CITY OF MALABON UNIVERSITY

Maya-maya cor. Pampano St., Longos Malabon City

(Telephone Nos. 374-57-72/376-00-64)

COLLEGE OF EDUCATION
ACTIVITY NO. 3
COURSE&SECTION BEED 3B PROF. FLORADELMA D. MANAHAN

GROUP NO. Group no. 3 START OF SUBMISSION MARCH 15,

2021 - 12AM
LEADER: Columna, Jessabel B. END OF SUBMISSION MARCH 20,
2021 - 12AM
MEMBER: Arturo, Irene Mae D.
Carbonilla, Arshe Joy T.
Contreras, Jocelyn
Sevilla, Cecilia
Sy, Abelle Michaela A.
NAME: COLUMNA, JESSABEL B. COURSE&SEC: BEED 3B

1. Explain the guiding principles in the selection and use of materialsin

teaching Physical Education.

2. Enumerate examples of instructional materials in Physical Education.

3. Make instructional materials based on the competencies to be developed.

Answers:

INSTRUCTIONAL MATERIALS

Devices that assist an instructor in the teaching-learning process.

Instructional aids are not self-supporting; they are supplementary training
devices. The key factor is that instructional aids support, supplement, or
reinforce.

While instructors may become involved in the selection and preparation of

instructional aids, usually they are already in place. Instructors simply need to
learn how to effectively use them.
 For many years, educators have theorized about how the human brain
and the memory function during the communicative process. There is general
agreement about certain theoretical factors that seem pertinent to
understanding the use of instructional aids.

1. During the communicative process, the sensory register of the

memory acts as a filter. As stimuli are received, the individual's
sensory register works to sort out the important bits of information
from the routine or less significant bits. Within seconds, what is
perceived as the most important information is passed to the working
or short-term memory where it is processed for possible storage in the
long-term memory. This complex process is enhanced by the use of
appropriate instructional aids that highlight and emphasize the main
points or concepts.
2. The working or short-term memory functions are limited by both
time and capacity. Therefore, it is essential that the information be
arranged in useful bits or chunks for effective coding, rehearsal, or
recording. The effectiveness of the instructional aid is critical for this
process. Carefully selected charts, graphs, pictures, or other well-
organized visual aids are examples of items that help the student
understand, as well as retain, essential information.
3. Ideally, instructional aids should be designed to cover the key
points and concepts. In addition, the coverage should be
straightforward and factual so it is easy for students to remember and
 recall. Generally, instructional aids that are relatively simple are best
suited for this purpose.

1. It helps the students remember important information.

2. When properly used, they help gain and hold the attention of students.
3. Audio or visual aids can be very useful in supporting a topic, and the
combination of both audio and visual stimuli is particularly effective
since the two most important senses are involved. Instructors should
keep in mind that they often are salesmen of ideas, and many of the best
sales techniques that attract the attention of potential clients are well
worth considering. One caution-the instructional aid should keep student
attention on the subject; it should not be a distracting gimmick.
4. Good instructional aids also can help solve certain language barrier
problems. Consider the continued expansion of technical terminology in
everyday usage. This, coupled with culturally diverse backgrounds of
today's students, makes it necessary for instructors to be precise in their
choice of terminology. Words or terms used in an instructional aid
should be carefully selected to convey the same meaning for the student
as they do for the instructor. They should provide an accurate visual
image and make learning easier for the student.
5. Another use for instructional aids is to clarify the relationships between
material objects and concepts. When relationships are presented visually,
they often are much easier to understand. For example, the subsystems
within a physical unit are relatively easy to relate to each other through
the use of schematics or diagrams. Symbols, graphs, and diagrams can
 also show relationships of location, size, time, frequency, and value. By
symbolizing the factors involved, it is even possible to visualize abstract
relationships.

The use of any instructional aid must be planned, based on its ability to
support a specific point in a lesson. A simple process can be used to determine
if and where instructional aids are necessary.

Clearly establish the lesson objective. Be certain of what is to be

communicated.
Gather the necessary data by researching for support material.
Organize the material into an outline or a lesson plan. The plan
should include all key points that need to be covered. This may include
important safety considerations.
Select the ideas to be supported with instructional aids. The aids
should be concentrated on the key points. Aids are often appropriate
when long segments of technical description arenecessary, when a point
is complex and difficult to put into words, when instructors find
themselves forming visual images, or when students are puzzled by an
explanation or description.

Aids should be simple and compatible with the learning outcomes to be

achieved. Obviously, an explanation of elaborate equipment may require
detailed schematics or mockups, but less complex equipment may lend itself to
only basic shapes or figures. Since aids are normally used in conjunction with a
verbal presentation, words on the aid should be kept to a minimum. In many
cases, visual symbols and slogans can replace extended use of verbiage. The
instructor should avoid the temptation to use the aids as a crutch. The
tendency toward unnecessarily distracting artwork also should be avoided.

Selecting Appropriate Teaching/Learning Methods, it is possible to

divide all such methods into three broad groups, which may be loosely
described as mass-instruction techniques, individualized-learning techniques
and group-learning techniques. Let us now see what roles instructional
materials are capable of playing in each.

Within the context of the various techniques that can be employed as vehicles
for mass instruction, audiovisual and other instructional materials can play a
number of roles. In some cases (e.g. the use of visual aids, handouts or
worksheets in a lecture or taught lesson), their role will probably be mainly
supportive; in others (eg video or multimedia presentations or off-air
broadcasts) they can constitute the very essence of the method itself. In both
cases, however, it is important that the materials be chosen because of their
suitability for achieving the desired instructional objectives, and not merely
because they 'happen to be available' or because the teacher or trainer wants to
'fill in time'. Some of the specific ways in which instructional materials can be
used in lectures and other mass-instructional situations are as follows:

 Forming an integral part of the main exposition by providing 'signposts',

guidance for note-taking, illustrative material, work-sheets, etc;
  Providing students with ready-made handout notes on what is being
covered, or with skeleton or 'interactive' handouts that they have to
complete themselves;
 Providing supplementary material (background reading, remedial or
extension material, enrichment material, and so on);
 Increasing student motivation by sensory stimulation, introducing
visually- attractive, interesting or simply 'different' material into an
otherwise routine lesson;
 Illustrating applications, relations, integration of one topic with another,
and so on.

The role of instructional materials in individualized learning is radically

different from that in a mass-instruction system. In the latter, their role is
generally supportive, with the main vehicle of instruction being the teacher or
trainer in control of the class; in an individualized-learning system, on the
other hand, the materials themselves constitute the vehicle whereby instruction
takes place. Thus, it is particularly important that such materials should be
designed and produced with the greatest case, for, if they are not, the system
could (at best) fail to achieve all its instructional objectives and (at worst) break
down completely. Some of the specific ways in which instructional materials
can be used in individualized learning are given below:

 Providing instructions and/or guidance on how the learner should carry

out a particular course or program of study;
 Providing the actual material that has to be learned or worked on during
the course or program;
  Providing the learner with exercises for diagnostic or assessment
purposes;
 Providing supplementary or enrichment material.

As in the case of mass instruction, a large number of different types of media

and materials can be used to fulfill these various functions.

2. Enumerate examples of instructional materials in Physical Education.

Types of Instructional Aids

As its name suggests, this category includes all visual displays that can
be shown to a class, small group or individual student without the use of an
optical or electronic projector of any sort. It includes a number of the most
basic - and most useful - visual aids that are available to teachers and trainers.
 These comprise all textual and handout materials to be used by students
or trainees which can be run off in large numbers by printing machines,
photocopiers and duplicators. Facilities for the production of such materials
are now available in practically every school, college and training
establishment, and they have become the most basic and widely used of all
educational tools.

Traditional aids in this group include motion pictures, filmstrips, slides of

various sizes, transparencies for overhead projection, and specialized
equipment such as rear screen projection or an opaque projector. However, the
use of motion pictures and filmstrips for training has declined, mostly because
of availability of more user-friendly media such as video. The essential factor
governing continued use is that the content must be current and support the
lesson. Use of projected materials requires planning and practice. The
instructor should set up and adjust the equipment and lighting beforehand and
then preview the presentation. During a classroom session, the instructor
should provide students with an overview of the presentation before showing it.
After the presentation, the instructor should allow time for questions and a
summary of key points.

This category includes all the various systems whereby straightforward audio
material can be played to a class, group or individual. It includes a number of
extremely useful - albeit often neglected - instructional aids.
Interactive video is one form of computer-based multimedia. However, in
recent years, the terms computer based training (CBT), or multimedia training,
have become very popular. The term multimedia is not new. Multimedia has
been used for decades in some form or other. In a basic form, multimedia is a
combination of more than one instructional media, but it could include several
forms of media-audio, text, graphics, and video (or film). Multimedia in a
more current context generally implies a computer-based media that is shown
on personal computers (PCs). With computer based multimedia, information
access is simplified. Sophisticated databases can organize vast amounts of
information which can be quickly sorted, searched, found, and cross-indexed.

Real interactivity with computer-based training means the student is fully

engaged with the instruction by doing something meaningful which makes the
subject of study come alive. For example, the student frequently is able to
control the pace of instruction, review previous material, jump forward, and
receive instant feedback. With advanced tracking features, computer-based
training also can be used to test the student's achievement, compare the results
with past performance, and indicate the student's weak or strong areas.
3.Make instructional materials based on the competencies to be developed.

RULER DROP TEST:

COIN CATCH TEST:

BALL CATCH TEST:

So that was my instructional materials. I provided visual aids and real objects
at the same time to make my discussion more engaging, and easy to
understand. These real objects are ruler, coin, and christmas balls. From that,
students are able to test their ability to react from these given exercises, and to
enhance their reation time.
NAME: Irene Mae D. Arturo MRS. Floradelma Manahan

YEAR&SECTION: BEED 3B ACTIVITY #3 GROUP #3

1. EXPLAIN THE GUIDING PRINCIPLES IN THE SELECTION AND USE

OF MATERIALS IN TEACHING PHYSICAL EDUCATION.
- Learning is an active process. We have to actively engage the learners in
learning activities if we want them to learn what we intend to teach. Hands-on-
minds learning Research shows 75% retention rates in learning by doing 90%
retention rates learning by teaching others
- The more senses that are involved in learning, the more and the better the
learning.
- A non-threatening atmosphere enhances learning.  Physical classroom
condition: Proper lightning  Good ventilation  Order  Tidiness  painting of the
room Psychological climate:  personality of a teacher  rapport between students
and the teacher  relationship among students  Steps on how to create a positive
classroom atmosphere: 1) Cultivate culture of respect 2) Believe in our student’s
capacity 3) Make our students feel they belong to a community of learners with
shared goal or purpose
- Encourage more collaboration and cooperation and less competition. Give
allowance for mistakes 4. Emotion has the power to increase retention and learning.
bring emotion into the classroom  recognize the power of emotion to increase
retention
- Learning is meaningful when it is connected to the students’ everyday life.
The meaningfulness & relevance of what we teach is considerably reduced by our
practice of teaching simply for testing. “answering pedagogy”
- Good teaching goes beyond recall of information teaching should reach
the levels of application, analysis, synthesis, and evaluation to hone our student’s
thinking skills.
- An integrated teaching approach is far more effective than teaching
isolated bits of information. Considers the Multiple Intelligences (MI) & varied
learning styles (LS) of students. An integrated approach incorporates successful,
research- based and brain- based instructional strategies.  Some research findings
about the brain (Wolfe, 2001):
1) Without rehearsal or constant attention, information remains in working
memory for only about 15-20 secs.
2) Learning is a process of building neural networks.
3) Our brains have difficulty comprehending very large numbers because we have
nothing in our experience to ‘hook’ them to
. 4) The eyes contain nearly 70% of the body’s sensory receptors & send millions
of signals every second along the optic nerves to the visual processing of the brain.
5) There is little doubt when information is embedded in the music or rhyme, its
recall is easier than when it is in prose. Brain- based strategies:
1) Involving Students in Real-life or Authentic Problem-Solving
2) Using Projects to Increase Meaning & Motivation
3) Simulations & Roleplays as Meaning makers
4) Classroom Strategies Using Visual Processing o Visuals are powerful aids in
retention as well as in understanding.
5) Songs, jingles & raps
6) Mnemonic Strategies
7) Writing Strategies
8) Active Review
9) Hands-on activities - An integrated approach is also interdisciplinary and
multidisciplinary. Touch the other aspect of life outside the school.  An
instructional Approach is also integrated when it includes the acquisition of
knowledge, skills as well as values. Relate your subject with other subjects. 8.
There is no such thing as best teaching method. The best method is the one that
works, the one that yields results.
Factors to consider in the choice of teaching method: a) Instructional objective; b)
Nature of the subject matter; c) The learners; d) The teacher; & e) School policies.
2. ENUMERATE EXAMPLES OF INSTITUTIONAL MATERIALS IN
PHYSICAL EDUCATION.
Lesson Plans - Physical Education Athletic Animations Best Practices in Physical
Education *Coaching Tips: Badminton *Coaching Tips: Basketball Elementary
Physical Education Encarta Lesson Collection: Physical Education Fitness Theme
Page G.A.M.E. T.I.M.E. Game Central Station Games and Lessons Submitted by
Clover Park P.E. Specialists Games Kids Play Health and Sports Units Integrated
Resource Packages (IRPs) Internet Lesson Plans Non-Traditional Gymnastics:
Lesson Plans, Activities and Assessments PE Central PE Lesson Plans Physical
Education Lesson Plans Responsible Healthy Lifestyles Teacher Resource Guide
Movement-Fitness 1990 Snowshoes for Kids: Teachers Corner Teaching Ideas for
Primary Teachers.
3.) MAKE INSTRUCTIONAL MATERIALS BASED ON THE
COMPETENCIES TO BE DEVELOPED
- My instructional materials is to use different equipment or clothing based on what
type of dance.
And this is my example :

FOLK DANCE IFUGAO DANCE TINIKLING

I
 Physical Education

Activity no. 3

Group 3

Carbonilla , Arshe Joy T. March 16 , 2021

BEED - 3B Mrs. Floradelma Manahan

1. Explain the guiding principles in the selection and use of materials in teaching Physical Education.

 Meaning Making

On the Meaning Making , in Physical Education the materials that they can use is the own meaning of
a students , because We believe that students learn on how they own meaning by forms of
movements.

 Meaningful Experiences

Students are love to study to Learning by doing , especially to the elementary students to motivate
them to cooperate to theet lesson , for example interplay of fun, social interactions, challenge, motor
competence and personally relevant learning.

 Fun

Because of Fun , the students are motivate to do the lesson it is the part of their learning experience ,
that's why we use fun to understand our students to theur culture or environment on where they
have born or in their social life.

 Social Interaction

I believe that social interaction is the lost important thing in Physical Education , because we all know
that Physical Education are more on interaction to thert classmate also in their teacher .

 Challenges and Competition

Challenges and Competition in Physical Education give excitement to the students and also motivate
them to do there Physical Activities , it's give them an enjoyment and excitement while learning.

 Personally Relevant Learning

we explicitly create opportunities for students to develop their own image of a good life and how
movement might contribute to that… and resist the urge to assume that what is important for us is
important for them.

 Delight

believe that teaching for delight will provide a spring board to future sustained participation… so we
attend to the experiences we create… and resist the urge to solely teach for prudential, intellectual, or
affective means.
2. Enumerate examples of instructional materials in Physical Education.

 Visual Aids is one of the most important

materials in Physical Education , it help the students

to saw and touch the materials that the teacher

can use , and enjoy their eyes and ears to listen

to her lesson.

 I believe that different kinds of balls are part

of a materials in Physical Education , because it is always

need in sports , especially in a basketball , basketball is

always part of Physical Education Activities .

 Tape measurement(Medida) and Weight Scale

is first materials in Physical Education , because

before the lesson or class start it is uses by knowing

our weight and height.

 Laptop is one of the technology that always

used in teaching in all subjects , laptop is now a big part

to teacher and students , that material is help us to

save our documents in a simple way , and help us in

all different ways in teaching.

  Many materials are applicable to use in teaching Physical Education , but the most usable is in
the top that I mention . As a future teacher of a Elementary grade , there is more materials
that I can use to motivate my students to learn . But as of now , that materials only I can give.

3.) MAKE INSTRUCTIONAL MATERIALS BASED ON THE

COMPETENCIES TO BE DEVELOPED
Jocelyn Contreras
BEED 3B
ACTIVITY # 3 in Physical Education
1. Explain the guidelines principles in the selection and use of
materialism teaching physical education.
 Physical activity guidelines
Doing any physical activity is better than doing none.If an individual currently
undertakes no physical activity ,start by doing some,and gradually build up to the
recommended amount.
- Be active on most , preferably all,days every week.
-Accumulate 150 to 300 minutes (2 1/2 to 5 hours) of moderate intensity physical
activity or 75 to 150 minutes (1 1/4 to 2 1/2 hours ) vigorous intensity physical
activity ,or an equivalent combination of both moderate and vigorous activity,each
week.
-Do muscle strengthening activities at least 2 days week.
-You may choose to do a combination of moderate and vigorous intensity activities.10
minutes if vigorous intensity is equal to 20 minutes of moderate intensity activity.
*Sedentary behavioral guidelines.
-Minimise the amount of time and spent in prolonged sitting.
-Break up long periods of sitting as often as possible.
Principle 01:SPECIFICITY
This principle,also known as the SAID(specific adaptations to imposed demand)
principle, simply means that how you train will directly after your exercise response.
The most closely the training programme matches the following factors,the greater
it's chance for success:
1.Training programmes vary by sport,by event and even by position within the same
sport.
2.The physiological system being stressed,the cardiovascular respiratory,the
metabolic or the neuro muscular skeletal system.
3.The major energy system involved.
4.The motor fitness attributes (i.e. Agility , balance, flexibility, strength,power,and
muscular endurance)that need to be developed.
Principle 02: OVERLOAD
This is a demand placed on the body greater than it is accustomed to in order to
determine the overload,one must first evaluate the individual's critical physiological
variables (specificity)and the consider the following three factors:
1.Frequency:the number of training sessions either daily or weekly.
2.Intensity:the level work , energy expenditure or physiological response in relation
to the maximum.
3.Duration: the amount of time spent training per session or per day.
Training volume is the quantity or amount of overload (frequency of time
duration)whereas training intensity represent the quality of overload.

Principle 03: Adaptation (Rest and Recovery)

This is the Change n physiological function that occurs in response to training.
Adaptation
-occurs during period of rest,when the body recovers from the acute homeostatic
disruption and/or residual fatigue and as a result ,may compensate to above baseline
level of physiological functioning .
It is important that exercises receive sufficient rest between training sessions,after
periods of increase training overload ,and both before and after competitions.
Principle 04: Progression
This is the change in overload in response to adaptation.

Each step should be small, controlled, and flexible. A continuous unbroken increase in training load
should be avoided.

Principle 05: Plateau, Retrogression and Reversibility

Progress is rarely linear , predictable or consistent.
1.When an individual's adaptation or performance levels off,a Plateau has been
reached.However ,this should be interpreted relative to the training regimen.
Causes of Plateau included
A.Too much spent doing the same type of workout using the same equipment in the
same environment.
B.Either too little or too much competition.
2.Plateaus are normal consequences of a maintenance overload and may also occur
normally , even during a well designed ,well implemented step loading progression.
3.When an individual's adaptation or performance levels decrease ,then
Retrogression may signal overreaching or overtaking.
4.Reversibility is the reversal of achieved physiological adaptation that occurs after
training stops.
Principle 06: Maintenance /Regularity
This is about sustaining and achieved adaptation with the most efficient use of time
and effort.
The individual will have reached and acceptable level of physical fitness or training
and the amount of time and effort required to maintain this adaptation will depend
on the physiological system involved.

Principle 07:Individualism
Individualism require personalized exercise prescription based on their fitness
levels and goals ,and individual's will adapt differently to the same training
programme.
Principle 08:Warm up/Cool down
A warm up prepares the body of activity be elevating the body temperature ,in
contrast to a cool down which allows for a gradual return to normal body
temperature.
Principle 09: Variety /TediumVary you exercise routine and activities.
It is easy to become bored with physical training if you perform the same routine
every time ,so it is important to mix things up by breaking up your training routine
and include different activities.
Not only with this prevent boredom but it also can increase your motivation and help
you achieve better results.
Principle 10: Balance -Ensure you are exercising all areas of the body equally to achieve a
balanced level of fitness.
When coordinating a physical training program me, it is important to ensure you are exercising all
areas of the body equally to achieve a balance level of fitness.
2. Enumerate examples of instructional materials in Physical Education.
Cones

Cones are a staple resource for PE! They are extremely versatile and can be used in almost any
sporting activity – whether that’s using cones as section dividers to create boundaries between
different sports games in a field, or as markers for representing goals on a football pitch, or as an
obstacle in a course for children to run between. You can be as creative as you want with cones and
use them to improve the children’s balance, coordination, agility, speed and endurance.

Balls

No school should be seen without a large and diverse range of Balls! Balls come in a variety of shapes,
sizes and materials and are central to many popular sports – including football, volleyball, basketball,
dodgeball, netball, tennis, rounders, hockey, rugby and shotput! Whether children roll, kick, throw,
catch or bounce balls, they are developing fundamental gross motor skills and enhancing their hand-
eye coordination when they use them.

Rackets

Rackets are an extremely popular PE resource, which can be used in many different types of sports,
such as badminton, tennis, squash and table tennis! Whether children use rackets that are loosely or
tightly strung or have a short or long handle, racket sports help to enhance a child’s physical
development in several key areas – improving their hand eye coordination and balance and
strengthening the muscles in their lower and upper body.

Bean Bags & Quoits

Bean Bags & Quoits are vital pieces of PE equipment for improving the children’s aiming, throwing
and accuracy. Bean bags and quoits can be used in various indoor and outdoor activities, including the
traditional ring toss and bean bag toss games – where children aim to throw a quoit over a spike or
attempt to throw a bean bag through or onto a target! These games are a fun activity for children,
which enhance their hand eye coordination, balance, tracking and gross motor skills.

Hoops

Hoops are a must-have item for PE! The renowned classic hula hoop spinning activity is a simple yet
fun game that allows children to challenge themselves and enhances their body awareness, core
strength and coordination. Hoops tend to come in bright colors and assorted sizes, which gives you
the opportunity to form a range of other activities around them as well – using hoops as a hop scotch,
a target or a ring toss, or even rolling them along the floor to see how far they can go!

Skipping Ropes

Hop, skip, jump! Jump Ropes are a great resource for schools, which children can use independently
on their own or in a group with friends. You can create an exciting range of games with jump ropes,
such as relay racing, and you can even incorporate other areas of the curriculum, such as mathematics
through counting! Skipping is an excellent way to get the kids moving and it helps to improve a child’s
coordination and agility, as well as raising their heart rate.

Discs

Discs are a versatile resource that can create many entertaining games for the children! Frisbee is a
particularly popular throwing and catching activity that helps to build a child’s handling, agility and
gross motor skills – but you can also use sports discs to play games such as disc golf, flipping the disc
and tag!

Gym Mats

Gymnastics Mats are a core piece of safety equipment for physical education lessons! It is extremely
important to provide children with a comfortable cushioned flooring that will protect them and the
floor itself. A hard-wearing and slip-resistant gym mat or tumbling mat is essential in order to reduce
movement of the mat in use and prevent accidents.
Sports Bibs

Bibs are an essential piece of equipment for team sports, especially with a large group of children!
You can find training bibs in a variety of bright colours and use them to distinguish different teams in
competitive sports or groups in PE. Competitive sport games encourage children to participate in
physical activity and help to improve their social skills and teamwork.

Stopwatch & Whistle

Every PE teacher needs a Stopwatch and a Whistle! Whether you are monitoring athletics events
around the running track or refereeing an energetic game of football, a whistle is a simple addition to
your PE lessons that is required in order to regulate the games and the children.

3.Make instructional materials based on the competencies to

be developed.

“PAG LINANG NG CARDIOVASCULAR ENDURANCE.”

 NAME: SEVILLA, CECILIA N. COURSE&SEC: BEED
3B

TEACHING P.E AND HEALTH IN THE

ELEMENTARY GRADES
ACTIVITY#3
 Guiding Principles of Meaningful in Teaching PE

Physical Education can be a site that contributes to this by creating meaningful

experiences of movement. PE Teachers who subscribe to the creation of meaningful
experiences are influenced not just by the achievement of learning objectives but by
the value the learner attributes to all forms of movement and to PE itself.
 Meaning Making - We believe people find their own meanings in forms of
movement.so we seek to guide the exploration of both positive and negative
meanings through a multiple perspectives

 Meaningful Experiences - We believe in creating meaningful experiences within

Physical Education… so we intentionally look to priorities the interplay of fun, social
interactions, challenge, motor competence and personally relevant learning.

 Fun - We believe that fun is an essential part of creating meaningful experiences…

so we plan for fun by understanding our students’ personal culture and community

 Social Interaction - We believe that positive social interactions are at the heart of
meaningful movement experiences in P.E values.

 Challenge and Competition - We believe that appropriate challenge leads to

enjoyment and continued motivation.

 Motor Competence- We believe that acquiring and refining motor competence is

one of the best ways to develop students’ confidence.

 Personally Relevant Learning - We believe that meaningful movement is an

important part of a good life

 Delight- We believe that teaching for delight will provide a spring board to future
sustained participation.
 Explain the guiding principles in the selection and use of materials in
teaching Physical Education.

 The teaching materials utilized in classes provide the premise for what students can
learn and what educates got too taught. The strategy utilized to select those materials
is fundamental to giving understudies and educates with a solid foundation for
achievement and successful instructing. This direct is sketched out to help school,
work constrain audit and select way better rules materials. Particularly, this direct
will be most important to anyone designated to energize the process.

 "Teaching materials" may be a dull term utilized to depict the resources instructors
utilize to supply instruction. Educating materials can back understudy learning and
increment understudy triumph. In a perfect world, the guideline materials will be
custom fitted to the substance in which they're being utilized, to the understudies in
whose lesson they are being utilized, and the instructor. Instructing materials come in
various shapes and sizes, but they all have in common the capacity to reinforce
understanding learning. The Instructional materials should provide the Specific and
Clear goals in class , it can be in the mode of interest, vocabulary, development and
through concepts. The Provided IM’s shall serve either basic or supplementary
curriculum level. Authenticity, The Instructional materials should provide the up to
date and recent source of information, cost the Instructional materials should provide
substitute in the first phase. Interest The Instructional materials should provide an
interesting part where the learners’ attention can be caught, where students started to
make curious and developed something, whom serve for them to motivate in all
aspects. Balance and Organization the Instructional materials should provide be
organized and well executed the content.

 Selecting and Use of Instructional Materials

SING and VALUATING NSTRUCTIONAL ATERIALS- You should have a good idea
of your destination. If you do not know where you are going, you cannot properly
choose a way to get there.
 These are devices that assist the facilitator in the teaching-learning process.
Instructional materials are not self-supporting; they are supplementary training
devices.
 Prepare yourself. You should know your lesson objective and what you expect form
the class after the session and why you have selected such particular instructional
material.
 Prepare your students. Set reasonably and high class expectations and learning goals.
 Motivate you use the instructional materials for the attainment of a lesson objective.
2. Enumerate examples of instructional materials in Physical Education.

TEXTBOOK Pamphlet’s Chart of physical equipment’s

Clip Chart

Slide Presentation

Video Presentation Graph Illustration

Sport Equipment Physical Fitness Equipment

Other Instructional Materials in Physical Education

Cones

Cones are a staple resource for PE , They are extremely versatile and can be used in almost
any sporting activity. You can be as creative as you want with cones and use them to improve
the children’s balance, coordination, agility, speed and endurance.

Balls

Balls come in a variety of shapes, sizes and materials and are central to many popular sports
including football, volleyball, basketball, dodgeball, netball, tennis, rounders, hockey, rugby
and shotput! Whether children roll, kick, throw, catch or bounce balls, they are developing
fundamental gross motor skills and enhancing their hand-eye coordination when they use
them.
Rackets

Rackets are an extremely popular PE resource, which can be used in many different types of
sports, such as badminton, tennis, squash and table tennis.

Bean Bags & Quoits

Bean Bags & Quoits are vital pieces of PE equipment for improving the children’s aiming,
throwing and accuracy. These games are a fun activity for children, which enhance their
hand eye coordination, balance, tracking and gross motor skills.

Hoops

Hoops are a must-have item for PE! The renowned classic hula hoop spinning activity is a
simple yet fun game that allows children to challenge themselves and enhances their body
awareness, core strength and coordination.

Skipping Ropes
Hop, skip, and jump! Jump Ropes are a great resource for schools, which children can use
independently on their own or in a group with friends. Skipping is an excellent way to get
the kids moving and it helps to improve a child’s coordination and agility, as well as raising
their heart rate.

Discs

Sports Discs are a versatile resource that can create many entertaining games for the children,
that helps to build a child’s handling, agility and gross motor skills.

Gym Mats

Gymnastics Mats are a core piece of safety equipment for physical education lessons! It is
extremely important to provide children with comfortable cushioned flooring that will
protect them and the floor itself.

3. Make instructional materials based on the competencies to be developed.

“ANG PAGSUBOK SA MGA SANGKAP NG PHYSICAL FITNESS
(POST TEST)

INSTRUCTIONAL MATERIALS (PHYSICAL FITNESS CARD

Ang Physical Fitness Card ay nagsisilbing talaan ng iyong mga iskor sa mga susunod na
gawain upang makita mo ang iyong pag- unlad sa bawat pag subok.
Other instructional need sa pagsasagawa ng pagsubok ng mga
sangkap ng physical fitness.
P. E uniform Stop Watch /whistle

Stairs Ruler/ marker/ wooden

Teaching P.E and Health in the Elementary Grades
Activity No.3
Name: Sy, Abelle Michaela A. Date: Mar. 8, 2021
Yr/Sec.: BEED-3B Prof.: Floradelma Manahan

1. Explain the guiding principles in the selection and use of

materials in teaching Physical Education.

Instructional materials are important because with them learners have a clear
view of what is being taught. Aids that involve learning a physical skill should guide
students toward mastery of the skill or task specified in the lesson objective. When
practical, they should encourage student participation.
All instructional materials are aids to instruction. They do not replace the
teacher.
Choose the instructional material that best suits your instructional objectives.
Decide what you want to accomplish and then employ the tools that are most likely
to achieve results.
If possible, use a variety of tools. Using videos, computers, overheads and
the chalkboard not only to keeps students’ interest but also responds to need of
those who receive information in different ways.

2. Enumerate examples of instructional materials in Physical

Education.
Cones
- Cones are a staple resource for PE! They are extremely
versatile and can be used in almost any sporting activity –
whether that’s using cones as section dividers to create
boundaries between different sports games in a field, or as
markers for representing goals on a football pitch, or as an
obstacle in a course for children to run between. You can be as
creative as you want with cones and use them to improve the
children’s balance, coordination, agility, speed and endurance.
- Balls
No school should be seen without a large and diverse range
of Balls! Balls come in a variety of shapes, sizes and materials
and are central to many popular sports – including football,
volleyball, basketball, dodgeball, netball, tennis, rounders, hockey,
rugby and shotput! Whether children roll, kick, throw, catch or
bounce balls, they are developing fundamental gross motor skills
and enhancing their hand-eye coordination when they use them.
- Rackets
Rackets are an extremely popular PE resource, which can be used
in many different types of sports, such as badminton, tennis,
squash and table tennis! Whether children use rackets that are
loosely or tightly strung or have a short or long handle, racket
sports help to enhance a child’s physical development in several
key areas – improving their hand eye coordination and balance
and strengthening the muscles in their lower and upper body.
- Bean Bags & Quoits
Bean Bags & Quoits are vital pieces of PE equipment for
improving the children’s aiming, throwing and accuracy. Bean
bags and quoits can be used in various indoor and outdoor
activities, including the traditional ring toss and bean bag toss
games – where children aim to throw a quoit over a spike or
attempt to throw a bean bag through or onto a target! These
games are a fun activity for children, which enhance their hand
eye coordination, balance, tracking and gross motor skills.
- Hoops
Hoops are a must-have item for PE! The renowned classic hula
hoop spinning activity is a simple yet fun game that allows
children to challenge themselves and enhances their body
awareness, core strength and coordination. Hoops tend to come
in bright colours and assorted sizes, which gives you the
opportunity to form a range of other activities around them as
well – using hoops as a hop scotch, a target or a ring toss, or
even rolling them along the floor to see how far they can go!
- Skipping Ropes
Hop, skip, jump! Jump Ropes are a great resource for schools, which
children can use independently on their own or in a group with friends. You
can create an exciting range of games with jump ropes, such as relay racing,
and you can even incorporate other areas of the curriculum, such as
mathematics through counting! Skipping is an excellent way to get the kids
moving and it helps to improve a child’s coordination and agility, as well as
raising their heart rate.
- Discs
Sports Discs are a versatile resource that can create many entertaining
games for the children! Frisbee is a particularly popular throwing and
catching activity that helps to build a child’s handling, agility and gross
motor skills – but you can also use sports discs to play games such as disc
golf, flipping the disc and tag!
- Gym Mats
Gymnastics Mats are a core piece of safety equipment for physical education
lessons! It is extremely important to provide children with a comfortable
cushioned flooring that will protect them and the floor itself. A hard-wearing
and slip-resistant gym mat or tumbling mat is essential in order to reduce
movement of the mat in use and prevent accidents.
- Sports Bibs
Bibs are an essential piece of equipment for team sports, especially with a
large group of children! You can find training bibs in a variety of bright
colours and use them to distinguish different teams in competitive sports or
groups in PE. Competitive sport games encourage children to participate in
physical activity and help to improve their social skills and teamwork.
- Stopwatch & Whistle
Every PE teacher needs a Stopwatch and a Whistle! Whether you are
monitoring athletics events around the running track or refereeing an
energetic game of football, a whistle is a simple addition to your PE lessons
that is required in order to regulate the games and the children. Using a
stopwatch in PE is also a handy motivation tool, which encourages children
to push themselves and create their own personal goals to improve their
speed, pace and stamina. Ready…Set…Go…!
3. Make instructional materials based on the competencies to be developed

ANG LIMANG SANGKAP NG HEALTH-RELATED

Sangkap o Halimbawa ng Paraan ng

Kahulugan
Komponent Gawain Paglinang

Kakayahang
makagawa ng
pangmatagalang
Cardio- gawain na Pagtakbo,
vascular gumagamit ng paglalakad ng
3- minute
Endurance malakihang mga mabilis, pag-
step test
(tatag ng puso galaw sa akyat sa
at baga) katamtaman hagdanan
hanggang mataas
na antas ng
kahirapan

Kakayahan ng
mga kalamnan Pagtakbo,
Muscular
(muscles) na pagbubuhat
Endurance
matagalan ang nang Curl-up
(tatag ng
paulit-ulit at
kalamnan) paulit-ulit
mahabang
paggawa

Kakayahan ng
mga kalamnan Pagpalo ng
Muscular
(muscles) na malakassa
Strength
makapagpalabas baseball, Push up
(lakas ng
ng puwersa sa pagtulaksa
kalamnan)
isang beses na isang bagay
buhos ng lakas

Kakayahang Pagbangon sa
makaabot ng pagkakakhiga,
Flexibility isang bagay nang pagbuhat ng Sit and
(kahutukan) malaya sa bagay, pag-abot Reach
pamamagitan ng ng mga bagay
pag-unat ng mula sa itaas
kalamnan at
 kasukasuan

Dami ng taba at
parte na walang Body Mass
Body Index
taba (kalamnan, ----------
Composition
buto, tubig) sa (BMI)
katawan

ANG LIMANG SANGKAP NG SKILL-RELATED

Sangkap o Halimbawa ng Paraan ng

Kahulugan
Komponent Gawain Paglinang

Kakayahan ng
katawan na
panatilihing nasa
wastong tikas at
kapanatagan
habang nakatayo
Gymnastics
sa isa o dalawang
stunts, Stork
paa (static
BALANCE pagsasayaw, Balance
balance),
pagspike sa Stand Test
kumikilos sa
volleyball
sariling espasyo
at patag na lugar
(dynamic
balance) o sa
pag-ikot sa ere
(in flight
 Kakayahan ng
iba’t ibang parte
ng katawan na Pagsasayaw,
Paper
COORDINATION kumilos nang pagdidribol ng
juggling
sabaysabay na bola
parang iisa nang
walang kalituhan

Kakayahang
makapgpalabas Pagpukol sa
ng puwersa nang bola ng Standing
POWER mabilisan batay baseball, Long Jump,
sa kombinasyon paghagis ng Vertical Jump
ng lakas at bilis bola
ng pagkilos

Kakayahan ng
mga bahagi ng
katawan sa
mabilisang
Pagkilos ayon sa
pagkilos sa
baton g bola sa
pagsalo, pag-abot
batuhan ng Stick Drop
REACTION TIME at pagtanggap ng
bola, pag-iwas Test
paparating na
sa taya sa
bagay o sa
patintero
mabilisang pag-
iwas sa hindi
inaasahang bagay
o pangyayari

Kakayahang
makagawa ng Pagtakbo,
SPEED 50 m sprint
kilos sa maiksing pagpasa ng bol
panahon