SPEC PEH 17 Teaching Physical Education and Health in the Elementary Grades

Name: Nicole Rain O. Bunod

Teacher: Mrs. Evelyn D. Mancao

ENGAGE

The goal of PE Is to educate each learner to become physically active and literate to lifetime
activities. How will you promote this?

To put it simply, physical activity and exercise is important for everyone. Children,
adolescents, and adults of all ages need regular physical activity. Physical activity promotes
good health, and you should stay active throughout all stages of your life regardless of your
body type. Encourage the students to be more active, and challenge them to meet dally or
weekly physical activity goals. Play outdoor sports with the whole class, schedule time each
day to go to the gym, or pick up healthy, active hobbies like jogging or hiling. Make exercise
and physical activity a permanent part of daily class routine Sports help students develop
coordination and teaches them how to care for their bodies through proper stretching and
the development of fundamental mechanics. Participating in athletics at an early age instills
physical fitness habits that carry over into adulthood, helping to avoid health problems.
Good health enables a student to perform the strenuous mental and physical activities that
come with their school curriculum. A healthy student is able to sleep better meaning that
they get ample rest improving their overall wellness making them feel more relaxed and
ready to process all the knowledge being dissipated in the classroom.

ASSESSMENT TASK 1.

Teacher-Centered Learner Centered

[Link] Command Style 6. The Guided Discovery Style

2. The Practice Style 7. The Convergent Discovery Style

3: The Reciprocal Style 8. The Divergent Production Style

4. The Self-Check Style 9. The Learner-Designated Style

5. The Inclusion Style Learner-Centered 10. The Self-Teaching Style

ASSESSMENT TASK 2.

Describe in your own words the decisions of the anatomy of any teaching style in Physical
Education that must be made in any teaching learning transaction, as according to pre
impact, impact, post impact.

It is undeniably true that Mosston's spectrum of teaching style has always been the most
reliable model for teaching Physical education. The anatomy of the teaching styles explains
why it is difficult to compare models as quality in fact, Physical education us a blend o styles.
Planning is significantly importance in achieving the desired learning outcomes and choosing
the appropriate teaching style. A well prepared plan inspires the teacher to improve the
lesson further. Teachers can learn from their experiences and improvise their methods and
activities to achieve the outcomes better. Effective planning and knowing the anatomy in
teaching style help the teacher reflect on their class performance and compare them with
set objectives. This evaluation will support them in reaching the set targets in a better way.
The first step in providing an interactive lecture experience is to offer attention to pre
impact (planning) and classroom management. Once this is done, instructors can use a
variety of interactive activities to engage their students in a wide array of contexts and with
multiple learning goals, it is in this step that the teacher chooses content, establish learning
objectives, considers Incentive structure, designs overall classroom atmosphere for
participation, and addresses logistical issue. The next process is the impact
(Implementation), this is where actual demonstration from the decisions takes place. The
desired content and teaching style to be

Maintaining that active involvement in the classroom also provides opportunities for
positive reinforcement. The teaching style will serve as a guide to ensure that learning
objectives will be attain. Be sure to praise students on what they've done well as you move
around the classroom and note their behavior. Such actions Improve academic and
behavioral performance. Lastly, apply basic skills of teaching which has not been fully
mastered by the students. Assessment of teaching practices undertaken by students show
that students are skilled at opening lessons, giving basic and advanced questions, managing
classes, giving motivation and rewards, and closing the learning, For instance, the learner
designated style is administered, the teacher (T) chose the general topic from volleyball and
the students (D) will investigate what a the most common injuries in playing and gather
factual Information why it happens and what are the possible actions to be taken to avoid
such incident. The Learner designed individual program style of teaching is heavily focused
on the learner making decisions. In fact, the only stage in which the teacher makes any
decisions is during the pre-impact stage. In this teaching style the role of the teacher is to
make decisions on the general subject matter, as well as logistical decisions. The learner's
role is to make all the remaining subject matter decisions to produce a program that solves a
stated question or situation. This style works best when students have had experience with
decision making in the past. It may be hard to use this strategy if a student is not ready to
make their own decisions. If this is the case using some of the previous styles before
implementing this one might be necessary. "Each person being responsible for their own
learning, always seeking learning opportunities; fitting one's self into a working group, freely
offering ones expertise when appropriate to the group effort. This explains that children are
"responsible for their own learning, which is very applicable to this teaching style. Learning
always seeks learning opportunities in order to foster and grow.

ASSESSMENT TASK 3
 SEMI- DETAILED LESSON PLAN IN PHYSICAL EDUCATION

I. Objectives

Through varied learning activities, the students will be able to:

A. Describe the nature of the dance;

B. Identify the five classifications of Philippine Folkdance and trace the Background of
different dances in its group;

C. Analyze and execute the fundamental positions of arms and feet in folk Dancing
and interpret and [Link] used folkdance terms properly and gracefully

[Link] Matter

TOPIC: Philippine Folkdance

III. A. Instructional Materials:

Task Cards . Audio-visual presentation

B. REFERENCES: Philippine Folkdances Jucel A. Jaluage, pp. 159 163 Physical

Education and Health Vol. i Conrado R. Aparato, et al., pp. 23-32 Our World of MAPEH
7 Hazel P. Coplaco, et al., pp. 293-307 IV. PROCEDURE A. Introductory Activity The
teacher will let the students watch a dance presentation. Local Filipino dances .

IV. Procedure

A. Introductory Activity

The teacher will let the students watch a dance presentation.

Local Filipino dances

B. Analysis
After the presentation, the teacher will ask questions.
 What is the video all about? Are you familiar with the dance?
 What have you observed in their way of clothing and their hand
gestures?
 Can you name popular local dance in the Philippines?
C. Abstraction
 Nature and Background
Students will be asked about their definition of folkdance through
guided Instructions.
Directions: Teacher will supply or give inputs about folkdance.

Five Classifications of Philippine Folk Dances

-The class will be divided into 5 groups. Each group will be given a card
that Contains detalls and characteristics about their assigned
classification of Philippine Folk Dance.
-Each group is given 3 minutes to master, familiarize and jot down the
Important content of the task cards. After the time, group will give their
task card to group 2, group 2 to group 3, group 3 to group 4, group 4 to
groups, and groups to group 1.
-They will be doing this until all of them are done with all the tasks cards.
After all groups have accomplished all the task cards, the teacher will ask
questions.
Fundamental Positions of Arms and Feet
-Students are asked to follow the movement of the teacher through
his Instructions.
Commonly Used Folkdance Terms
With the same group, each of them will be given an envelope
containing the sommon folkdance terms: They may jot down the step
pattern for their own consumption. A 4 minute guided practice is given
to all groups to master and familiarize the contents of the envelope.
After the time, they are going to pass it to the next group. After all
groups have mastered and familiarized everything, each group will
execute the folkdance terms randomly.

D. Application

-Everyone is asked to get a pen and paper to answer the activity.

Directions: The teacher will execute to Commonly Used Folkdance Terms And
Students are going to identify it by observing the teacher properly and they
Are going to write their answer on the paper.
IV. EVALUATION
 Directions: Each group is tasked to make their own dance routine using the
commonly used folkdance terms. They are given enough time to put choreography
and to polish their dance routine. They will be graded as to the following criteria
based on the given rubric:

DANCE ASSESSMENT RUBRIC

Criteria Exceeds Fully Meets Meets Not Yet Within

Expectations 5 Expectations 4 Expectations Expectations 2
points point (minimal level) points
3 points
Creative Dance Develops a Develops a Develops a Develops a
Sequence dance sequence dance sequence dance dance
that is creative, that is creative, sequence that is sequence that is
complete and complete and not very uncreative,
displays lots of displays some creative, incomplete and
effort and effort and incomplete and displays no
practice practice displays little effort or
effort practice.
and practice. OR
Does not
develop a
dance sequence
Group Work Works very well Works very well Works very well Did not work
with their group with with their group well
all their group some of the with their group.
of the time. most of time. contributes no
contributes the time. contributes ideas
lots contributes few remains quiet
of ideas some ideas refuses to
contributes ideas listens to practice
suggestions for listens to others OR
modification others sometimes contributes
listens to most of the time displays ideas
others / impatience refuses to
displays when agrees more listen
patience with than once to others & their
motivates what was being requires ideas
other said teacher commands
group members displays assistance to others
impatience at refocus and to listen and
one remain in group follow demands
time
displays
frustration with
others at times
Choreograph ed Performs Performs Performs Performs
Sequences / complete complete complete complete
Overall dance with lots dance with dance with little dance with no
Performance of some confidence and confidence or
confidence and confidence and enthusiasm, enthusiasm,
enthusiasm, enthusiasm, making many making
making few making errors. constant errors.
errors. some errors. performs OR
performs all performs most some Does not
sequences from sequences from sequences from perform
memorization memorization memorization complete dance.
rarely needs to sometimes mostly needs unable to
follow instructor needs to perform any
always to follow follow instructor sequences from
Demonstrates instructor rarely memorization
enthusiasm by sometimes demonstrates always needs to
showing energy demonstrates enthusiasm by follow instructor
in movements enthusiasm by showing energy 
and giving their showing energy in movements never
bes in and giving their demonstrates
movements and best enthusiasm
giving their best