GE ELECT.

2: ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH

PROGRAMS

REGULAR CLASS PROGRAM

Objectives

1. Discuss the administrative aspect of the regular class program with regard to

participation and exemption

 credit
 class size
 class schedule

2. Organize the physical education activities into meaningful experiences with a focus
on:

 the scope and sequence of the content

 placement and content
 the resource unit

3. describe ways of organizing the class to facilitate teaching-learning such as:

 routinizing activities
 checking of attendance
 handling of materials
 small group organization

The Regular Class Program is instructional in nature. It consists of continuity. of

movement experiences designed to help the individual gain movement skills and
concepts that will enhance his/her ability to function efficiently and happily in all his/her
life experiences, whether they will be social, mental or physical.

1. Administrative Aspects

 Participation and exemption

Educational leaders especially physical educators stress the importance of participation

in physical education activities from kindergarten through college. Participation in
physical education must be required of all pupils and students. During this period
physical activities stimulate the neuromuscular mechanisms and serve the functional
demands of vital organs. Exemptions from physical education should not be allowed.

The physically handicapped children who cannot participate in the activities designed
for normal children not be given special activities.

 Credit

Physical education should be given the same credit as any other subject in the
curriculum. The teachers and physical education leaders have too long been apathetic
about the matter of credit for physical education, thus, it has suffered many setbacks.
Basic physical education in colleges and universities is given credits of one unit per
semester the for first two years. In teacher training institution, physical education course
is credited to two units. Secondary: Physical education is grouped with health education
and music and offered as one curricular subject entitled youth development training.

Elementary physical education is grouped with music and arts.

Physical education should stand as a subject by itself and offer daily because it is the
only subject area in the curriculum that enhances the growth and development of
individuals through movement skills.

 Class size

Class size is crucial because the teacher may not be only concerned with the instruction
but also the safety of the children as well. There is a misconception that since the
teaching stations for physical education are mostly out-of-doors two or more classes
may be focused to form one class.

 Class Schedule

Physical education should be scheduled in a manner just like the other subject in the
curriculum if a good curriculum program is to result. The best time to schedule the
physical education class is near the middle of the morning or afternoon. This time of day
can provide some change and relaxation from the routine of academic classes. The last
period in the afternoon after all academic classes are over is not a good time to
schedule the physical education class.

2. Organization of learning experiences

The activities or learning experiences must be properly organized in order to attain

quality output of the physical education program.

* Scope and Sequence of Content

Scope means the materials, areas, and body of knowledge that are included in the total
curriculum. Sequence refers to the way in which the body of knowledge is placed in the
various grades. The success of the curriculum depends largely on the scope and
sequence of the instructional content. The scope and the content in the different grades
are suggested on the succeeding pages. These were based on the characteristics of
children. The sequence of the activities can be gleaned by going over these models
from kindergarten upward.

*Placement of Content

Three current practices or plans for including activities in the curriculum are the
alternation pattern, grade placement, and seasonal placement.

Alternation pattern. In this plan, activities are scheduled on alternating days of the week.
For example, a group game in is scheduled on Monday, a rhythmic activity on Tuesday,
gymnastics on Wednesday, a lead-up game on Thursday, and scouting on Friday.
While it may look like there is a balance of activities in one week time, it does not
ensure a continuity of learning experiences.

Grade Placement. Another plan is that of assigning the activities to specific grades. An
activity may not be repeated in the succeeding grades. The grade placement of
activities may be done by a school committee composed of grades chairmen from
kindergarten to grade VI in the case of the elementary level. Since an activity may not
be repeated in other grades even if they if it is well-liked by the children, this grade
placement plan may be unsatisfactory to them.

Seasonal Placement. This plan includes the same activities each year but the approach,
lead-up and other instructional techniques vary from grade to grade or year to year.
There is a sequential development of content and the children are guided toward
improvement every time the activity is offered.

*The resource unit

 Organizing learning experiences into units of instruction is practical, functional,

and meaningful to learners
 The advantages of unit teaching are well documented in educational literature.

For instance:

A resource unit in Volleyball:

I. Preliminary Plan

A. Introduction or overview (this is a brief description of the game of volleyball and the
values derived from playing)

B. Specific Objectives

a. Psychomotor- (In terms of skills and abilities, the list of objectives under this domain
should be arranged from the simplest to the more difficult ones)

b. Cognitive- (In terms of knowledge, concepts, understanding, or generalization, there

must be a cognitive objective that goes with each psychomotor objective)

c. Affective (This refers to attitudes, interests, desires, and appreciations developed as

the game is taught)

C. Materials: Charts, diagrams, loop films? and other instructional aids.

D. Teaching Strategies or Techniques (Refers to how the skills and concepts are going
to be taught)

E. Safety precautions (these are guidelines to be followed to avoid injuries such as

appropriate attire, safety on the playground, and equipment used, among others)

II. Operational Plan

A. Orientation phase (lecture-discussion)

1. Historical background or origin

2. Facilities and equipment

3. Fundamental skills

4. Team composition and official of the game

5. Terminology

6. Simplified rules and strategies

B. Activity Phase (This refers to the psychomotor phase of the lesson. The skills to be
taught are indicated together with practice activities and the lead-up games where the
skills are further used)

C. Evaluation Phase (This refers to the practical test and pencil paper test that will
evaluate teaching-learning)

III. BIBLIOGRAPHY OR LIST OF REFERENCES

3. Class Management

Routinizing Activities

A well-organized and managed class makes it possible for instruction to be carried on in

an orderly manner and has a favorable effect on the environment. Routines require a
very minimum of supervision once they are established. Routines eliminate the
repetition of directions and thus they are time-saving. Routines can be preventive
measures for disciplinary problems. Students will automatically perform properly their
duties of the activities expected of them to do under will be a feeling of ease.

Checking of Attendance

The physical education teacher in a self-contained classroom may not waste time take
checking attendance as long as he is very vigilant especially when the children go out to
the playground.

Common methods of checking attendance:

1. use of tag

2. numbers called alphabetically by the teacher

3. numbers called consecutively by the pupils

4. alphabet alignment plan

5. squad name roll

Handling of Materials

1. Monitor System the squad leader or monitor is in charge of distributing and collecting
the needed equipment for the squad or group.

2. Pass-it-in system the front member in a column gets all the equipment needed and
then passes them on the back to the last on file.

3. Each-one-take-one system the pupils are in a file or column and in an orderly manner
they walk to a place in the room where the needed equipment is placed.

Organizing Groups

Common practices of teachers in the organization of groups and leader selection

1. Leader’s choice-if the class desires to have four groups the members elect for
leaders. Then the elected leaders are given the freedom to select their own members

2. Members’ choice- after the election of leaders the members are allowed to go to the
leader of their own choice

3. Leader selection in squads - the class is first divided into the desired number of
groups or squads

REFERENCE: [Link]