SEMINAR ON SESS PHYSICAL EDUCATION AND SPORTS PSYCHOLOGY - PowerPoint Presentation

Slide1

SEMINAR ON SESS PHYSICAL EDUCATION AND SPORTS PSYCHOLOGY

ON 8

TH

FEBRUARY 2015

VENUE: MSU

BY

TUAN HAJI ABDUL MUTALLIP GHANI

IPG KAMPUS ILMU KHAS . KL

Bac

Edu

(

Physical Education and Health) UPM. Malaysia.

Msc

(Physical Education, Exercise and

Sport Science) UCM,USASlide2
Slide3

DEFINITION OF PHYSICAL EDUCATION

Physical Education derived from two separate

word“Physical”and“Education

”.

The

dictionary meaning of word Physical is relating to body. It may relate to any one or all of the bodily

characterstics.It

may be physical endurance, organic development, physical appearance physical

healths.The

word “Education‟ means systematic instructions or training or preparation for life

.Slide4

DEFINITION OF PHYSICAL EDUCATION

PHYSICAL EDUCATION IS DEFINED AS AN EDUCATIONAL PROCESS THAT USE PHYSICAL ACTIVITY AS A MEANS TO HELP INDIVIDUALS ACQUIRE SKILLS, FITNESS, KNOWLEDGE, AND ATTITUDE THAT CONTRIBUTE TO THEIR OPTIMAL DEVELOPMENT AND WELL- BEING.

IN THIS DEFINITION, THE TERM EDUCATION IS BROADLY DEFINED AS ONGOING PROCESS OF LEARNING THAT OCCURS THROUGHTOUT OUR LIFESPAN. (BUCHER

1999)Slide5

According

to NPPER( A Report by Ministry of Education)

Physical Education is education through physical activities for development of total personality of the child, to it fullness and perfection in body, mind and spirit. Slide6

The aim physical education

as“the

optimum

development,integration,and

physical mental, and social adjustment of the individual through guided instruction and participation in selected total body sports and in rhythmic and Gymnastic activities conducted according to social and hygienic stranded

.Slide7

PHYSICAL EDUCATION

Health

Worthy use of Leisure

Ethical CharactersSlide8

Development of

Organic

fitness

Objective of Physical Education

Development of

Development of

Character

and

Neuromuscular

Personality Skill Slide9

Physical Education Principles

Principle 1:

Physical Education should be an exciting, rewarding, positive movement experience for ALL children.

◊

Opposite = Physical Education is a place for athletes to excel, and for the aggressive and assertive to thrive and release their energy; a place for the meek and less-skilled to stand by and observe or learn to accept criticism, defeat and humiliation.Slide10

Principles 2

Principle 2:

Active play is an essential component of learning and development. It is through play that children become more fit, develop skills, learn to be and play fair, become creative thinkers, learn to be good teammates, and thrive as more responsible, motivated, self-driven citizens.

◊

Opposite = Competition and skill development are king. Athletic performance achieved through drill, practice, and specific sport training is of utmost importance for all students. Kids who are not athletically gifted will not be able to help their schools achieve victory in sports and should therefore be disregarded.Slide11

PRINCIPLES 3

Principle 3:

All students should be actively engaged in EVERY activity in an emotionally and physically SAFE (non-threatening) environment.

◊

Opposite = Players are eliminated, intimidated, and harassed during competitive games. “Last man standing” is the reward for the gifted, assertive athlete, while “first one out” is the fate of the less-skilled, already defeated non-athletic student (who needs the opportunity to move the most!).Slide12

PRINCIPLES 4

Principle 4:

If all players are moving and having fun, ALL physical education standards are being met. Through constant movement and purposeful play, students will become better, more skilled movers – with increased fitness levels in every area. Through non-intimidating, success-enhancing, confidence-building activities that are FUN, rewarding, and enjoyable, students will value and pursue a lifetime of fitness, health, and wellbeing

.

◊

Opposite = Standards-based physical education is skill and drill oriented. Players are successful only if they score well on movement assessments, perform well during skill and drill activities, or if they WIN. Fitness and skill development are achieved through drills, calisthenics, and a regime of running, repetition, and waiting in line for a turn. Success is earned through skill. Athletes are rewarded, while the non-athletic and less fit students suffer in quiet despair, misery, and defeat – vowing repeatedly that given the choice, they will NEVER run again, that exercise is MISERABLE, and that fitness is NOT FUN – creating a lifetime pursuit of activity avoidance, poor health, and seeking solace in comfort foods.Slide13

PRINCIPLES 5

Principle 5:

All physical education standards are of EQUAL importance. Personal responsibility, cognitive awareness, and the value of social interaction are just as important to a successful physical experience as movement skills. Physical education is about respect for self and others, self-expression, trying new things, getting up when you fall down, being a motivator, and knowing you are a winner because you played fairly and did your best

!

◊

Opposite = Physical education is about movement skills. Since you don’t evaluate kindness, acceptance, or personal responsibility in math or science, it has no place in physical education either. Valuing physical activity or the enjoyment of social interaction have no place in physical education and should not be a consideration when planning, teaching, or assessing the physical education experience.Slide14

PRINCIPLES 6

Principle 6:

As physical educators we have a responsibility to the nation and to each and every child to do everything possible to prevent and reduce childhood obesity. It is our highest order to lead through example, provide abundant and SAFE (emotionally and physically) movement experiences, and to educate today’s youth on nutrition, fitness principles, and why and how to be successful movers and shakers!

Fit people move bigger mountains

!

◊

Opposite = Individual students don’t matter. The whole child is not important. Correct form on an overhand throw is more important than tackling obesity. Academic standards are more important than “play time.” Obesity is genetic and environmental. Let the cafeteria staff deal with it. Physical education is simply the place to discover athletic talent, teach a movement standard, throw a ball out, dodge a few and call it a day.Slide15

Theories of Learning

Classical Conditioning

Operant Conditioning

Trial and Error Learning

Thorndike's Law

FeedbackSlide16

BLOOM’S TAXANOMY

cognitive domain

1.Knowledge – Definition :Remembers previously learned material

Sample verbs- define, identify, label, list, name, recall, state.

2. Comprehension – Definition: Grasps the meaning of material (lowest level of understanding) Sample verbs- describe, discuss, explain, locate, give example, translateSlide17

Cognitive domain

3.Application. Definition- uses learning in new and concrete situations (higher level of understanding) Sample verbs: apply, carry out, demonstrate, illustrate, prepare, solve, use.

4. Analysis. Definition – Understand both content and structure of material.

Sample verbs: analyze, categorize, compare, contrast, discriminate, outline.Slide18

Cognitive domain

5. Synthesis. Definition- Formulates new structures from existing knowledge and skills. Sample verbs: combine, construct, design, develop, generate, plan, propose

6. Evaluation. Definition- Judges the value of material for a given purpose.

Sample verbs: assess, conclude, evaluate, interpret, justify, select, supportSlide19

PSYCHOMOTOR DOMAIN

1.Perception. Definition- senses cues that guide motor activity. Sample verbs: detect, hear, listen, observe, perceive, recognize, view, watch

2. Set. Definition – is mentally, emotionally and physically ready to act. Sample verbs: achieve a posture, assume a body stance, establish a body positionSlide20

PSYCHOMOTOR DOMAIN

3. Guided Response. Definition- imitate and practice skills. Sample verbs: copy,

duplicate,imitat

, , manipulate with guidance, practice, repeat, try.

4. Mechanism. Definition- performs act with increase efficiency, confidence, proficiency.

S

ample verbs: complete with confidence, conduct, demonstrate, execute,

make,pace

.Slide21

PSYCHOMOTOR DOMAIN

5.Complete Overt Response. Definition- Performs automatically. Sample verbs: act habitually, control, direct, guide, maintain efficiency, manage, master, organize, perfect

6. Adaption. Definition – Adapts skill sets to meet problem situation. Sample verbs: adapt, recognize, alters, revise, changesSlide22

PSYCHOMOTOR DOMAIN

7. Organization. Definition- Create new patterns for specific situations.

Sample verbs: designs, combines, composes, constructsSlide23

AFFECTIVE DOMAIN

1.Receiving. Definition- Selectively attends to stimuli. Sample verbs: accept, acknowledge, be aware, listen, notice, pay attention, tolerate.

2. Responding. Definition- Responds to stimuli. Sample verbs: agree to, answer freely, assist, care for, communicate, comply, consent, cooperate, contribute, follow, obey Slide24

AFFECTIVE DOMAIN

3.Valuing. Definition- Attaches value or worth to something. Sample verbs: adopt, assume responsibility, behave according, choose, desire, exhibit loyalty, express, initiate.

4. Organization. Definition- Conceptualize the value and resolves conflict between it and other values. Sample verbs: adapt, adjust, arrange, balance, classify, formulateSlide25

AFFECTIVE DOMAIN

5. Internalizing. Definition – Integrates the value into a value system that controls behavior. Sample verbs: act upon, advocate, defend, exemplify, influence, justify behavior, maintain, serve, support.Slide26

Blooms

Taxonomy for Physical Education

PSYCHOMOTOR OBJECTIVES

The student will demonstrate proficiency or show improvement in:

*gaining muscular endurance, strength, cardiorespiratory, flexibility, agility, power, coordination, speed and balance.

*acquisition of throwing, catching, kicking, striking, rolling, dribbling, shooting, passing and rebounding skills.

*active participation.

*finding his/her heart rate.

*finding his/her target heart zone.

*taking a resting and active heart rate. Slide27

Blooms

Taxonomy for Physical Education

AFFECTIVE OBJECTIVES

- The student will develop an appreciation of:

*personal living skills of respect for others, leadership, followership, risk taking & initiative.

*the concept of team work and cooperation.

*the emotional and physical well being necessary to participate in any sport, game, or activity.

*fitness as a part of one's lifestyle.

*individual skills of self and others. Slide28

Blooms

Taxonomy for Physical Education

COGNITIVE OBJECTIVE

S - The student will be able to:

*demonstrate an understanding of safe participation in fitness activities.

*understand the components of fitness (muscular endurance, strength, cardiorespiratory and flexibility).

*determine fitness related activities that are available.

*identify basic anatomical, biomechanical and physiological principles involved in fitness, sport and physical activity

*demonstrate a knowledge of terminology, position, play situations and game strategies.Slide29

TEACHING STYLES IN PHYSICAL EDUCATION BY MUSKA MOSSTON

STYLE A – COMMAND

TEACHERS MAKE ALL DECISIONS

STYLE B – PRACTISE

STUDENTS CARRY OUT TEACHERS –PRESCRIBE TASKSSlide30

TEACHING STYLES IN PHYSICAL EDUCATION

STYLE C – RECIPROCAL

STUDENTS WORKS IN PAIRS, ONES PERFORM THE OTHER PROVIDES FEEDBACK

STYLE D – SELF-CHECK

STUDENTS ASSESS THEIR OWN PERFORMANCE AGAINST CRITERIASlide31

TEACHING STYLES IN PHYSICAL EDUCATION

STYLE E – INCLUSION

TEACHERS PLANNED STUDENT MONITORS OWN WORK

STYLE F – GUIDED DISCOVERY

STUDENTS SOLVE TEACHERS SETS MOVEMENT PROBLEMS WITH ASSITANCESlide32

TEACHING STYLES IN PHYSICAL EDUCATION

STYLE G – DIVERGENT

STUDENTS SOLVE PROBLEMS WITHOUT THE ASSISTANCE FROM THE TEACHER

STYLE H – INDIVIDUAL

TEACHER DETERMINE CONTENTS STUDENT PLAN THE PROGRAMMESlide33

TEACHING STYLES IN PHYSICAL EDUCATION

STYLE I – LEARNER INITIATED

STUDENTS PLAN OWN PROGRAMME TEACHER IS ADVISOR

STYLE J – SELF TEACHING

STUDENTS TAKES FULL RESPONSIBILITY FOR THE LEARNING PROCESSSlide34

METHODOLOGY

CLASSROOM METHOD

GROUP METHOD

STATION METH0D

CLASS FORMATIONSlide35

Health

Related Components:

  Those factors that are related to how well the systems of your body work

Cardiovascular Fitness: The ability of the circulatory system (heart and blood vessels) to supply oxygen to working muscles during exerciseSlide36

Health Related Components

Body Composition: The relative percentage of body fat compared to lean body mass (muscle, bone, water,

etc

)Slide37

Health Related Components

Flexibility: The range of movement possible at various joints.Slide38

Health Related Components

Muscular strength: The amount of force that can be produced by a single contraction of a muscleSlide39

Muscular endurance: The ability of a muscle group to continue muscle movement over a length of time.

Health Related ComponentsSlide40

Speed: The ability to move quickly from one point to

another

Agility: The ability of the body to change direction quickly

Skill

Related Components:

Those aspects of fitness which form the basis for successful sports participation

. Slide41

Skill Related

Components

Balance: The ability to maintain an upright posture while still or

moving

Coordination: Integration with hand and/or foot movements with the input of the sensesSlide42

Skill Related Components

Reaction Time: Amount of time it takes to get moving

.

Power: The ability to do strength work at an explosive pace.Slide43

Kandungan

Sukatan

KSSR

Kandungan

Sukatan

Aspek

1:

Kemahiran

Pergerakan

Aspek

2:

AplikasPengetahuan

dalam Pergerakan Aspek 3: Kecergasan

Meningkatkan Kesihatan Aspek 4: Aplikasi

Pengetahuan Dalam Meningkatkan

Kecergasan Aspek 5:

KesukananSlide44

RANCANGAN PENGAJARAN HARAIAN

KBSR (KURIKULUM BARU SEKOLAH RENDAH)

KSSR (KURIKULUM STANDARD SEKOLAH RENDAH)Slide45

TEACHING GAMES FOR UNDERSTANDING (TGFU)Slide46

TEAM WORKSlide47
Slide48

THANK YOU