Indirect teaching styles involve discovering. exploring, selecting from alternatives, and seeking solutions to problems or tasks designed and presented by the teacher. The teacher usually preplans a sequence of challenge tasks or movement questions with more than one answer. Indi¬rect teaching calls for varied responses, whereas the direct style would call for a particular response from each child. As the children are solving a given problem in a series, the teacher may move around the playground and give individual assistance, which may include some direct teaching. Students can be arranged in any formation and can work alone, with a partner, or in groups. The teacher presents the problem, provides time for students to experiment and explore, and encourages stu¬dents to think critically about a solution.
At the primary level, an indirect approach can be quite effective in teaching lessons designed to vary movement patterns using the elements of movement (space, qualities, and relationships). Older children can explore relationships, direction, and variations using basic sport skills. Ex¬amples of movement problems for younger children and possible responses and extensions are presented in table 10.1. The problems and the extensions are designed from the movement con¬cepts presented in chapter 9. Movement problems for older children might be designed for a specific sport. Table 10.1 presents problems for soccer.
Guided discovery is an indirect approach used when the teacher wants the students to discover a solution through a series of questions. This approach is a convergent, problem-solving process in which a predetermined answer or response is wanted by the teacher. With a series of well ¬designed questions, the teacher leads the students to the desired movement response. Another indi¬rect approach used by teachers is exploration, which is an open-ended, divergent, problem-solv¬ing process. In this style, there are no predetermined or correct answers; the goal is for students to explore and create solutions on their own
Physical education teachers have recently been encouraged to promote a learning environment that will encourage students to think critically (Werner 1995). It is believed that the more indi¬rect styles of teaching are needed to accomplish this goal (Anderson, Reder, and Simon 1998). Critical thinking involves choosing from alternatives, applying knowledge in new situations, and analyzing and evaluating information. Students who think critically process information at a higher level.
Summary
A number of different teaching approaches can be used in physical education. Each one has a set of assets and liabilities. Students can become competent in many movement forms, can learn to ap¬ply concepts and principles to learning, and can achieve a health-enhancing level of physical fitness in classes using either a direct or an indirect approach. They can demonstrate responsible personal and social behavior, develop respect for differences
At the primary level, an indirect approach can be quite effective in teaching lessons designed to vary movement patterns using the elements of movement (space, qualities, and relationships). Older children can explore relationships, direction, and variations using basic sport skills. Ex¬amples of movement problems for younger children and possible responses and extensions are presented in table 10.1. The problems and the extensions are designed from the movement con¬cepts presented in chapter 9. Movement problems for older children might be designed for a specific sport. Table 10.1 presents problems for soccer.
Guided discovery is an indirect approach used when the teacher wants the students to discover a solution through a series of questions. This approach is a convergent, problem-solving process in which a predetermined answer or response is wanted by the teacher. With a series of well ¬designed questions, the teacher leads the students to the desired movement response. Another indi¬rect approach used by teachers is exploration, which is an open-ended, divergent, problem-solv¬ing process. In this style, there are no predetermined or correct answers; the goal is for students to explore and create solutions on their own
Physical education teachers have recently been encouraged to promote a learning environment that will encourage students to think critically (Werner 1995). It is believed that the more indi¬rect styles of teaching are needed to accomplish this goal (Anderson, Reder, and Simon 1998). Critical thinking involves choosing from alternatives, applying knowledge in new situations, and analyzing and evaluating information. Students who think critically process information at a higher level.
Summary
A number of different teaching approaches can be used in physical education. Each one has a set of assets and liabilities. Students can become competent in many movement forms, can learn to ap¬ply concepts and principles to learning, and can achieve a health-enhancing level of physical fitness in classes using either a direct or an indirect approach. They can demonstrate responsible personal and social behavior, develop respect for differences
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