teaching and coaching

53
Dominic Saunders Teaching and Coaching B121948 Observe and provide a critical review of two consecutive PE lessons within a secondary school context. By Dominic Saunders B121948 Word Count: 4,258 1

Upload: dom-saunders

Post on 15-Apr-2017

570 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Observe and provide a critical review of two consecutive PE lessons within a secondary school context.

By Dominic Saunders

B121948

Word Count: 4,258

1

Page 2: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Introduction

This critical review shall provide an insight into two consecutive ‘physical education’

lessons within a secondary school setting. The emphasis shall be placed upon

analysing whether successful learning has taken place and by what means it was

achieved. Therefore to start it is of great importance to fully understand what is

meant by learning.

Learning represents “the changes in a pupil’s behaviours which take place as a

result of being engaged in an educational experience” (Kyriacou, 1997; 22). With this

in mind this review shall explore and scrutinise the ‘educational experience’ that has

taken place, looking at what practices contribute to the quality of learning.

Context

The review was observed in a private school; this is of importance as it allows both

the teacher and the learner autonomy in their selection of activity. This is because

the school does not follow the ‘National Curriculum’, and therefore has a greater

scope of activity choice.

The activity selected was badminton, undertaken by a ‘GCSE’ practical class of

students aged fifteen and sixteen, following the ‘Edexcel Course’. The class was

made up of ten pupils, all male. All members of the class had differing experiences of

playing badminton, ranging from club to complete beginner. Immediately this variety

of experience begins to highlight some of the difficulties the teacher faces in terms of

inclusion in practice.

The teacher was male and had previous experience in teaching badminton at

secondary school level but held no formal badminton qualifications. The lesson was

2

Page 3: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

set in a new sports hall which held all the facilities and equipment for safe and

effective teaching practice. Lastly, the lessons observed were weeks two and three

in a five week teaching block of badminton.

This review shall focus particularly upon the objectives of the lesson, the teaching

styles used and the assessment methods evaluating their success throughout and

their impact and contribution to successful learning.

Aims and Objectives

The selection of badminton was by consultation between the teacher and the

learners (Appendix 1). Speaking with the learners it was clear they had a large

influence on which activity was chosen (appendix 2), and by doing this the teacher

allowed the learner to become involved in the decision-making process which is a

method of “empowering the learner” (Spray, 2011; 107). This empowerment helps

create an ‘effective learning climate’ by placing the pupils at the centre of planning,

increasing motivation and enjoyment, which are seen as significant contributors to

successful learning (Capel 2010; 103).

The overall aim of the five week block was to develop the pupil’s skill and knowledge

of badminton to a greater level than when they started. This would be achieved

through weekly objectives. Each week focused upon different skills which were split

into ‘intended learning outcomes’. The objectives for week two and three through

discussion with the teacher were as follows;

Week 2: The objective for the week is to be able to perform backhand drives, push

returns and net shots. Then look into implement these shots in games.

3

Page 4: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Week 3: The objective for the week is to be able to perform a variety of serving

techniques that can be used in games. (Appendix 1)

The badminton lessons started with the teacher clearly highlighting the ‘Intended

Learning Outcomes’ (ILO’s) for the lesson (Appendix 1). These outcomes underlined

the focus of what was to be achieved in both lessons. The use of ILO’s allowed both

the teacher and the pupil to understand the requirements and level of attainment for

the lesson. Furthermore the ILO’s allowed the teacher to select appropriate methods

of assessment as well as enabling a “clear picture of progression throughout the

class” (Stiggins, 2005; 54). As well as benefiting the teacher the ILO’s also aided the

pupils as it allowed a vision of where they are going and an understanding of what

they are there to learn (Stiggins, 2005 ;58) (Appendix 3).

Without ILO’s the pupils would have been “unable to monitor their progression and

keep themselves on track” (Schmoker, 2002; 2). This would have a negative effect

on the quality of their learning as learners fail to understand what is expected of

them. Instead through using the clear ILO’s the teacher enabled a clear

understanding for both himself and the pupil. This allowed for skill improvement to be

recognised and emphasised the use of ‘Intended Learning Outcomes’ as a key

contributor to successful and quality learning.

In relation to the ILO’s the teacher also produced a clear and comprehensive plan for

both sessions focussing upon what content was to be covered (Appendix 4). This

was constructed in line with the practical requirements for ‘GCSE’ badminton set out

by ‘Edexcel’ (Appendix 5). Both lesson plans highlighted the key objectives and how

they were going to be achieved by ensuring sufficient time and resources.

4

Page 5: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

The school could supply all the resources necessary for learning and therefore there

were no issues in delivery unlike in many schools were a lack of resources “inhibits

the offering of quality physical education” and ultimately effects the quality of learning

(Kohl, 2001;20). Within the teaching block planning the teacher had developed

continuity between the lessons to ensure they linked to one another; week one

focused upon forehand shots while week two looked at backhand. This planning for

continuity enhanced the quality of learning learners received as it “prevented pupils

from revisiting and repeating the same material, therefore retaining pupil interest and

motivation” (Katene 2000; 196) (Appendix 6).

Developing and ensuring sustained learner motivation is as a key method in the

delivery of successful constructive learning as it ensures continued “positive

cognitive processes” (Ormond 2008; 385). This leads to learners actively engaging in

the subject and enhancing their quality of understanding by continually remaining on

task (Ormond 2008; 385). Consequently emphasising the importance of effective

planning for the delivery of quality learning. Planning ensured the lesson had a clear

and comprehensive structure where pupils understood what was to be achieved,

while also ensuring learners were always acquiring new skills.

However an issue found in the planning was the teacher had not fully taken into

account the needs of the particular group of pupils, which is seen as a key part of

effective planning, in particular to do with progression (Gower, 2010; 27) (Appendix

6). The lesson plan was generalised with no clear and obvious modifications for

differentiation. This meant all learners were treated as if they were of the same ability

and would progress at the same rate. However this is well known not to be the case

as nearly all “physical education classes consist of students with differing ability

levels” (Mohnsen, 2009; 158). This created an issue surrounding progression, as the

5

Page 6: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

plan did not allow for all learners to progress at their individual rate. Instead the plan

followed a time centred approach where the teacher’s main focus was to achieve all

the objectives set out before the lesson ended.

The teachers planning followed the “one-size fits all approach and failed to recognize

that learners are diverse” (Makopoulou, 2001; 245). This caused a class imbalance

with a few learners not sufficiently challenged while others became disengaged due

to the class difficulty. This had a negative impact on the quality of learning that the

pupils received as the learning environment lacked clear and obvious methods for

the inclusion of all learners, which left many learners facing difficulty in achieving the

intended learning objectives (Appendix 3). Furthermore the more able learners

progression and learning was stunted as they were not stimulated by the task at

hand which can detrimentally affect their learning by causing regression instead of

progression (Lewis,2008 ;13) (Appendix 2). This shows the critical importance of

gradual progression in planning, and although it is seen as one of the hardest parts

of planning it is one of the most important (Bailey, 2007; 26).

Therefore it can be seen that planning is a crucial dimension for teachers in

delivering successful and quality learning as without it pupils can often disengage

and not achieve the desired objectives. Thus planning promotes quality learning as

it facilitates the flow of the lesson leading to a more efficient use of time and

instructional resources, which in turn leads to higher levels of student learning in the

lesson and content unit (Metzler, 2000;89).

Teaching Styles

The ultimate goal of teaching is to ensure learning takes place, however for this to

happen, as has already been noted, teachers must realise that all learners are

6

Page 7: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

different. Therefore in order for successful learning to take place a teacher should

not just focus upon one particular teaching style. Instead teachers should look to use

a variety of strategies appropriately, which ensure the needs of all learners are met

(Tunell, 2011; 166). Indeed it was seen during observations of the badminton

lessons that the teacher did use a variety of teaching styles to accommodate the

learners within the lesson (Appendix 6).

The first style of teaching observed was the ‘Command Style’ when demonstrating

new skills and shots to the learner. This is part of Mosston’s and Ashworth’s (2002;

76) spectrum of teaching styles. The ‘Command Style’ involved the teacher

explaining and demonstrating the skill, which in the case of the first lesson observed

was the back hand, before letting learners go off and practice the skill (Gallahue,

2002;232). Within the class learning was facilitated through feedback both

individually and as a whole to improve the execution of the shot. This style of

learning is underpinned through the ‘Conditioning Learning Theory’ of behaviourism

that uses stimulus and response (Harris, 2000). Indeed the use of feedback directly

correlates to that of behaviourism which uses reinforcement as the cardinal motivator

to drive the desired behaviour (Hartley, 1998; 18). The conditioning learning theory

views the learner as passive with the teacher being the sole proprietor of learning

and a “propagator of knowledge” (Vakkayil, 2008; 15). This could be seen in the

command style as the teacher directs and transmits knowledge for learning by

making the key decisions, which was witnessed within the lessons as the teacher

decided how long each activity would last for and how the class was run (Appendix

6).

The use of the command style was an effective learning tool as it gave all leaners a

solid foundation of knowledge. Due to the class being of all abilities many learners

7

Page 8: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

had insufficient understanding of their ability (Macfadyen, 2002; 61) (Appendix 6).

Therefore the use of a direct teaching method by the teacher allowed a formation of

knowledge and the development of basic skills. Furthermore the command style

allowed learners to use repetitive practice to aid their development and mastery of

the skill. This repetitive nature of learning further emphasises how effective practice

is underpinned by the cognitive learning theory, which believes frequent and

repetitive practice is necessary for learning to take place (Hartley, 1998; 18).

The teacher further felt the use of the command style would be effective as it allowed

the learners to work clearly towards the learning objectives (Appendix 1). The use of

this direct form of teaching enabled the teacher to address the whole class and make

clear demonstrations in relation to the objectives (Macfadyen, 2002; 63), which

clearly links to behaviourism where it is said learning is enhanced when the

session’s objectives are made clear, as it allows learners to “gain a series of

competencies” (Hartley, 1998; 18). Therefore it was evident that through using the

command style the teacher was able to implement successful learning as students

gained competency and had a greater understanding of the motor skills required to

play badminton.

However a criticism in the delivery of the command style was that in both lessons too

much information was presented at any one time. This left little time for the learners

to actively participate and process the information, which Mosston and Ashworth

identify a common pitfall in the command styles delivery (2002; 88). The over

prescription of information meant the learner had difficulty in the retention of salient

points. This impacted successful learning as it goes against how behaviourism views

effective learning should take place, believing information should be presented in

small amounts so that responses can be reinforced (Bromell, 2014).

8

Page 9: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Furthermore the use of command style is very rigid in its delivery and does not allow

for individual differences (Shimon, 2011; 61). This highlights the issue seen earlier of

progression, in treating all learners the same. Therefore although the command style

allowed for successful learning to take place in so much that learners understood

how to perform the skill, the learner’s perceptions on the quality of learning differed,

with some feeling they did not have time to process the skill while others felt there

learning was restricted (Appendix 2 and 3).

The second style of teaching observed was the ‘reciprocal style’ (Mosston and

Ashworth, 2002; 116). This was executed by splitting the class into two groups of

three and one of four, within that setting two would perform while one would observe.

This focused upon learning as a social practice showing the use of the situated

learning theory (Kirk and MacDonald, 1998; 378). The observer would judge and

mark the performer against the Edexcel grading criteria provided by the teacher

(Appendix 5). This style of learning allows for a dynamic learning relationship to exist

by empowering the learners and challenging them to take a more active role within

the learning process. The teacher successfully implemented this style through

careful construction by ensuring that the more able learners were paired with the

less able learners which enabled learners to learn from and support one another

(Appendix 1). This style of delivery follows that of social practice and can be seen to

have many positives for the leaner. Indeed within social practice it is seen that

“learning occurs best when novices collaborate with more experienced and more

knowledgeable others on a shared task” (Vygotsky, 1978; 131). Furthermore the

increase in challenge and the movement away from direct instruction ensured

learners became “more engaged in the learning process which ensured continued

motivation” (Brya, 2006). This showed within the observation as working together

9

Page 10: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

improved social interaction within the class and therefore emphasised the use of the

‘reciprocal style’ contributing to high quality and successful learning (Appendix 2 and

3).

However through observation the reciprocal style must also be critiqued. It was seen

on many occasions that the observers were giving doers improper feedback and

marking the criteria inaccurately (Appendix 3). This is a key issue of the reciprocal

style in that the “feedback from the other learner may be inappropriate or incorrect

and this could lead to skills being learnt incorrectly” (Gadsdon, 2001; 12). This can

therefore have a large impact on the success of learning, as although the learners

are enjoying the lesson it cannot be judged as successful if the learners are not able

to perform the skill correctly. In order to combat this issue to ensure successful

learning the teacher must ensure each group is carefully monitored (Gadsdon, 2001;

12), this will not only promote enjoyable learning but also lead too successful

learning.

A third teaching style observed at the end of the two lessons was the, ‘Divergent

Discovery Style’ (Mosston and Ashworth, 2002; 247). This placed learners at the

heart of the learning process, with the intention of generating multiple discovered

responses to a task (Gibbons, 2007; 165). This ensured the movement away from

passive learning to looking at acquiring new knowledge (Appendix 6). This style of

learning was implemented by the teacher when looking at game scenarios and

asking the learners ways to win points. Therefore this learning style is heavily

underpinned by ‘constructivism’ which is viewed not so much as a theory of learning

but a “description that encompasses a range of processes” (Cushion et al, 2010; 5).

Constructivism looks at the “learner’s ability to construct knowledge through active

engagement with their environment” (Chambers, 2011; 46).

10

Page 11: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Therefore for constructivism to be effective the teacher must create a positive

learning environment. It should be noted that the environment is more than just the

teacher pupil relationship. The environment takes into consideration the whole

dynamic of the class from its presentation to the varied relationships taking place,

focussing upon the holistic development of the learner and not just subject

knowledge. Within the badminton lesson the teacher created a ‘positive lesson

climate’ which is said to provide the most effective learning environment (Brecken et

al, 2010; 102) (Appendix 6). This was achieved through smart personal appearance

of both himself and the working space, which is crucial as it conveys care and

attention to the pupil and their learning (Brecken et al, 2010; 107) (Appendix 6).

Furthermore the teacher built up interpersonal relationships with the learners which

in turn increased the learner’s motivation and self-esteem (Brecken et al, 2010; 102)

(Appendix 2 and 3). These two clear strategies meant the lesson could be conducted

in an authentic and purposeful atmosphere which would aid successful learning and

improve the quality of learning taking place as all learners were motivated to stay on

task.

This creation of a positive environment allowed the use of divergent discovery in

helping promote learners to become constructivists of knowledge by “developing

their critical thinking skills and problem solving abilities” (Sewell, 2002; 26). The use

of this style ensured successful and quality learning as it promoted an active and

frequent engagement while making connections to real scenarios and facilitating

meaningful pupil learning (Roschelle et al, 2000;83). This style used elements of

constructivist effective learning theory as it moved away from the transmission of

knowledge and instead used the teacher as a facilitator of learning, enabling learners

to construct knowledge from what they have already ascertained. This therefore

11

Page 12: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

showed how the divergent discovery style promoted successful learning as it

ensured pupils could develop and implement their knowledge in active scenarios.

Although this style promoted clear engagement with the learners, many learners

struggled as they did not have the required knowledge to answer the problems

posed due to their lack of understanding in only their second and third week of

badminton (Appendix 3). Indeed it is seen that the “acquisition of new knowledge is

affected and shaped by prior knowledge” (Malone, 2003; 61). This was clear within

the class and affected the quality of students learning as many did not have the prior

knowledge to competently and successfully engage in divergent discovery.

Therefore although divergent discovery promoted the learner to become actively

involved in the learning process it is reliant upon a solid knowledge base which in

this case many of the learners did not have.

Therefore it can be seen that the spectrum of styles used did promote successful

learning as it catered for the needs of all learners. However there are issues to be

addressed in the delivery of the styles in order to ensure high quality learning to all

individuals.

Assessment

Assessment is now recognised as a crucial part of the learning process and it “lies at

the heart of effective teaching and learning in physical education” (Macfadyen et al,

2002; 75). It enables the teacher to recognise where pupils are in their learning and

can aid in identifying steps for future development (Newton et al, 2010; 119).

Therefore for this reason it is “an integral part of good teaching” (Pitrowski, 2000;

51). Within the two lessons observed there were three clear methods of assessment

used.

12

Page 13: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

The first method of assessment used was that of feedback, which was done

formatively throughout the lesson. The use of feedback is to inform learners of

whether they have achieved the intended learning outcomes, see where they can

improve and where they are currently in their learning (Newton et al, 2010; 129). The

teacher used ‘value statements’ which had the presence of a positive judgement

word within them (Mosston and Ashworth, 2002; 29) (Appendix 6). The use of the

positive words helped motivate the pupils within the learning process and supported

successful learning. Indeed this positive reinforcement is seen with great importance

within ‘behaviourism’ in ensuring that success is recognised and rewarded (Hartley,

1998; 18). Furthermore the use of positive feedback aided successful learning as it

“resulted in higher self-reported enjoyment, more-free-choice persistence and a

greater interest for doing more of the same activity” (Butler, 1987; 476). This was

evident in the lesson with those pupils that received positive feedback showing a

greater interest in learning (Appendix 6).

Although on the whole using feedback as a form of assessment was successful,

occasionally the teacher struggled to give every learner individualised feedback. This

meant that some pupils relied on receiving generic feedback that often resulted in

de-motivated and dispassionate learners. The upshot of the lack of feedback meant

that student’s behaviours were not reinforced and therefore they did not know if they

were achieving the objectives of learning and if they were being successful in their

learning (Appendix 3 and 6).

The second method of assessment witnessed was that of ‘peer assessment’ where

fellow learners would observe performance and mark the doers against Edexcel’s

badminton criteria (Appendix 5). The use of peer assessment was useful for

assessing which level the learner is currently at. It aided successful learning as it

13

Page 14: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

deepened the learners understanding of the activity by working with one another as

opposed to direct instruction (Newton et al, 2010; 130). Therefore it was seen that

peer assessment had a positive effect on the quality of learning while also improving

communication skills between learners contributing to a successful learning

environment (Appendix2/3/6).

However what was observed is that peer-assessment was introduced too early in the

teaching block as a method of assessment, as many of the learners still had very

limited subject knowledge surrounding badminton (Appendix 3). Therefore in the

future the teacher may think of slowly developing peer assessment by just using a

basic criteria (Newton et al, 2010; 130), or furthermore look to use video recording to

improve analysis.

The third method of assessment used by the teacher was that of questioning.

Questioning was used to recap previous lessons, as well as clarification for the

understandings of tasks. However the main use of questioning in the two lessons

was to focus learners thinking and direct and guide reasoning (Appendix 1). The use

of open-ended questions is underpinned by the cognitivist theory of learning. The

teacher used questions that “empowered the learner’s internal mental processes”

(Chambers, 2011; 45). This use of questioning by the teacher looked to improve the

learner’s problem solving skills and decision making which are related to the

cognitivist view of learning. Furthermore the teacher also used questioning in groups

to work out certain situations in matches and how they can be overcome. By

questioning in groups the teacher used peer tutoring and cooperative problem

solving in developing pupils constructivist learning. The use of questioning enabled

the teacher to move away from simply assessing if ILO’s had been achieved and

instead allowed for the assessment of the learners knowledge and understanding of

14

Page 15: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

the game. This use of questioning enhances the success of learning as it ensures

learners understand the key skills of the game as well as ensuring that objectives

have been achieved.

However an issue observed when implementing the assessment of questioning, is

that when in groups it was too often the same learners answering the questions. This

had a negative effect on successful learning as many of the pupils become

disengaged and were failed to be recognised by the teacher and therefor impacted

the quality of learning certain pupils received (Appendix 3 and 6). To combat this

teacher should look to distribute and direct questions equally amongst the learners

too ensure equality of learning within the class.

A further method of assessment that was not observed but discussed with the

teacher is summative assessment. This will be conducted by the teacher at the end

of the five week learning block. It is here the learner will receive their final mark in

conjunction with the Edexcel badminton criteria.

Conclusion

In conclusion it was evident through the observations that successful and high

quality learning had taken place. The success was facilitated through the

development of an authentic and enjoyable learning environment, the incorporation

of a wide spectrum of teaching style used and effective feedback.

Through using a wide range of teaching styles the teacher ensured the needs of all

learners were met. The use of the command style enabled the beginners in the class

to gain an understanding of the motor skills, while using divergent discovery allowed

the more able learners to be suitably challenged in their cognitive appraisal

surrounding their skills. The spectrum of styles also allowed the learners to become

15

Page 16: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

engaged in learning and allowed the learners to take on both passive and active

roles within their learning which helped develop the learners holistically. Therefore

the use of multiple styles met learning was more effective and successful (Collier,

2011; 131).

The second area of strength was that of assessment. The teacher used three key

methods of assessment, which allowed the teacher to identify if learning objectives

had been achieved but it also enabled to check for understanding through the use of

questioning. By providing clear methods of assessment it meant the teacher could

deliver positive and constructive feedback which contributed towards high quality

teaching (Appendix 6)

From the review the area that affected successful learning the most was the lack of

progression throughout the two lessons. The biggest challenge teacher’s face is

recognising the differences of all learners and acting appropriately. Within the two

classes the teacher was guilty of treating the learners as a whole and although he

used a variety of styles and methods all learners participated in the same tasks and

answered the same brand of question. This often caused learners at times to lose

interest in the task and fail to achieve learning objectives, due to the teacher not

catering learning at the specific pupil’s level. A strategy the teacher may look to

implement to overcome this issue is ‘personalised learning’ which enables “learning

opportunities in flexible and tailored ways so that all learners are able to participate

and achieve” (Makopoulou, 2011; 245). By doing this it would allow the teacher the

opportunity to set individualised targets allowing learners to progress at their own

rate. The use of personalised learning would also allow for differentiation of task so

that there is a gradual progression instead of standardised levels of activity for all

learners. However this is a consideration for future effective practice, through direct

16

Page 17: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

observations it could be seen that there was evidence of high quality teaching taking

place which facilitated successful learning (Appendix 7).

17

Page 18: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Reference List:

Bailey, R. 2007. Teaching Physical Education. 4th Edition. Oxon: Routledge.

Brecken, P., Capel, S.,Whitehead, M.,and Zwozdiak-Myers, P. 2010. Developing and

Maintaing an Effective Learning Environment. In: Capel, S., and Whitehead, M, ed..

Learning to Teach Physical Education in Secondary School. 3rd Edition. Oxon:

Routledge. (pp 101-118).

Bromell, N. 2014. Learning Theories Revisited. Lecture notes distributed in Teaching

and Coaching on 7/2/2014.

Brya, M. 2006. Reciprocal Style of Teaching: A positive motivational climate. Thesis

(PHD), University of Wyoming.

Butler R, 1987. Task-involving and ego-involving properties of evaluation: Effects of

different feedback conditions on motivational perceptions, interest, and performance.

Journal of Educational Psychology, 79, 474-482.

Capel, S., and Whitehead, M. 2010. Learning to Teach Physical Education in

Secondary School. 3rd Edition. Oxon: Routledge.

Chambers,F. 2011. Learning Theory for effective learning in practice. In: Armour, K,

ed. Sport Pedagogoy. An introduction to teaching and coaching. Harlow: Prentice

Hall. (p.41).

Collier, H, D. 2011.Instructional Strategies for Adapted Physical Education. In:

Winnick, P, J, ed. Adapted Physical Education and Sport. 5th Edition. Leeds:Human

Kinetics.

18

Page 19: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Cushion, C. Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R., O’ Callaghan,

C. 2010. Coach Learning and Development: A review of literature.[online]. Sports

Coach UK. [Date viewed: 23/5/2014]. Available from: http://msvsc02-

g284nc.uv.netbenefit.com/sites/default/files/Coach-Learning-and-Dev-Review.pdf.

Edexcel, 2011. Edexcel GCSE in Physical Education. [Online]. Edexcel. [23/5/2014]

Available from: http://www.edexcel.com/migrationdocuments/GCSE%20New

%20GCSE/UG028981-Edexcel-GCSE-in-PE-Controlled-Assment-Gd-Iss2-

211211.pdf.

Gadsdon, S. 2001. Psychology and Sport.Oxford: Heinemann.

Gallahue, L, D and Donnelley, C, F. Developmental Physical Education for all ages.

4th Edition. Leeds: Human Kinetics.

Gibbons,E.2007. Teaching Dance the Spectrum of Styles. Bloomington: Author

House.

Gower, C. 2010. Planning in PE. In : Capel S and Whitehead, M, .ed Learning to

Teach Physical Education in Secondary School. 3rd Edition Oxon: Routledge,

pp.100.

Hardy, A, C. and Mawer, M. 1999. Learning and Teaching in Physical Education.

London: Falmer Press.

Harris, J. 2000. Re-visioning the boundaries of learning theory in the assessment of

prior experiential learning (APEL), SCRUTEA 30th Annual Conference, University of

Nottingham.

19

Page 20: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Hartey, J. 1998. Learning and Studying. A Research Perspective. London:

Routledge.

Katene, W. 2000. Progression and Continuity in Physical Education between Primary

and Secondary School. In: Capel, S. and Piotrowski, S., ed. Issues in Physical

Education. London: RoutledgeFalmer.

Khol, W, H. Cook, D, H. 2001. Educating the Human Boday: Taking Physical Activity

and Physical Education to School. Washington: National Academies Press.

Kirk, D., and MacDonald, D. 1998. Situated Learning in Physical Education. Journal

of Teaching in Physical Education.17, (pp.376-387).

Kyriacou, C. 1997. Effective Teaching in Schools: Theory and Practice. 2nd edition.

Cheltenham: Nelson Thornes Ltd.

Lewis, D, J. 2008. Advocacy for Gifted Children and Gifted Programs. Texas:

Prufrock.

Makopoulou, K. 2011. Personalised Learning: a perfect pedagogy for teachers and

coaches ? In: Armour, K. 2011. ed. Sport Pedagogy. An introduction for Teaching

and Coaching. Harlow: Prentice Hall, (p.245).

Malone, S.A. 2003. Learning about Learning: An A-Z of training and development

toold and techniques. London: The Cromwell Press.

Mcfadyen , T. and Bailey, R. 2002. Teaching Physical Education 11-18.

London:Continuum.

Metzler, W, M. 2000. Instructional Models for Physical Education. Massachusetts :

Allyn and Bacon.

20

Page 21: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Mohnsen, S,B. 2008. Teaching Middle School Physical Education. 3rd Edition.

Leeds:Human Kinetics.

Mosston, M. and Ashworth, K.Teaching Physical Education.5th Edition. London:

Benjamin Cummings.

Newton,A. and Bowler, M. 2010. Assessment for and of Learning. In: Capel, S., and

Whitehead, M, ed.. Learning to Teach Physical Education in Secondary School. 3rd

Edition. Oxon: Routledge. (pp 119-133)

Ormond, J. 2008. Educational Psychology: Developing Learners. 6th Edition.

Cambridge:Pearson.

Piotrowski, S. 2000. Assessment ‘Recording and Reporting’. In: Bailey, R, P. and

Macfadyen, T, M. ed. Teaching Physical Education 5-11. London: Continuum. (p51).

Rink, E, J. 1993. Teaching Physical Education for Learning. 2nd Edition. Missouri:

Mosby.

Roschelle, J., Pea, P., Hoadley, C., Gordin, D., and Means, B. 2000. Changing how

and what children learn in school with computer based technologies. The Future of

Children. 10 (2), 76-101.

Schmoker, M. The real causes of higher achievement. SEDL Letter. 2002. 14(2), pp.

1–7.

Sewell, A. 2000. Constructivism and student misconceptions:why every teacher

needs to know about them.Australian Science Teachers Journal. Vol 48, no. 4, 24-

38.

21

Page 22: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Shimon, M ,J. 2011. Introduction to Teaching Physical Education:Principles and

Startegies. Leeds: Human Kinetics.

Spray, C. Understanding young people’s motivation in physical education and youth

sport. In: Armour, K. 2011. ed. Sport Pedagogy. An introduction for Teaching and

Coaching. Harlow: Prentice Hall. (p.107).

Stiggins, J, R., Arter, A, J., Chappuis, J., Chappuis, S. 2004, Classroom Assessment

for Student Learning. USA: Barbara Carneige.

Tunell, D. 2011. Teaching Styles and Strategies. In: Ayers, F, S. and Sariscsany, J,

M, ed. The Physical Best Teachers Guide. 3rd Edition Physical Education for

Lifelong Fitness.Leeds: Human Kinetics, p.165-184.

Vakkayil, J.2008. Learning and organizations: towards cross-metaphor

conversations. Learning Inquiry. 2,13-27.

Vygotsky, L. S. 1978. Mind in Society. The Development of Higher Psychological

Processes. Cambridge MA: MIT Press.

22

Page 23: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Table of Contents for Appendices:

Appendix 1: Interview with teacher……………………………………………….pg24-26.

Appendix 2: Interview with experienced badminton learner…………………...pg27.

Appendix 3: Interview with inexperienced badminton learner………………….pg28.

Appendix 4: Two lesson plans…………………………………………………….pg29-34.

Appendix 5: Edexcel’s badminton criteria ……………………………………….pg35-37.

Appendix 6: Direct Observations………………………………………………….pg38-40.

Appendix 7: Summary………………………………………………………………pg41.

23

Page 24: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Appendix 1:

What was the focus of this lesson/session?

Both learning sessions were split into key objectives set out below. The overall aim of the teaching block was to improve the pupil’s skill and understanding of badminton. Learning Objectives for each week;

Week 1: The objective for the week is to introduce the learners to badminton. Then for learners to be able to perform forehand drives, push returns and net shots. Then look into implement these shots in games.

Week 2: The objective for the week is to be able to perform backhand drives, push returns and net shots. Then look into implement these shots in games.

Week 3: The objective for the week is to be able to perform a variety of serving techniques that can be used in games.

Week 4: The objective for the week is to focus upon game play situations and the construction of points in match play settings using a variety of serves and shots.

Week 5: Summative assessment of learners.

Why was this learning content selected?

I wanted to offer the learners a new learning experience one not many of them would have participated in before. I therefore discussed with them and gave them an option of tennis, badminton, golf and basketball. From this in consultation we decided to concentrate on badminton.

How does this learning build upon previous knowledge/learning?

Badminton was a completely new skill to many of the learners. To ensure we built on previous knowledge throughout the teaching block made sure there was clear progression to avoid repeating material.

What things did you consider in terms of time, resources, groupings when organising this lesson/session?

It is tough to cover everything you set out in an hour and therefore in the plan I set out rough guidelines of how long I want to spend on each activity.I had resources readily available in sports hall. The sports hall is an excellent facility to teach in. It already has courts marked out all the apparatus needed in the store room. As well as this it has excellent lighting and acoustics so teaching ion there is not usually a struggle.

24

Page 25: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

What did you want the learners to achieve as a result of this lesson/session?

In week two I wanted all learners to at minimum be able to perform the three basic shots; a backhand drive, a backhand push and backhand net shot. From there the progression would be how well the learners could perform these skills and how higher mark they could get in line with Edexcel criteria.

In week three I wanted all learners to be able to perform both a forehand and backhand serve. From there I would encourage learners to develop a different range on these serves varying speed, power and distance.

If appropriate, how did you ensure that all learners were included in the lesson/session?

I would ensure all learners were interested by engaging and delivering individualised feedback to all. Also look to include variety of teaching styles so that was not just me giving instructions.

Did you have to plan any part of the lesson/session to support weaker learners or challenge more able learners?

I used the command style to ensure that the less able learners understand the ke requirements. Furthermore when working in groups I looked to distribute the groups so that in the group there would be at least strong supporter helping the weaker players. I would challenge stronger learners by using questions to validate and increase their knowledge of the game.

How did you use assessments of learners' progress within the lesson/session to inform the direction of the lesson/session?

I used assessment to inform when learners had got to gips and were performing the skill to a consistent basis regularly. When I felt they had achieved objectives moved onto next objective.

How well did the learners achieve the intended learning outcomes?

I felt by end of both learners nearly all the learners had achieve the basic requirements of the learning objectives set out. Some learners found it easier than others, while others struggled particularly in regard to backhand shots. But I felt all learners showed at some stage in their performance that they had achieved the objectives.

If you were to do the same lesson/session again what would you do differently and why?

Looked to support the weaker learners better and ensure drills were set accordingly as I felt some of the less able learners struggled with the drills I implemented. On the other challenge the more advanced learners so they do not become complacent in their learning.

25

Page 26: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

What will be used to inform the content of the next lesson/session?

Week four will look at game play scenarios using the forehand, backhand shots and service techniques the learners have learnt so far. To ensure learners are engaged I will split them into same ability groups so learners don’t become demotivated.

26

Page 27: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Appendix 2:

Did you enjoy the lesson and why?

I enjoyed badminton because we got to choose the activity we learned which is good fun and avoids boring activities like athletics and swimming. The class was fun because we could interact with each other and learn from one other and I enjoyed helping my mates.

I also enjoyed playing games at the end of each lesson as it meant we could practice what we had learnt.

Where you sufficiently challenged?

At times I struggled with some of the shots but with help from teacher and peers I managed to perform them. However there were times when we just kept doing the same thing even though we had mastered the skill and the lesson became boring at stages as we had to wait for less able learners to get the shot right.

Was it too easy?

So parts of the lessons were too easy for example the forehand serve was easy yet we spent ten minutes learning it I didn’t feel like there was much more I could do so I just had to keep repeating the same shot.

Would you say you were successful in learning?

I feel I achieved all the learning objectives set out at the start of the lesson to a reasonably high standard.

What did you think of the teaching?

I enjoyed being taught by Mr …… he made the lesson fun and engaging. He also tried to speak to all learners and help everyone out so he formed a relationship with all the pupils.

27

Page 28: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Appendix 3:

Did you enjoy the lesson and why?

I liked the lessons because I have never played badminton before and it was interesting to learn a new sport. I also liked working with my friends and being marked against criteria so I knew where I was in my learning.

Where you sufficiently challenged?

Yes !! During the lesson I found some shots particularly challenging and I think I would of improved more with help from teacher but sometimes he did not speak to everyone about their shots.

Was it too easy?

No, I found some parts of the lesson really hard especially trying to mark my friends shots out of ten because I didn’t really understand the criteria set out. Sometimes I also felt a bit left behind especially because I couldn’t answer the questions as I did not understand them.

Would you say you were successful in learning?

I think I achieved most of the objectives set out at the start of the lesson. But I did struggle with a few of them particularly backhand drive but I think I achieved it come the end of the lesson and I found the objectives useful as I knew what the teacher wanted me to achieve in the lesson.

What did you think of the teaching?

I liked Mr …… because he was very nice to all the learners and would always be smiling so no one was ever worried about being told off also the classroom was always set up when we arrived so we could just get on with the lesson which was good.

28

Page 29: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Appendix 4:

Lesson Plan

Activity:Badminton

Lesson Number:2 out of 5

Date:28-3-2014

Class: 15- 16 year old GCSE lesson. Class of ten students, all male.One teacher with no formal qualifications of badminton.

Duration:One hour

Learning objective: The objective for the week is to be able to perform backhand drives, push returns and net shots. Then look into implement these shots in games.

Time Management: Five minute warm up. Five minute demonstration of backhand drive and push returns. Ten minute pupil practice. Check for understanding through feedback and questioning. Introduce. Ten minute reciprocal learning in groups. Five minute demonstration of net shots. Ten minute pupil practice. Five minute peer assessment. Ten minute games.

Healthy and Safety and Risk Assessment Pupils;

Ensure appropriate dress code. Girls have hair tied up.

Coach; Ensure that the skills are taught and performed within the athlete’s

capabilities. The athletes are warmed up appropriately before commencing with the

activity. Check the performing area before the session. Ensure that there is a first aid kit on site. Make sure a risk assessment has been carried out prior to the coaching

session.Assessment Methods:

Coach observations, use time while exercises are taking place to analyse performers and supporters.

Focussed questions for all performers and supporters on their exercises. For the more able of the group use peer assessment for greater autonomy. Be able to use reflection after the session to analyse how well the pupils

coped with each shot and to see what could go better in next weeks session,

29

Page 30: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

in particular what the class reacted well too. Teaching Styles to be used:

Command Style: To be used when demonstrating how to perform the correct shots

Reciprocal Style: This allows for peer assessment allowing the students to be critiqued by fellow students.

Indirect style of Guided Discovery: The teacher asks questions to the students to check for understanding thus giving the student greater cognitive thinking ability.

Resources and Learning Environment:The lesson shall be held in school gymnasium which is a well equipped gymnasium with many resources to use. It also is a good learning environment to coach in as it has very good acoustics to project your voice, unlike for example a swimming pool, and is a very large space to allow ample room to coach in.

Resources; Whistle Badminton courts Badminton Racquets Nets Shuttle Cocks

Motivation Techniques;To motivate the athletes in the coaching session think of the following;

Positive and constructive feedback. (Aim to find the balance between too little and too much feedback).

Progression to more challenging activities. Encourage students to perform their skills in front of their peers. Use S.M.A.R.T goals.

30

Page 31: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

31

Page 32: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Lesson Plan

Activity:Badminton

Lesson Number:3 out of 5

Date:4-5-2014

Class: 15- 16 year old GCSE lesson. Class of ten students, all male.One teacher with no formal qualifications of badminton.

Duration:One hour

Learning objective: The objective for the week is to be able to perform a variety of serving techniques that can be used in games.

Time Management; Five minute warm up. Five minute demonstration of forehand serves. Ten minute pupil practice. Check for understanding through feedback and questioning. Introduce. Ten minute reciprocal learning in groups. Five minute demonstration of backhand serves. Ten minute pupil practice. Five minute peer assessment. Ten minute games.

Healthy and Safety and Risk Assessment Pupils;

Ensure appropriate dress code. Girls have hair tied up.

Coach; Ensure that the skills are taught and performed within the athlete’s

capabilities. The athletes are warmed up appropriately before commencing with the

activity. Check the performing area before the session. Ensure that there is a first aid kit on site. Make sure a risk assessment has been carried out prior to the coaching

session.Assessment Methods:

Coach observations, use time while exercises are taking place to analyse performers and supporters.

Focussed questions for all performers and supporters on their exercises. For the more able of the group use peer assessment for greater autonomy. Be able to use reflection after the session to analyse how well the pupils

coped with each shot and to see what could go better in next weeks session, in particular what the class reacted well too.

32

Page 33: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Teaching Styles to be used:

Command Style: To be used when demonstrating how to perform the correct shots

Reciprocal Style: This allows for peer assessment allowing the students to be critiqued by fellow students.

Indirect style of Guided Discovery: The teacher asks questions to the students to check for understanding thus giving the student greater cognitive thinking ability.

Resources and Learning Environment:The lesson shall be held in school gymnasium which is a well equipped gymnasium with many resources to use. It also is a good learning environment to coach in as it has very good acoustics to project your voice, unlike for example a swimming pool, and is a very large space to allow ample room to coach in.

Resources; Whistle Badminton courts Badminton Racquets Nets Shuttle Cocks

Motivation Techniques;To motivate the athletes in the coaching session think of the following;

Positive and constructive feedback. (Aim to find the balance between too little and too much feedback).

Progression to more challenging activities. Encourage students to perform their skills in front of their peers. Use S.M.A.R.T goals.

33

Page 34: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Appendix 5:

Appendix 6:

PLANNING;

Is there a clear and comprehensive lesson/session plan? How does it link to previous learning?

Clear lesson plan set out for both lessons. Each lesson introduces a new skill to the learner with clear emphasis on continuity.

34

Page 35: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Are the learning objectives clear?

ILO’s set out clearly and teacher made them clear at start of both lessons.

Is there a clear structure for progression during the lesson/session?

No clear structure for progression, all activities require the learner doing the same task. More able learners challenged in terms of questions but very little progression in terms of skill acquisition as whole class perform same drills no matter what level they are at.

Are the learning contents sufficiently/too challenging for the learners?

At times some learners found it very difficult while other learners felt they weren’t challenged enough. Caused a class imbalance in terms of ability. Reciprocal teaching is where class seemed to enjoy learning the most as could use the variety of abilities.

Are there any specific details of differentiation within the lesson/session plan?

No clear details of differentiation.

TEACHING AND CLASS MANAGEMENT;

Are there signs of positive and professional relationships?

Clear professional relationship between the teacher and the learner. Learner has respect for teacher throughout shown by good discipline throughout the class. Evidence of a positive relationship as well learners not afraid to ask questions of the teacher.

Are instructions made clear?

Instructions made clear, teacher dictates clearly to whole class. ILO’s set out at the start of every lesson to aid understanding.

Is the teacher enthusiastic?

Teacher has clear enthusiasm for the activity and this is seen by his desire to join in with the students but also maintaining a positive outlook throughout the whole class.

Are the learners attentive, engaged and enthusiastic?

35

Page 36: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

All learners were willing to listen and learn and enthusiastic throughout. Learners did become disengaged in places when they were either not being sufficiently challenged or the challenge was too difficult.

Is the teaching effective for individual learners; small groups; the whole class/group?

The teacher used a spectrum of style which meant that it suited both individuals when using command style divergent discovery. While also group work worked well by using the reciprocal style.

Does the teacher project well?

Teacher had a strong presence over the group and was successful in his projection during demonstrations that helped class understand how to perform the skills.

Does the lesson progress at a good pace?

Teacher perhaps guilty at too quicker lesson place as it meant occasionally learners got left behind on objectives but this is due to narrow time constraints.

What teaching styles are evident?

Three clear styled used;

Command Style Reciprocal Style Divergent Discovery.

Is the learning environment safe?

Teacher thoroughly checked learning environment before commencing lesson and also made sure the learners had the right equipment on to participate.

How well does the teacher manage learners' engagement and behaviour?

Learner is well managed through a clear respect from the pupils to the teacher. Teacher does not allow for any ill discipline.

Is ICT used to enhance teaching/learning?

No use of ICT seen in the lesson.

MONITORING AND ASSESSMENT;

How does the teacher monitor progress during the lesson/session?

Progress is monitored though direct observation by the teacher and the use of assessment methods to check for understanding.

36

Page 37: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Is immediate and constructive feedback provided?

Teacher looks to provide positive and immediate feedback to all learners but at time found this difficult due to time and therefore had to use generic feedback which not as beneficial to the class.

If so, how well do you think it helps the learner?

Immediate feedback aided the learner giving them more confidence in their abilities and enhancing their learning.

Are learners involved in the assessment process?

Learners were involved in the assessment via two methods the first peer assessment meant learners judge one another. The second was use of questioning that allowed the teacher to check for understanding.

Does the teacher have secure subject knowledge?

Teacher has excellent subject knowledge of the topic so much so he has no issue in answering any questions posed by the learners.

PROFESSIONAL VALUES AND PRACTICE

How is the teacher professional in their work?

Attitude; Teacher has an excellent attitude towards holistic development of his pupils and to ensure they learn the skills required to get as higher mark as possible.

Appearance; Teacher wore a smart tracksuit and had a clean appearance.

Punctuality; Teacher arrived ten minutes early for both lessons so that he could prepare the sports hall.

Appendix 7:

Very Good Good Satisfactory Needs Attention

Subject knowledge (selection of content) XPlanning (expectations/progression) xCommunication (instructions/demonstrations) x

37

Page 38: TEACHING AND COACHING

Dominic Saunders Teaching and Coaching B121948

Enthusiasm (presence/projection) xBehaviour management (control/discipline) xOrganisation & management (time/space/groups) xSafety (equipment/environment) xDifferentiation (meeting the needs of all learners) xFeedback to pupils (positive/constructive) xAssessment of pupils (achievement/attainment) xOverall quality of pupil learning (outcomes) x

38