the unit
Teacher demonstrates skills specific to sport
Students practice isolated skills
Students play in full or modified games
Two other Instructional Models:
• Tactical Games
• Sport Education
Tactical Games

Lesson plans designed around tactics, not
skills
• Tactics = the combination of strategy and skill needed to
perform a game in game-like situations
• Examples = defensive positioning, advancing runners in
baseball, shot selection

Objective is to cognitively and then physically
solve a tactical problem in sport
 Teacher determines tactic, students work to
solve it
 Goal is to play games more and do drills less
Sport Education

Students divided into teams that work
together for a whole “season” (vs. “unit”)
 Students participate in all roles of sport:
player, coach, captain, trainer, official
 Incorporates team building activities: team
name, cheer, mascot, flag, etc.
 Ends with culminating event (Championship
Game, World Series, Superbowl, etc.) and
award ceremony (MVP, most improved, most
spirit, fair play award, etc.)
Theoretical/Philosophical Basis

Constructivist Theory
• Learners make new learning based on previous
knowledge
• Goal is to increase understanding

Pragmatism
•
•
•
•
Concerned with real life issues
Application of ideas in experience
Ideas are social in origin
Success is about solving problems that challenge us and
increase our intelligence and understanding
Theoretical/Philosophical Basis

Progressivism
• Education is an opportunity to apply previous experience
in new ways
• Students solve problems similar to those found in real
world
• Relevant to interests of students
• People learn best through interaction w/ others

Liberalism
• Innovative methods with flexible teachers
• Free access to ideas
• Use of reason to solve problems
Kinesiology in Special Education
How is kinesiology applied in the
Special Education Setting?
 More specifically, what type of
kinesthetic activities benefit students
with emotional or behavioral difficulties?

Application of Kinesiology in
Special Education?
•
•
•
•
•
Types of disabilities
Mobility issues
Tools
Implementation
Adaptive P.E.
Parachutes Rock!!!!!
What about the students in
behavioral programs???
What types of Activities???




Traditional P.E.?
Equipment for your classroom & how do
you get it???
Group Dynamics……
Always, Safety First!!!
References
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Ashworth. S. (1983). Effects of training Mosston’s Spectrum of teaching styles
on feedback of teachers. Unpublished doctoral dissertation, Temple University,
Philadelphia.
Ashworth. S. (1991). The Spectrum and teacher education. Journal of Teaching
in Physical Education, Recreation and Dance, 63(1), 32-35, 53.
Byra, Mark. (2000). A Review of Spectrum Research: The Contributions of Two
Eras. National Association for Physical Education in Higher Education.
Byra, M. (2000). Teaching the Spectrum to physical education teacher education
students. Manuscript submitted for publication.
Goldberger, M. (1991). Research on teaching physical education: A commentary
on Silverman's review. Research Quarterly for Exercise and Sport, 52 (4), 369373.
Goldberger, M. (1992). The spectrum of teaching styles: A perspective for
research on teaching physical education. Journal of Physical Education,
Recreation, and Dance. 63(1) 42-46.
Metzler, M. (2005). Sport Education. Instructional Models for Physical
Education. Scottsdale, AZ: Holcomb Hathaway.
Metzler, M. (2005). Tactical Games. Instructional Models for Physical
Education (pp. 401-438). Scottsdale, AZ: Holcomb Hathaway.
Murray, C. (2003). Risk Factors, Protective Factors, Vulnerability, and
Resilience: A
Framework for Understanding and Supporting the Adult
Transitions of Youth
with High-Incidence Disabilities. Remedial and
Special Education, 24(1), 16+.