Gomal university notes of msc sports science physical education

Gomal university notes of msc sports science physical education

Unit 6                       modes              of              Instruction
Teaching method

A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Suggestions are there to design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn.[1] In today's school the trend is that it encourages a lot of creativity. It is a known fact that human advancement comes through reasoning. This reasoning and original thought enhances creativity.

Methods of instruction

Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment.

Lecturing

The lecture method is just one of several teaching methods, though in schools it's usually considered the primary one. The lecture method is convenient for the institution and cost-efficient, especially with larger classroom sizes. This is why lecturing is the standard for most collegecourses, when there can be several hundred students in the classroom at once; lecturing lets professors address the most people at once, in the most general manner, while still conveying the information that they feel is most important, according to the lesson plan.

Demonstrating

Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method,[5] is the process of teaching through examples or experiments.[6] The framework mixes the instructional strategies of information imparting and showing how.[5] For example, a science teacher may teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning.
Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information

Collaborating

 

Collaboration allows students to actively participate in the learning process by talking with each other and listening to others opinions. Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities.
Some examples of collaborative learning tips and strategies for teachers are build trust, establish group interactions,keeps in mind the critics, include different types of learning, use real-world problems, consider assessment, create a pre-test and post-test, use different strategies,help students use inquiry and use technology for easier learning

Classroom discussion

The most common type of collaborative method of teaching in a class is classroom discussion. It is also a democratic way of handling a class, where each student is given equal opportunity to interact and put forth their views. A discussion taking place in a classroom can be either facilitated by a teacher or by a student. A discussion could also follow a presentation or a demonstration. Class discussions can enhance student understanding, add context to academic content, broaden student perspectives, highlight opposing viewpoints, reinforce knowledge, build confidence, and support community in learning. The opportunities for meaningful and engaging in-class discussion may vary widely, depending on the subject matter and format of the course.

The term “debriefing” refers to conversational sessions that revolve around the sharing and examining of information after a specific event has taken place. Depending on the situation, debriefing can serve a variety of purposes.[14] It takes into consideration the experiences and facilitates reflection and feedback. Debriefing may involve feedback to the students or among the students, but this is not the intent. The intent is to allow the students to "thaw" and to judge their experience and progress toward change or transformation. The intent is to help them come to terms with their experience. This process involves a cognizance of cycle that students may have to be guided to completely debrief. Teachers should not be overly critical of relapses in behaviour
Classroom Action Research[edit]
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and many other factors. To maximize student learning, a teacher must find out what works best in a particular situation.[15] Each teaching and research method, model and family is essential to the practice of technology studies.

Methods of Instruction\

Determining which Method of Instruction to use in a training program can sometimes be difficult, because there are many different instructional methods which may be used in a training environment. Each method has certain advantages and disadvantages, some are more suited for certain kinds of instruction than others. Each of the different methods require greater or lesser participation by students. One method, or perhaps a combination of methods, is usually most appropriate for most subject matter and objectives. The common methods of instruction are the instructor-lead, lecturer, demonstrator, practical exercise, and the self-study, with each of these methods it will have someone doing something to teach whatever it is you there to learn, only exception is the self-study independent method. Based on your subject matter, you will need to determine which instructional method's will best showcase the information you will be teaching. Instructor-led method:
This is the most common used method of instruction, where the instructor becomes the sole disseminator of information. The Instructor presents information to the student systematically in this method. This approach is consider the best method to use because the instructor interfaces with the students by presenting segments of instruction, questions the students frequently, and provides periodic summaries or logical points of development.
Lecturer method:
The lecture method is also a widely used method of instruction, with this method the lecture becomes the sole disseminator of information. Interaction with the students is often limited by the lectures when presenting segments of instruction, questions the students frequently have only the choice of listening to what is being presented.
Demonstration method:
The Demonstration method is one where the student observes the portrayal of a procedure, technique, or operation. The demonstration method shows how to do something or how something works. Practical Exercise:
A practical exercise (PE) may take many forms. Basically, it is a method of training in which the student actively participates, either individually or as a team member. He or she does this by applying previously learned knowledge or skills. All students actively participate although they may work at their own rate. Students may or may not be required to follow a set sequence. The various forms of the PE are explained in detail below: Controlled PE:
The controlled PE is a form of PE where the student is guided, step-by-step through a procedure, technique or operation. It is characterized by two things: (1) Students participate as a class, (2) they are guided through a set sequence, and students generally complete each step and are checked by the instructor prior to continuing to the next step. A mistake is corrected before the student is allowed to proceed to the next step. Practice Method:
Students (alone or as part of a team effort ) repeatedly perform previously learned actions, sequences, operations, or procedures. Case Study or Team Practice:
The student performs as a member of a group to solve a text book problem with a team solution or practice completing a sequenced task. Coach and Pupil:
In this method, the student performs individually while being observed by the coach. The coach's responsibility is to ensure that the student performs the action or process correctly. When the student then completes a given task, he assumes the role of the coach and the coach becomes the pupil. Independent:
The student independently, applies prior skills or knowledge gained in

1.whole and part
Learning technique in which the task to be learned is broken down into its parts for separate practices. The part-whole method is commonly used when parts do not form a natural and meaningful sequence of actions and do not need to be practised together. They can be learned in any order, practised separately, and, once mastered, can be incorporated together in, for example, a game. Compare part-method learning.
2. internal traing
Interval training is a type of training that involves a series of low- to high-intensity workouts interspersed with rest or relief periods.[1][2][3] The high-intensity periods are typically at or close to anaerobic exercise, while the recovery periods involve activity of lower intensity.[1] Varying the intensity of effort exercises the heart muscle, providing a cardiovascular workout, improving aerobic capacity and permitting the person to exercise for longer and/or at more intense levels.[2]
Interval training can refer to the organization of any cardiovascular workout (e.g., cycling, running, rowing). It is prominent in training routines for many sports, but is particularly employed by runners.
Curcit training
3   Circuit training
is a form of body conditioning or endurance training or resistance training using high-intensity. It targets strength building or muscular endurance. An exercise "circuit" is one completion of all prescribed exercises in the program. When one circuit is complete, one begins the first exercise again for the next circuit. Traditionally, the time between exercises in circuit training is short, often with rapid movement to the next exercise.[1]
A circuit should work each section of the body individually. Typical activities include:[3]

4 weight training
Weight training is a common type of strength training for developing the strength and size of skeletal muscles. It utilizes the force of gravity in the form of weighted bars, dumbbells or weight stacks in order to oppose the force generated by muscle through concentric or eccentric contraction. Weight training uses a variety of specialized equipment to target specific muscle groups and types of movement.
Sports where strength training is central are bodybuilding, weightlifting, powerlifting, and strongman, highland games, hammer throw, shot put, discus throw, and javelin throw. Many other sports use strength training as part of their training regimen, notably: American football, baseball, basketball, football, hockey, lacrosse, mixed martial arts, rowing, rugby league, rugby union, track and field, boxing and wrestling