By Anthony Laker

Own, social and ethical improvement via actual schooling and game is a comparatively under-researched quarter. so much instructing concentrates at the functionality element of actual schooling, whereas the nationwide Curriculum calls for lecturers to deal with a couple of 'non-physical' results reminiscent of studying ideas, teamwork, cooperation and festival. This well timed publication redresses that stability by means of delivering school room practitioners and scholar lecturers with sensible suggestion, and tried-and-tested feedback for actions and methods to aid them use actual schooling as an efficient motor vehicle for the all-round own improvement of the person. Tony Laker can pay specific consciousness to: * curriculum improvement, making plans devices of labor and lesson making plans* contemplating types of evaluate, and proposals on which types are superb for measuring programme effectiveness and the private improvement of scholars* the position of the reflective practitioner and a framework during which lecturers can examine their perform. via utilizing an intensive variety of diagrams, photographs and bulleted lists, Laker makes this advisor a concise and available learn, giving practitioners the chance to increase and boost their skills in instructing this topic.

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Additional info for Developing Personal, Social and Moral Education through Physical Education: A Practical Guide for Teachers

Example text

The two strategies that follow have been adapted from an American context (McHugh, 1995). They indicate to pupils that teachers value and recognise them as people, not just as schoolchildren, and they also indicate that it is not just physical abilities that can earn them praise and recognition in physical education lessons. This encourages self-esteem development and helps induce in the children a feeling of self-worth. It shows that their worth as people is not based purely on physical abilities.

So a teacher who is clearly ‘in charge’, who directs the lesson completely, chooses groups, sets tasks and time limits, is 31 D E V E L O P I N G P S M E T H RO U G H P H Y S I C A L E D U C AT I O N a teacher in the command style; a didactic teacher. A teacher who allows pupils to work in friendship groups, allows pupils to set tasks within given parameters and encourages pupils to give feedback to their partners is a more pupil-centredstyle teacher. Mosston and Ashworth (1990) provide a more formalised concept of teaching styles.

When comparing the characteristics of teachers categorised as most and least effective, Phillips and Carlisle (1983) found that the teacher’s ability to analyse pupil needs was a significant contribution to pupil achievement. This ability incorporated knowledge of content, use of objectives and flexibility and appropriateness of instruction. They also found that the best way to increase skill learning was to maximise pupil practice time while achieving a reasonably high level of success. Phillips and Carlisle’s work, and most of the teacher effectiveness research, have focused on physical skill acquisition.

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