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THE REGULAR CLASS PROGRAM

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by

Carolina Ann Badiango

on 8 July 2014

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Transcript of THE REGULAR CLASS PROGRAM

ORGANIZING GROUPS
Objectives :
In this unit the student should be able to :
1. discuss the administrative aspects of the regular class program with regards to:
a. participation and exemption
b. credit
c. class size
d. class schedule


The regular class program is instructional in nature. It consist of continuity of movement experiences designed to help the individual gain movement skills and concepts that will enhance his ability to function efficiently and happily in all his life experiences , whether they will be social , mental or physical.

II. OPERATIONAL PLAN
A. ORIENTATION PHASE (LECTURE-DISCUSSION)
1. Historical background or origin
2. Facilities and Equipment
3. Fundamental Skills
4. Team Composition and Officials of the game
5. Terminology
6. Simplified Rules and Strategies
CREDIT
Physical education should be given the same credit as any other subject in the c.urriculum
THE REGULAR CLASS PROGRAM
THE RESOURCE UNIT

Organizing learning experiences into units of instruction is practical , functional and meaningful to learners.
The advantages of unit teaching are well documented in educational literature.
THE REGULAR CLASS PROGRAM
2. organize the physical education activities into meaningful experiences with focus on :
a. scope and sequence of content
c. the resource unit
b. placement and content
3. describe ways of organizing
the class to facilitate teaching- learning such as :
a. routinizing activities
b. checking of attendance
c. handling of materials
d. small group organization

ADMINISTRATIVE ASPECTS
PARTICIPATION AND EXEMPTION

Educational leaders especially physical
educators stress the importance of participation in physical education activities from Kindergarten through College.
Participation in physical education must be required of all pupils and students.
During this period physical activities stimulate the neuromuscular mechanisms and serve the functional demands of the vital organs.
Exemptions from physical education should not be allowed.

The physically handicapped children who cannot participate on the activities designed for the normal children nat be given special activities.
Teachers and physical education leaders have for too long been apathetic about the matter of credit for physical education , thus , it has suffered many setbacks.
The basic physical education in colleges and universities is given credit of 1 unit per semester for the first two years.
In teacher training institutions a physical education course is credited 2 units.
Secondary :
Physical Education is grouped with Health Education and Music and offered as one curricular subject entitled Youth Development Training.
Elementary :

Physical Education is grouped with Music and Arts.
Physical Education should stand as a subject by itself and offered daily because it is the only subject area in the curriculum which enhances the growth and development of the individual through movement skills.
CLASS SIZE

Class size is crucial because the teacher may not be only concerned with instruction but also of the safety of the children as well.
There is a misconception that since the teaching stations for physical education are mostly out-of-doors two or more , classes may be fused to form one class.
CLASS SCHEDULE:

Physical Education should be scheduled in a manner just like the other subjects in the curriculum if a good program is to result.
The best time to schedule the physical education class is near the middle of the morning or afternoon.

This time of day can provide some change and relaxation from the routine of academic classes.
The last period in the afternoon after all academic classes are over in not a good time to schedule the physical education class .
ORGANIZATION OF LEARNING EXPERIENCES

The activities or learning experiences must be properly organized in order to attain quality output of the physical education program.
A RESOURCE UNIT IN VOLLEYBALL

I. PRELIMINARY PLAN
A. Introduction or Overview
(this is a brief description of the game of volleyball and the values derived from playing)

B. SPECIFIC OBJECTIVES

a. Psychomotor - (In terms of skills and abilities )
The list of objectives under this domain should be arranged from the most simple to the more difficult ones.
COGNITIVE -
( in terms of knowledge , concepts , understandings, or generalization)
There must be a cognitive objective that goes with each psychomotor objectives.
AFFECTIVE
(this refers to attitudes , interest , desires , and appreciations developed as the game is taught.)

C. MATERIALS:

Charts , diagrams , loop films , and other instructional aids.
D. TEACHING STRATEGIES OR TECHNIQUES

(these refer to how the skills and concepts are going to be taught)


E. Safety Precautions

(these are guidelines to be followed
to avoid injuries such as appropriate
attire , safety on the playground ,
equipment used , among others.)
B. ACTIVITY PHASE

(this refers to the psychomotor phase of the lesson. The skills to be taught are indicated together with practice activities and the lead-up games where the skills are further used)
C. EVALUATION PHASE

(This refers to the practical tests and pencil paper test that will evaluate teaching-learning)
III. BIBLIOGRAPHY OR LIST OF REFERENCES
CLASS MANAGEMENT
ROUTINIZING ACTIVITIES
A well organized and managed class makes possible for instruction to be carried on in an orderly manner and has a favorable effect on the environment.
Routines require a very minimum of supervision once they are established. Routines eliminate the repetition of the directions and thus they are time-saving.
Routines can be a preventive measure for disciplinary problems. Students will automatically perform properly their duties of the activities expected of them to do and there will be a feeling of ease.
CHECKING OF ATTENDANCE
The physical education teacher in a self-contained classroom may not waste time checking the attendance for as long as he is very vigilant especially when the children go out to the playground .
Common methods of checking the Attendance
1. USE OF TAGS

2. NUMBERS CALLED ALPHABETICALLY
BY THE TEACHER
3. NUMBERS CALLED
CONSECUTIVELY BY THE PUPILS
4. ALPHABET ALIGNMENT PLAN
5. Squad name roll
6. Squad number roll
HANDLING OF MATERIALS
1. MONITOR SYSTEM
the squad leader or monitor is in charge of distributing and collecting the needed equipment for the squad or group
2. Pass-it-in system
the front member in a column gets all the equipment needed and then passes them on backwards to the last on file.
3. Each-one-take-one System
The pupils are in file or column and in an orderly manner they walk to a place in the room where the needed equipment are placed
ORGANIZING GROUPS
Common Practices of teachers in the organization of groups and leader selection.


1. Leader's Choice
If the class desires to have four groups , the members elect four leaders. Then the elected leaders are given the freedom to select their own members
2. Member's Choice

After the election of leader's , the members are allowed to go to the leader of their own choice.
3. Leader Selection in Squads
The class is first divided into the desired number of groups or squads.
REPORTER :
BADIANGO , CAROLINA ANN
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