By Susan Capel, Peter Breckon
This publication presents a number sensible actions designed to help actual schooling lecturers’ studying. The actions contain case experiences, examples of scholars’ paintings, examples of current stable perform, and various tried-and-tested educating concepts. The e-book additionally comprises invaluable photocopiable assets and coaching fabrics. actions in each one bankruptcy offer a toolkit to aid student physical education teachers to examine their studying and performance.
This booklet extends the popular studying to coach PE within the Secondary School textbook, offering particular examples of concept in perform. it's filled with examples of the way to examine perform to make sure student studying is maximised. those examples are in line with the simplest examine and perform at the moment on hand. additionally, the booklet offers web-based hyperlinks to assets of recent wisdom aiding evidence-based practice.
Read Online or Download A Practical Guide to Teaching Physical Education in the Secondary School PDF
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Additional info for A Practical Guide to Teaching Physical Education in the Secondary School
Factors which need to be taken into account when planning a unit of work What recognition/information is provided of prior learning? Are the ILOs for pupil learning mapped against all four NCPE strands? Do the ILOs provide clear criteria to assess pupil learning, identifying aspects of quality expected in pupils’ responses? How much time is available to teach the unit? How does the department take these factors into account in the selected unit? How are these factors represented in the QCA units?
2a Reﬂection in action Complete the table below by identifying what action(s) you might take during the lesson as a consequence of observing the following pupil responses. Add some exemplars from your own experience. Pupil response Action(s) you might take Why is this action being taken? g. extension tasks are set To ensure all are working at their own ability • Confused by task • Inattentive • Pairs working through progressions at different rates • One pupil being physically bullied • Chatty group is off-task • Some individuals appear disinterested • Whether pupil/s for whom English is an additional language (EAL) respond to a given task appropriately • • • • 20 THE REFLECTIVE PRACTITIONER Reﬂection on action Reﬂection on action is usually undertaken once you have taught a lesson or a series of lessons (end of unit of work).
In Chapter 6 we consider medium- and short-term planning. By the end of this chapter you should be able to: • • • • understand the factors that inﬂuence planning in physical education and engage in a critical review of existing planning models; understand the constraints on a physical education curriculum and planning issues that result; analyse a physical education curriculum and determine the extent to which it presents pupils with a broad and balanced experience and takes account of continuity and progression; undertake the long-term planning of a physical education curriculum, taking account of statutory requirements.