How Elements in Instructional Model Achieve PE Objectives

How Elements in Instructional Model Achieve PE Objectives




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Instructional model is a coherent and standard plan for teaching PE. The components of instructional model include a guide for teacher’s decision-making, theoretical foundation, learning domain, and assessment. The elements in instructional model meet the aims of the physical education by estimating the available time and the content (Lee et al., 2010). For example, the elements should consider the intellectual functioning of the child. Children who are physically challenged require more time to go through PE instruction. In addition, the teacher might decide to reduce the content pyramid. This enables the child to achieve commensurate with learning and developmental capacities. The adjustment in the instructional elements and learning pyramid facilitates the achievement of PE objectives because every pupil learns at the same pace regardless of his/her condition. The teacher should ensure comprehensive assessment during the PE (Winnick, 2011).  This is because the teacher should ensure that a child grows and develops cognitive, emotional, affirmative and physical attributes. Therefore, the teacher should breakdown the elements into small and manageable contents. For example, the teacher might explain the value of doing exercise and demonstrate for the pupils to see. On the other hand, the teacher might decide to separate children into groups and perform the activities together. This enables the teacher to identify the pupils with high intellectual capability and physical strength. Group enables the children learn how to share responsibilities. The teacher should prepare an implementation plan (Lund and Tannehill, 2014). The plan would assist the teacher to identify what task the pupil need to improve on. The plan would also assist the teacher to achieve systematic learning because children would be assigned one task at a time.



Lee, J. H., Lee, D. J., Seo, J. H., Lee, M. S., Oh, B. D., Cho, M. H., & Cho, B. J. (2010). Differences in the concepts and objectives of physical education by the body image and gender of middle school students. Journal of the Korea Academia-Industrial cooperation Society, 11(12), 4945-4953.

Lund, J., & Tannehill, D. (2014). Standards-based physical education curriculum development. Jones & Bartlett Publishers.

Winnick, J. P. (Ed.). (2011). Adapted physical education and sport. Human Kinetics.

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