Pe - Education
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- Date Submitted: 10/24/2015 06:09 AM
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Produce a teaching resource which demonstrates your understanding of the way PE can contribute to the learning of literacy skills.
Physical Education (P.E) within the curriculum has undergone vast degrees of change over the previous century, however its underlying principles still lie at the heart of the primary programme. The Department for Education and Employment suggests that physical education should develop pupil’s physical competence and confidence throughout a range of skills (Department for Education and Employment, 1999).
Following on from this belief research has suggested that physical education within the primary sector should be moved towards developing ‘physical literacy’, whereby pupils are provided the opportunity to develop physical confidence and competence, coupled with the motivation and understanding to maintain physical activity throughout life (Whitehead, 2004).
In order to achieve this aim it is imperative that we understand learning theories and successfully integrate research into planning for physical activities. Lawrence (2012) argues that there exist three distinct domains of learning: cognitive, affective and psychomotor. These domains are not mutually exclusive and indeed should be celebrated as such with activities designed to accommodate for each (Lawrence, 2012). This is, in my belief, best achieved through an instructional model of learning developed by Metzler, whereby children are actively taught the ‘skills’ associated with an activity through clear, concise instructions before implementing such skills into a practice activity (Lawrence, 2012).
By implementing a ‘skills card’ to replace or, more likely, supplement teacher instruction the theories of social constructivism can be seen. In this way emphasis is placed upon interaction between peers as apposed to the more traditional didactic model of teaching. Dialogue becomes the vehicle by which knowledge is exchanged; as such this learning style fully supports the...
Physical Education (P.E) within the curriculum has undergone vast degrees of change over the previous century, however its underlying principles still lie at the heart of the primary programme. The Department for Education and Employment suggests that physical education should develop pupil’s physical competence and confidence throughout a range of skills (Department for Education and Employment, 1999).
Following on from this belief research has suggested that physical education within the primary sector should be moved towards developing ‘physical literacy’, whereby pupils are provided the opportunity to develop physical confidence and competence, coupled with the motivation and understanding to maintain physical activity throughout life (Whitehead, 2004).
In order to achieve this aim it is imperative that we understand learning theories and successfully integrate research into planning for physical activities. Lawrence (2012) argues that there exist three distinct domains of learning: cognitive, affective and psychomotor. These domains are not mutually exclusive and indeed should be celebrated as such with activities designed to accommodate for each (Lawrence, 2012). This is, in my belief, best achieved through an instructional model of learning developed by Metzler, whereby children are actively taught the ‘skills’ associated with an activity through clear, concise instructions before implementing such skills into a practice activity (Lawrence, 2012).
By implementing a ‘skills card’ to replace or, more likely, supplement teacher instruction the theories of social constructivism can be seen. In this way emphasis is placed upon interaction between peers as apposed to the more traditional didactic model of teaching. Dialogue becomes the vehicle by which knowledge is exchanged; as such this learning style fully supports the...