Effective Classroom Management and Teaching Techniques in Physical Education

Posted on Dec 9, 2024 in Physical Education

Improving Classroom Organization and Time Management

Strategies to Optimize Time in Each Session

a) Time Program

• We cannot increase time, but we can avoid reducing it.

b) Useful or Functional Time

• Students are often motivated to take a long time to change and access sports facilities.
• • • Set rules that limit the time spent in the locker room.
    • Establish strict rules to enforce punctuality at the start of the session.
    • Shorten administrative procedures, such as attendance roll control, during the session.
    • If feasible, ask students to come wearing their sportswear.
    • Have the material to be used prepared and effectively organize its movement if necessary.
    • Inculcate the habit of warming up while the teacher and other peers help bring the material or arrive.

c) Time Available for Practice

• Reducing the time spent on the presentation of activities. Strive to be brief and clear.
• • • Reduce the number of activities to save time on explanations, but without eliminating the motivation that comes with variety.
    • Use progressions and variations of the same activity to reduce wasted time.
    • Prepare the material, demonstration, and organization of the next activity as students develop the previous one.
    • Ensure the teacher is properly positioned relative to students during the initial information.
    • Check the position of the students relative to the teacher.
    • Use both demonstration and explanation in combination.
    • Ask if there are doubts before starting work.
    • If possible, or not essential, avoid developing many complex activities, as they can waste a lot of time.
    • Ensure that the evolution of the organization is consistent.
    • Have groups organized when organizing games and team competitions.
    • Propose activities that are significant and motivating for students, so they come forward to hear the following proposal and lose less time on explanations.
    • Take attendance while organizing an activity to avoid wasting time.

d) Time of Motor Commitment

• Use organizations that avoid long lines or where the student is standing for too long.
• • • Suggest actions appropriate to the students’ capacity and that are motivating so that they are involved.
    • Ensure sufficient material for a participatory session.
    • Move throughout the space, encouraging participation.
    • Minimize games where students are eliminated.

e) Time Spent on Task

• Learn to control whether the time spent on each task is enough, and decide whether to continue or switch to another activity.
• • • Check the intensity of work efforts, knowing when to insert pause periods or intersperse activities of excessive concentration or tension with others that are more relaxed and playful.

Classroom Management

Elements that Facilitate Classroom Management

• Devote as much time as possible to meaningful activities. Class problems often occur when students are bored. Meaningful activities are those that engage.
• Establish clear rules of conduct relating to:

• Behavior in locker rooms

• Use of the material

• Behavior in the workspace/place of activity

• Respect and relationships with the teacher and classmates

• Create a positive climate in the conduct of the activity. Didactic guidelines:
• Consistency of rules: The rule is always true. The teacher must always act the same way. Treat everyone equally.
• Focus the teacher’s interactions on monitoring significant aspects of student behavior: We must detect not only what is important for the teacher but also from the standpoint of the student.
• Use positive reinforcement and approved assistance: These two lines can address the intervention itself or attitudes.
• Positive reinforcement should be proportionate to the student’s achievements.
• Help students assess their level of values regarding social behavior; do not only teach the sport but also attitudes.
• Strategies of the teacher/coach:
• • • Do not start talking until everyone is paying attention.
    • Praise in a simple and direct manner.
    • Vary forms of intervention.
    • Use complete, direct, and personal sentences.
    • Match and/or change verbal and non-verbal language.
    • Avoid double negatives.
    • Be correct in approvals.
    • Express personal satisfaction to the student, even privately.
    • Use a positive role model whenever possible.

Direction of the Class or Session

Items to Consider in the Direction of the Class or Session

• Appropriateness of the tasks
• Progression of tasks
• Initial information and knowledge of results
• Observe and address the responses and behaviors of students
• Personal factors of the teacher in terms of technical sports:

• Personal/character: Strong/weak, authoritarian/democratic, secure/insecure

• Physical image: Unkempt, obese, smoker, etc. We must care for our image, especially with children.

• Teaching language: Diction, fluency, appropriateness to the level, expressiveness, correctness, powerful voice

• Gestures: Expression, body language, gestures

• Movements: Harmonic, correct, attending to the class

• Attitude toward the profession and the participants: Interest and respect, friendship and trust, helping in learning and student participation, always showing the right attitude toward pupils

Discipline Problems and Corrective Measures

• The first step is prevention, using all resources at our disposal to prevent the emergence of deviant or undesirable behavior:

• Show strength and security in decisions

• Be respectful to the participants

• Give responsibilities to conflicting students

• Have sessions thoroughly designed

• Know the dynamics of our group to avoid potential conflicts

• Motivate students to create a positive climate

• Dialogue in private with the most troubled students

• Avoid having students’ backs to you for a long time

• Once discipline or behavior problems arise, we must be able to quickly:

• Detect them

• Analyze them

• Apply, if possible, the best solution, trying especially to reduce disruptions and distractions that can cause indiscipline in the rest of the group. To do this, we must:

a) Address minor problems:

* Ignore inappropriate behavior unless it is important

* Stop inappropriate behaviors without interrupting or disrupting the activity

* Make the student think, reason, and assume responsibility and consequences

b) Intervene before serious problems (possibility of physical risk):

* Call the student by name or demand that they stop with a firm attitude

* Remind them of the rule

* Maintain a personal interview, etc.

Generally, threats, personal attacks, ridicule, or punishment are not advisable. Sanctions or penalties should be proportionate to the offense committed.

It is important to relate the punishment to the crime.

Punish the behavior, not the person.

For young children, using exercise as punishment is not recommended.

BUT: NO PRESCRIPTION!

Clarification of Basic Concepts: Techniques and Styles

Method, Technique, Style, and Strategy in Education

A. Method

DRAL: A way to say or do something in an orderly fashion.

A set of rules, lessons, or exercises, generally covered in a book, to teach or learn something.

Mode of action or proceeding: (philosophy) procedure followed in the sciences to find the truth and teach it.

Dictionary of Sports Science (Unisport, 1992).

(In science in general). Procedures or activities for behaviors through observation, experimentation, testing, interviewing, analysis, statistics, discussion, or reflection.

Teaching Styles in Physical Education (Delgado Noguera, 1991). Method and procedure are ambiguous terms, so their use is only recommended when referring generally to the manner or mode of conducting education (Delgado Noguera).

We understand this term in the course set by Delgado Noguera, in its broadest sense, as major general approaches to the teaching-learning process.

B. Technique

DRAL: A set of procedures and resources used by a science or art. Expertise or ability to use those procedures and resources or to execute anything.

How the teacher communicates what they want (Delgado Noguera).

C. Style (1)

Santillana Dictionary of Education: Modes or forms in which the relationship between the personal elements of the educational process is manifested through the presentation by the teacher of the subject or aspect of teaching.

Anaya Dictionary of Educational Science: A peculiar way that each teacher has to develop the program, apply the method, organize the class, and interact with students.

C. Style (2)

It is the peculiar form of interaction with students that is evident in proactive decisions, during interactive decisions, and in post-activity decisions (Delgado Noguera). (Prior to implementation, during and after execution or design, implementation, and evaluation).

This peculiar form that every teacher has to teach is made up of these elements:

• A technical level determined by the teaching technique, practice, and strategy, as well as didactic resources.
• • • A socio-emotional level: Their personality, the type of relationships they foster with and among students, or the climate created in the class.
    • An organizational and control level: The types of organization, the system of signals, or sample solutions to deviant behavior.

C. Style (3)

Each teacher must use or apply the style(s) of instruction best suited to achieve the objectives, content, student characteristics, tasks, etc. (analysis), and even develop their “own style,” based on their idiosyncrasies, personality, and cultural and educational background.

The quality and progress of education consist of the increasing dominance of a variety of teaching styles and the ability to use them effectively (Joyce and Wells, 1955. Models of Teaching. Edit. Anaya).

Being subject to one style limits the student’s ability to learn.

Each style defines the social environment of the class.

D. Teaching Strategy

DRAL: Art, outlining to address an issue.

Illustrated Dictionary of the Century (El Mundo, 1998): The art of directing a series of provisions to achieve a goal.

(See the issue of direct instruction)

Teaching Styles in Physical Education (Delgado Noguera, 1991).

E. Strategy in Practice

A particular way of addressing the different exercises that make up the progression of teaching a motor skill (analytic and synthetic).

Types of Teaching/Animation Techniques

• Technical education through direct instruction:

(Playing and Learning by Imitation Models)

(Item 11)

• Teaching technique by searching:

(Inquiry)

(Item 12)

Classification of Teaching Styles/Entertainment

(Professor Delgado Noguera)

Styles Based on the Technique of Direct Instruction

Styles Based on Search Technique