Interaction Models and Class Organization in Physical Education
Knowledge Interaction and Individual Implementation
Each student, after receiving initial information, provides a motor response. Knowledge of performance and results should be provided individually, as much as possible.
- Prioritize attention to students with the greatest needs.
- Provide positive reinforcement to students performing well or nearly well.
- Devote more time to those requiring corrections, shifting priorities and attendance to individuals practicing proper exercise execution.
The effectiveness of this model is closely related to group size.
CR Interaction Model and Individual EC
Diversification Model of Levels in Subgroups
Attend to all students by setting different levels: those performing well can improve further, while others are still learning and progressing. Provide initial reference information by level and knowledge of individual results.
Subdivide the group into subgroups of different, relatively homogeneous performance levels. The number of subgroups should be manageable for the teacher to implement appropriately and productively.
If the activity allows for progression and students can advance in levels, encourage them by offering achievable goals or benchmarks.
Certain teaching styles allow for attending to each student as an individual with unique needs, providing individualized instruction.
In summary, the factors determining the teacher-group interaction model are:
- Group size
- Degree of group homogeneity/heterogeneity
- Characteristics of the task being taught
- Material circumstances of the workplace
- Level and age group
- Teacher’s ability
- Attitude, interest, and motivation of the group
- Other factors
Every teacher should aim to provide the most individualized instruction possible.
Item 9: Organization, Control, and Direction of the Class or Group
Introduction
Factors to Consider in Class or Session Organization
Session Outline
A scheme designed in advance, fully aligned with the objectives and content to be covered.
Class Time or Meeting Time
Time must be maximized to provide students/groups with the greatest possible participation.
Rational Distribution of Exercises
In pursuit of the objectives.
Active Participation
For a 60-minute session, motor engagement time is 20-25 minutes.
Structure and Timing of Session Parts
Design the three parts (warm-up, main part, and cool-down) with appropriate durations (1 + 3 + no more than 2).
Teaching Organization of the Class or Session
Requirements for Good Teaching Organization
- Maximum utilization of practice time and efficient use and distribution of equipment and materials.
- Maximum use of space, facilitating communication and movement.
- Student organization forms: These depend on the setup of materials, the number of students, task characteristics, etc. The most common are geometric and linear formations:
- Front rows and columns
- Circles, double circles, or semicircles
- Squares, rectangles, etc.
- Scattered or free formation (presents control difficulties with large groups)
- Maximum participation. Different types of time can be distinguished:
- Program time: Given by public authorities or private institutions.
- Useful or functional time: From the beginning to the end of the class or session.
- Time available for practice: Useful time – Information/organizational time.
- Motor engagement time: Time the student is physically active.
- Time spent on each task: Total time dedicated to each task.
- Control of possible contingencies.
- Development of a positive emotional climate and overall class dynamic.
It’s important to involve participants in the organization and care of equipment, fostering responsibility, cooperation, and mutual aid.
Aspects of Didactic Organization
Group Structure
The most common structure is a single, whole group.
Alternatively, the group can be divided into subgroups to:
- Differentiate teaching and learning levels (same task with varying difficulty)
- Address practitioner motivations (different tasks, optional activities, etc.)
- Improve adaptation to available facilities and materials
- Enhance group dynamics (pairs, trios, etc.)
Situations and Group Movement
When organizing a session, consider available materials, number of participants, possibilities for differentiating work areas, group division, rotations, time, intensity, etc.
This allows for different types of organization:
- Formal: Very large groups, usually associated with geometric formations. Provides maximum teacher control and typically involves unilateral decisions.
- Semiformal: Placement or formation by the teacher, but without fixed positions. The teacher proposes the activity, but performers determine the pace.
- Informal: Dispersed or free placement. The teacher explains the task, and students decide the pace, placement, and spatial development. Requires a mature group.
Teacher Location and Movement
There are two basic positions:
- Focal position or external to the group: Most often used for giving information to the whole group.
- Internal position within the group: Useful for individualized attention and feedback.
Control and Structure of Activity/Breaks
Excessive continuous activity leads to monotony and fatigue, while too many breaks lead to boredom and a sense of wasted time.
Consider different types of execution for activity/breaks:
- Simultaneous, synchronous, or free execution
- Choice execution: One group/part works while another rests.
- Consecutive execution: Similar to choice execution but with more than two groups, working and resting in turn.
- Free execution: Each individual works independently.
Teacher Decision Level and Student Responsibility
Emancipatory or less directive education allows the group to make more decisions.