1-24

APPROACH TO LEARNING PHYSICAL EDUCATION Physical Education being a rare combination of science and art can be termed as artistic science and calls for a unique methodology for its study. Physical Education has a special significance, unique role and has made unlimited contribution in the modern age as it caters to the biological, sociological and psychological necessities of the man. Swami Vivekanada has stressed that “what India need today is not the Bhagwat Geeta but the football ground”. Physical Education is of great value for the man not only for his present but also for his future. This points to the relevance and importance of the new approach to learning which is more learner centred. The Objectives of Physical Education Curriculum « Physical Education considers the child as a united whole of mental, social, moral and physical qualities and provides for the optimum development of all these through the physical activities. « To the development of the organic system and functioning of the human body. « Physical activities are essential for the development of a child’s scientific insight, intelligence and superior type of reflective thinking. « Physical activities provide opportunity of inter action between participants and others in varied situations enabling them to learn social qualities like sportsmanship, co-operation, honesty, 1

friendship, fellowship, courtesy, self discipline and respect for authority which promote social adjustment of an individual. « Physical Education through exercise and knowledge about one’s body and its requirements contribute immensely to physical fitness and regular exercise improves our physical efficiency, sense of well-being and appearance. « Physical activities such as yoga, aerobics, fitness programmes, recreational activities, sports and games help in relieving and reducing mental tensions caused by modern life style by diverting the attention and also by providing an outlet to frustrations. « The learning of skills, game, rules, techniques and strategies and judgement making equip an individual to interpret new situations effectively. « Physical Education programmes make an individual aware regarding the importance of sanitation, health and hygiene, prevention of disease, balanced diet and health habits hereby improving his mental development. « Through physical activities an individual learns to co-ordinate the muscular and nervous systems. Nero-muscular co-ordination develops well only if various types of skills and exercises are done repeatedly for a long period of time. « Physical Education instructs the individuals in habits of health and safety and the sports and games are played under conditions conducive to learning safety and health practices.

2

« Physical Education allows for expression and creativity by utilizing the body as a means of expressing one’s feelings and creating new and innovative patterns of movement and ideas. The major characteristics of the teacher centred pedagogy. ð Gives emphasis to activity based/participatory learning. ð Life oriented ð Contemporary Nature of the learner ð Adolescent learner ð Curious and ready to accept challenges and to act accordingly ð Spirit of adventure ð Eagerness to explore ð Leadership qualities ð Interested in group activities ð Ability to think critically and logically ð Individual opinion It should also be noted that the learners has his own ambitions to earn a livelihood or to continue to higher academic/professional education after the completion of the vocational higher secondary course. The strategies for the transaction of the Physical Education curriculum for std XI, provided in the source book, have been designed after considering the objectives of physical Education Curriculum, the characteristics of the learner centred pedagogy and the nature of the learner.

3

Theoretical foundations of physical Education learning:The basis of the new curriculum is derived from developments in philosophy, psychology, anthropology and sociology taking place in India and the European countries. These developments have helped to make teacher centred learning evolve to student centred learning and to give importance to the idea that learning takes place through social interactions. The New curriculum gives adequate thrust to the following ð Multiple intelligence ð Co-operative learning ð Constructivism ð Emotional quotient Multiple Intelligence Howard Gardner opined that the intelligence of an individual is not gifted by birth alone instead; the intelligence is of cultural domain. One can enhance his intelligence by passing through various opportunities and training. He precipitated 8 categories of intelligence as: 1. Verbal/linguistic intelligence The ability for reading, writing, verbal production, speak and lecture and communicate effectively belong to this type. This type of intelligence can be developed through activities such as teaching, report writing etc.

4

2. Logical/mathematical intelligence Abilities like logical thinking and finding out patterns and relations belong to this component.

This type of intelligence is

developed through finding correspondences, ordered explanations and mathematical operations. 3. Visual/spatial intelligence People with prominently visual/spatial intelligence will be able to design models, and execute ideas they have. Architects, designers and sculptors will be strong in this type of intelligence.

Model

building, making of art materials, sculpturing, painting and drawing will help to develop this component. 4. Bodily-Kinaesthetic Intelligence This revealed to the ability to move the body parts. Dancers, actors, sports people and gymnasts who can move the body aesthetically and express emotions through body movement belong to this category. Activities involving dance, aerobics, yoga, sports and games help the development of this type of intelligence. 5. Musical Intelligence It is believed that this type of intelligence is highly developed in people with the ability to distinguish the different elements in music, performing musicians, people who can hum tunes and those who can appreciate music. Playing musical instruments, singing along with others, keeping rhythm etc. are activities that help the development of this component.

5

6. Interpersonal Intelligence People who demonstrate leadership qualities and are able to interact in a positive way with others will have a better developed interpersonal intelligence. They can understand the thinking of others and can successfully involve in negotiation activities. Role play and group activities can be used to cultivate this intelligence. 7. Intra personal intelligence This is essentially the ability to understand oneself. Such people will have the ability to understand their abilities and shortcomings. Analytical dairy writing, assessment of ideas and activities of others and assignments can help the growth of this factor. 8. Naturalistic Intelligence This is characterised by deep interest in nature and the flora and fauna, love for fellow beings, interest in spiritual and naturalistic phenomena. This component can be strengthened through nature study and enjoying the beauty of nature. Gardner speaks about another dimension of intelligence – existential intelligence. But this has not been elaborated sufficiently. The teachers may ensure that learning activities that cater to all the components of intelligence are provided to the student. The strategies developed for the transaction of the Physical Education curriculum at XIth standard has taken care to develop all the above mentioned intelligences. The learning processes are designed in such a way that each content of Physical Education shall give due importance to all

6

categories of intelligence. The learners shall be given an opportunity to express his intelligence in multiple ways. Instead of taking the whole class as a single unit, the teachers have to design the learning activities in such a way that the intelligence of each learner shall be identified and making the entire learners, participating in the activities and develop their personalities. Constructivism The past decades have seen a radical change in the concept of learning. The contribution of Piaget, Vygotsky and Bruner have given a new direction to the developments in this area. Important among these new concepts are: « Learning is the construction of knowledge. « Learning takes place as part of problem solving. « Learning takes place by incorporating new elements of knowledge into the cognitive structure of the learner. Important ideas put forward by constructivism may be examined now; 1. Discovery Learning Teachers must create an atmosphere that enables the learner to discover ideas and facts. Rather than leaving the student to discover for himself, providing opportunities that prompts the learner to discovery is important. Providing, direct explanations and asking the student to imitate models are not what is expected from the teacher. Helping the students to develop a model of him own is more important.

7

2. Learning through debate Debates lead to learning is an idea of Bruner. Here debate does not mean an argument. It is a sharing of ideas. New ideas can be developed by asking for explanations, contributing ideas and analysing ideas in debate. It is an active method where all in the class can participate. 3. Learning through problem solving Learning takes place only when the student sees in a particular learning situation a problem that needs a solution. When an imbalance in knowledge is produced the natural tendency is to carry out some activity to correct this. The student needs to be confident that he/she will be able to find a solution. Problems framed need to consider the abilities, cognitive level and practicability. 4. Collaborative learning This is a form of learning which shares the learning responsibility among, members of a group which works towards a common objective. The common aim can be achieved only when all the group members perform their duties satisfactorily. The outcome of learning can be shared by all the members of the group. The teacher who facilitates learning need to clarify the responsibilities of each member. This can be done only through discussions with the members of the group. The situation where one person acts on behalf of the group can be avoided in this type of learning.

8

Collaborative learning method can be followed only by a teacher who is prepared to share knowledge and authority with the students. 5. Co-operative learning This is a mode of learning where the learners help each other to learn. Those who have better knowledge and experience help other student’s. It must be ensured that the help is not mere copying of other students work. It is a need based interaction providing support for learning at all stages. All the members of the group will be ready to answer the questions on the common task and the group’s achievement will be evaluated on the basis of the performance of the group members. 6. Zone of Proximal Development (ZPD) According to Vygotsky, there is a level of achievement that can be reached by all learners on their own, and another higher level which can be successfully completed by teachers or peers.

While any

learning activity can be successfully completed by many learners, with the help of knowledge of elders all can reach a higher level. Those who complete the activity only in parts can complete it with the help of the teacher. If appropriate help is received, all learners proceeded to better performance.

The area between the level achieved by own

efforts and that which can be achieved with the help of others is called as zone of proximal development by Vygotsky. 7. Scaffolding It is only natural that many learners are unable to complete learning activities if helps is not received in time. The student needs help from the teacher in many learning activities. Here, help does not 9

mean taking over and completing the work for the student, but making the student himself complete it. Teacher may provide hints, examples, evidences, or ask questions to direct the thought to specific path. In some situations the student may be asked to examine how others have approached the problem.

What is important in providing this

scaffolding is to bear in mind that the student must gradually be equipped to take up and complete the task. The concept of scaffolding highlights the important role of the teacher in learner centred education. 8. Learning an active mental process Learning being a cognitive process, the teacher needs to know cognitive processes, to facilitate the creation of learning opportunities. Learning can be made effective and intellect, sharpened by providing learning experience involving processes like remembering, identifying, correlating, connecting, comparing, classifying, selecting, analysing, ordering, predicting,

logical asking

thinking, practical

summarizing, questions,

justifying, explaining,

guessing, correcting,

recreating, imaging, appreciating, creating, concluding, codifying, integrating, thinking critically and calculating. 9. Internal motivation Constructivism emphasises internal motivation over external motivation. Teachers must make all efforts to see that students have internal motivation. Only a student who is internally motivated can involve completely in learning and own up responsibility for all activities in learning. The teacher may frequently evaluate how far she has been able to motivate the students and develop adequate strategies.

10

Emotional Quotient (E.Q) Peter Solve Characterises individual intelligence as emotional intelligence. He classifies them into five sections. (1) Cognition of one’s own emotions (2) Emotional controls (3) Capacity to motivate oneself to attain the goal by regulating his own emotions. (4) Capacity to understand the emotions of others. (5) To establish healthy relations. Emotional Intelligence The concept of emotional intelligence put forward by Daniel Golman was used in framing the source book.

The fact that ones

Emotional Quotient (E.Q) is the greatest factor affecting success in life is now widely accepted. The teacher who aims to focus on improving the emotional intelligence of students need to concentrate on the following. i) Ability to take decisions Rather than imposing decision on students while planning and executing activities, the students may be allowed to take part in the decision making process. Taking decisions through open discussion in the class, inviting student’s suggestions on common problems etc. are habits to be cultivated. ii) Ability to reach consensus • When different opinions, ideas and positions arise the students may be given the responsibility to reach a consensus.

11

• Imaging what would be the course of action in some situations, allowing to intervene in a healthy way in problems between individuals. iii) Problem solving • Developing the idea that there is reason and solution to any problem. • Training in finding reasons for problems. • Suggesting solutions through individual or group efforts. • Discussing social problems. • Analysing the shortcomings in methods to solve problems. • Self criticism, evaluation • Ability to face problem-situation in life. • Thinking what one would do if placed in the situation of others, how one would respond to certain experiences of others – All these foster the growth of emotional intelligence. The Emotional Quotient of the learners can be enriched through provisions for collective activities, projects, seminars and dialogues in the study of Physical Education. The learning techniques and processes shall be designed taking into consideration these new ideas. While considering these aspects one can understand that the following strategies will be suitable for the transaction of Physical Education curriculum at Plus one level. • • • • • •

Seminar Discussion Field trip/Study tour Demonstration and Observation Assignments Collection

12

Changing role of the teacher In order to transact the curriculum effectively, the role of teacher also needs to change into that of: • • • • • • • • •

facilitator guide motivator democratic leader co-learner researcher resource person friend evaluator

Role of the student in the learner centred curriculum The student in the learner centred curriculum is an integral part of the system.

The learners inside and outside the classroom are

expected to be: • • • • • • • •

active participants in the learning process formulators of concepts of their own active participants in group activities sharer of information/knowledge sharer of responsibilities leaders co-participants interpreters who are equipped to draw inferences

School In order to shift from the teacher centred approach to a learner centred approach, the environment of the school also needs to be

13

modified. The school should function as a social institution, providing opportunities for the positive intervention of parents and society. It should evolve into a resource centre of information and knowledge. For the effective transaction of the Physical Education. curriculum, the class rooms, the library, the laboratory and the other support systems should be properly oriented. Physical Education Library Materials that facilitate Physical Education learning may be collected for the physical education library. Brouchers, science books, CDS, or cassettes may be brought as over the instruction of the physical education teacher. It must be ensured that the books are appropriate to the age and level of maturity of the students. A library committee may be constituted under the leadership of the teacher in charge of the library and including teachers from all subjects. Play Fields Facilities may be provided for a running track, football, cricket, volleyball, basket ball, badminton, kabaddi and swimming. School ground should provide facilities for specialization activities, teaching practice and intramural competitions. It should also have access to a ground for practical work. A well designed play field can help the teacher of physical education become more skilful in the application of various teaching methods. In this way, the play field evolves into a ‘living laboratory’.

14

Bulletin Board A bulletin board is a display, predominantly visual, often on a vertical wall surface. Bulletin boards are like works of art and are creative and effective. Students can involve themselves thoroughly in the creation of a bulletin board and take pride in being active rather than passive learners. Such activities are very useful in all stages of education. Specific objectives and learning outcomes of the bulletin board need to be determined. Make sure that student assistants have a clear understanding of what is to be presented. Avoid a cluttered bulletin board. It encourages student inputs and the teacher can use it as a visual aid to explain important or abstract ideas introduced in lectures or classroom activities.

The teacher will be pleasantly

surprised by the fruits of the bulletin board activity. ‘Catchy’ titles or captions will capture the students’ attention easily. Therefore, the teacher should use every opportunity to promote the art of learning through a bulletin board.

15

LEARNING STRATEGIES Learning is a process that starts from the time of birth and continues till death. The various methods/strategies that are adopted for the desired behavioural changes as envisaged in the curriculum can be called learning strategies or learning activities.

The modern

approach to learning strategies relies on the basic concept that student builds knowledge based on his/her experiences of activities such as seminars, demonstrations & observations, analysis, field visits, etc. The learning strategy selected for each topic should suit the age group and the mental capacity of the learner. Given below are a few transactional strategies through which the learner can construct knowledge to attain various curriculum objectives. Seminar Reporting is an integral part of scientific learning. Seminar is a learning strategy for socially significant and relevant contemporary topics related to the curriculum. Here information collected on the particular topic is interpreted and presented before others. It provides opportunities for secondary data collection and helps the learners in

16

developing communication skills.

it also helps in personality

development and generate an aptitude for the subject. Composition of Seminar • The teacher introduces a subject or topic and sub topics will be assigned to groups. The Planning for the seminar should be made collectively by the teacher and the learners. • Discussions on the topic are to be done within the groups. • Clear information regarding the topic is to be collected from various sources, mostly secondary. The teacher can suggest available sources. • Active participation of the members of the group should be ensured at the preparation stage. • The report is to be examined and corrected by the teacher before presentation. • One of the members will present it before the class. • The group must be capable of clearing the doubts of the class. • Consolidation is to be done by the teacher. • After the presentation and discussion, each student should prepare and keep for himself a seminar report. Example: Conduct a seminar on Common Sports injuries.

17

The learners collect information regarding the common sports injuries.

General information could be obtained form the suggested

references and specific information from old dailies and periodicals. There by they will discover the causes, the nature of the injury, rehabilitation exercises, the recovery period of various injuries and all relevant details regarding the injuries that have affected various sports people. Assignments • Assignments

are

learning

strategies

undertaken

as

an

continuation of classroom activities to realise the curriculum objectives. They should be completed in a time bound manner. They help to lead the learner to higher levels of learning. • Assignments can be for constructing models, drawings, or for writing notes on various topics. • Preliminary discussion and planning should be done in the classroom.

Clear instructions on the sources of information

should be given in the class. • The teacher may provide such sources if necessary. • The teacher should give necessary directions to the students for preparing the assignments.

18

Examples: 1. Prepare a note on effect of motivation in sports. 2. Prepare a chart showing venues of Olympic Games in chronological order. Field work/Field trips One of the most popular methods used in the transaction of the Physical Education curriculum is field work, which is an out door activity designed for achieving certain predetermined objectives. In physical Education field work is ideal for understanding aspects relating to the organization of tournaments from district level to international level. It has the strong advantage that the learner gets first hand or primary information about the latest trends in sports and physical education. Field work provides ample opportunities for group living, group work and co-operation and develops among the learners the ability to plan and execute field work, the power of observation and the ability to understand the various aspects of organization of tournaments. While selecting field work/trip as a strategy for the transaction of the concepts in the Physical Education curriculum, the teacher and students should have a plan, including the following aspects: 19

1. Selection of the place for field work/field trip 2. The details to be collected 3. The method and tools for collecting information through field work 4. Date/Time for the field work 5. Assigning duties to individuals/groups After the collection of the information/data from the field, a discussion can be conducted in the class. Thus, the information can be shared among all the members of the class.

The class should

collectively discuss the content and structure of the field report. This field report can submitted for evaluation. Discussion Discussion as an instructional/learning strategy, is very useful as it ensures the active participation of the learner in every stages of the learning process.

It provides the learners opportunities to gather

information and to construct knowledge. The development for the skill for the communication and presentation is the added advantage of this strategy. In order to make learning effective through this process the role of the teacher also has to change. He has to become a facilitator, moderator, guide and democratic leader. The teacher should help the

20

learners to locate various sources from which they can gather the necessary information for discussion and guide them to present the ideas sequentially to achieve the clarity of concepts as envisaged in the curriculum. The teacher should ensure that all the learners are getting enough opportunities in presenting their views. The discussion process may be summarised as follows: 1. Discussion points The teacher may provide the key ideas about which the data are to be collected. Such an attempt ensures that the learners do not skip the essential aspects to be obtained through the discussion. Information for discussion may be collected group wise or individually. 2. Fixing time for discussion Deciding a tentative time is very important. The learners should get sufficient time to prepare for discussion. 3. The process of discussion After a brief introduction the teacher can ask each group to present the details gathered each of the discussion points. Here the role of the teacher should be that of a moderator, who controls,

21

supplements and consolidate the ideas and concepts evolved through the discussion. The teacher must ensure that the whole process proceeds in a democratic manner. 4. Discussion Dairy The learners must maintain a discussion diary, in which they can note down the point discussed.

They should also note the

consolidations of the topic made by the teacher. The discussion diary will be a self explanatory document which helps the learners for further reference.

Collection Collection is a continuous learning activity which ensurcy student participation and involvement.

In Physical Education,

collection can be of pictures, photograph, diagrams of fundamental sports skills, body systems and various first aid procedures etc. The collection of materials provides an avenue to direct experience and it is also an effective learning. The students develop a positive attitude towards the preservation of item he/she has collected. The collected materials can be exhibited in the Physical Education library.

22

Demonstration The value of demonstration as a teaching technique can not be underestimated in Physical Education. As a teaching technique demonstration is basically used to present a complete picture of the activity / skill to be performed by the learners. A neat and multi view demonstration is thousand times more effective than verbal explanation. However, no demonstration would be complete without brief verbal explanation of important points.

While using

demonstration as a teaching technique, the following points may be kept in mind:Make the demonstration attractive and eye catching as possible so that nothing destructs student’s attention. Always face the class when demonstrating the skill. This will help the teacher to keep an eye on the students who might resort to some mischief if the teacher turns his back towards them. Demonstrate the activity form different angles if required. Repeat this until the students are satisfied and they had grasped the mechanism of the activity. The teacher should stand at a position from where each and every student can watch the demonstration without any obstacle. 23

Demonstrate the whole act or action at first. Later the teacher may demonstrate it in by parts in a sequence. Stress upon vital links among parts. Do not demonstrate an activity while standing in front of a door or window. Students will not be able to have a clear view of the teacher’s movements due to reflection of light. A complex activity should be demonstrated in parts. But each part must be a whole in itself.

24