METHODOLOGY
This is the scientific study of various teaching approaches/methods/tactics.
METHODS OF TEACHING
Teaching method are ways through which the syllabus is implemented.
Teacher’s decisions making, delivery and evaluation of a teaching episode.
They can be seen as teaching approaches/tactics. There various teaching
methods available to a teacher. The choice of a teaching method for
effective learning depends on Factors to consider while choosing a teaching
method.
Factors to consider while choosing a teaching method.
Age of the learners.
Size of the class
Students interests
Ability of the learner
Equipment/apparatus available.
Facilities available.
Nature of the skill or activity.
Time available.
Objectives to be achieved
Competence level of the teacher
Safety precautions.
Weather condition.
Previous experience
Direct/formal method
Teacher dominates the class teaching, determines the activities to be done,
time and the apparatus to be used. The student listens and performs.
Demands total compliance, for this method to be effective, there is need for
the teacher to ensure the correct demonstration of the skill is presented to
the students. Its teacher centered. The students are then expected to
imitate the demonstration i.e explain ---Demo---practice---evaluate.
Merits
o A lot of work/skills is covered.
o It saves time.
o High degree of uniformity in learner’s performance
o Discipline/class control is maintained.
o Requires a lot of knowledge of the subject matter.
o Teaching/learning is systematic.
o Avoids a lot of repetition.
o Class coaching is possible.
o Appropriate when dealing with young pupils who have no previous
experience.
o Appropriate when dealing with large class but apparatus are limited.
o Injuries are minimized.
Demerits
o Activities /apparatus not familiar with the teacher are neglected.
o Motivation is low.
o Pupils do not progress at their own pace.
o Do not cater for individual differences e.g. physical and mental
abilities. Pupils are passive and thus get bored.
o Pupils’creativity/discovery/exploration/initiative/innovativeness/self
expression is hindered...
o Does not promote leadership skills/ self – confidence in pupils.
Indirect /informal method
Learners are given the freedom to select the apparatus /activities of their
choice. Role of the teacher is to supervise, reinforce and provide apparatus.
Thus the teacher role is to guide rather than dominate the lesson. Emphasis
is put on learners experiment, preferential practice and self-correction.
Merits
o Enhances pupils’ maximum participation.
o Pupils progress to higher level at their own pace.
o -Promote self confident in pupils.
o Promote self –expression and satisfaction.
o Caters for individual differences.
o Promotes pupils’ discovery/creativity.
o Enhances interaction.
o provides excellent challenges and motivation to learners
o Gives an opportunity for the teacher to understand his/her learners.
Demerits
o Class coaching not possible because pupils are doing different
activities.
o Require more space/facilities.
o Apparatus not familiar with pupils are neglected.
o Unfamiliar skills to learners are neglected.
o Requires a lot of time.
o A lot of apparatus /equipment is required.
o There is a lot of repetition thus the room for progression is
hindered.
o Class control/discipline is not possible.
o Very little/content/topics are covered.
o More injuries as learners are on their own.
3. Limitation /midline method
This method combines the direct and the indirect method of teaching. It
borrows merits of both direct and indirect methods of teaching. allows
students some room to make certain decisions but with some limits .i.e the
teacher may give a number of tasks to be performed & then allow them to
decide on; -Order of performance -Rate of performance -Where to perform
them The teacher ad the learner enjoys substantial amount of freedom.
Merits
Allows the teacher to guide without inhibiting learners freedom of
creative expressions.
Caters for individual differences
Allows learners to develop in all areas of movement
It’s the most ideal approach in PE programs.
Demerits
Its time consuming
4. Part method
This is when the whole skill is divided into various components and each
part is taught at a time. Appropriate when dealing with complex skills e.g.
when teaching pole vault we have; Grip > carriage > approach > plant > take
off > flight > release > landing.
5. Whole method
This is applicable when whole skill cannot be broken into parts e.g. fly spring
cart wheel e.t.c
6. Task method
This when pupils are given assignment by the teacher to accomplish within a
given period of time. E.g. Stopping the ball using the chest. The problem will
be to find other parts of the body that can be used to stop the ball.
7. Discovery method
This is when the teacher presents a problem to the pupils and gives them a
chance to look for the solution. E.g. stopping he ball using he chest. The
problem will be o find other parts of the body that can be used to stop the
ball.
8. Reciprocal method.
This is done in pairs. One performs and other observes and later gives
comments.
