Unit 3

Instructional Strategies in Teaching Physical Education and Health

LESSON 1: Demonstration
Objectives
At the end of the lesson, you will be able to:
 discuss the definition of demonstration; describe the characteristics of
demonstration as a teaching strategy;
 enumerate the steps in using demonstration strategy; and
 name the advantages and disadvantages of using demonstration strategy.
Introduction
Learning one of tho primary of education. Teachers must provide learning experience that
help understand and acquire knowledge and skills needed to learn. To educate the pupils.
teachers use different strategies to help them make the teaching and learning process successful
(Wegner, Minnaert, and Strehlke 2013).
The physical education and curriculum includes competencies classified into cognitive and
psychomotor (2016). The cognitive phase focuses on learning concepts the history of a particular
sport, while the learning of psychomotor phase deals with physical or performances. These are
activities that deals with pupils need and master. Hence, teachers must show them how to
perform certain activities and health routines for them to do it.
The lesson aims to help future teachers discuss the definition of demonstration as a in
teaching physical education and health. It also includes a discussion on the characteristics of
demonstration, the steps in using it, and the advantages and disadvantages of using this strategy.
THINK: Defining demonstration
7cac.h:ng physical education and health can be more effective if teachers use
demonstration as a strategy (Chen, Zhu, Mason, Hammond-Bennett, and Colombo-Dougovito,
2016). In this strategy, teachers demonstrate a routine to enhance learning and retention
systematically. The demonstration is often used when the pupils find difficult in connecting
theories to actual practice or when they cannot understand the application of theories.

The word demonstration comes from the word demos, which means to perform an act or a
concept. Ramadhani and Surya (2017) reiterated that teaching using demonstration strategy
explains a particular event based on the teaching materials. The teacher will show to the pupils
how to do certain activities or routines. With this strategy pup:ls can easily understand concepts
and accomplish tasks presented in learning process.
To become successful in using demonstration strategies for teaching physical education and
health, teachers should consider the following points: Teachers shouid use Instructional materials
that are big enough for ail the pupils to see. If the purpi!s cannot see what the teacher is presenting,
it may cause misbehavior that may lead to an unorganized demonstration.
The teacher needs to consider the language that he/she will use. The language to be used
should be appropriate to the pupils so that they could easily understand the concept demonstrated.
Lastly, pupils should be allowed to ask questions to the teacher regarding the ideas presented. In
this scenario, pupils can make clarifications about their misconceptions to make the learning more
meaningful.
Characteristics of Demonstration Strategy
The following are some of the distinct demonstration strategy characteristics (Ryan, Maina.
and Mokgwathi, 2016):
 It has clear goals and objectives.
In conducting a demonstration, stating a clear objective is essential. A teacher
who has a clear direction on what to demonstrate could help pupils understand and
master the presented concept. Furthermore, it will lead to a successful teaching and
learning process.
  It is a well-planned strategy.
The demonstration requires preparation and planning before implementation.
With this, the teacher needs to study and master the concept presented to the class,
Practice and trial are necessary for the teacher to identify possible problems that
may arise while working on the demonstration in front of the class.
 Do the demonstration in a simple manner.
Teachers need to remember that they conduct activities to help the pupils
understand the concept, Hence, they have to make sure that the demonstration is
done in a simple manner. Avoid presenting demonstration activities that result in
confusion among pupils that may lead to misconceptions of the concept.
 Attention must be given to all pupils.
In the classroom, giving attention to all pupils is one of the duties of a teacher.
While doing demonstrations, the teacher must see that pupils are paying attention to
follow the given instruction. This strategy allows teachers to pay attention to all the
pupils in the classroom. They can quickly identify the pupils who are experiencing
difficulties and provide them with guidance or call the attention of those who are
misbehaving or not listening to the demonstration.

Steps in using Demonstration

There are steps that teachers can follow when using demonstration as their strategy in
teaching physical education and health. Following these steps may lead the teachers to become
successful in providing meaningful learning experiences to the pupils.
Step 1: Planning and preparation
Proper planning and preparation are required for a good demonstration. To ensure the
success of the demonstration activity, the teachers should allot time in planning and
preparing. In doing so, the teachers need to:
 have a thorough mastery of the subject matter;
 create a well-planned Instructional plan;
 collect necessary and relevant instructional materials; and
 practice the demonstration.
Step 2: Introduction of the Lesson
The teachers should engage the pupils in the lesson. Hence, the proper introduction of the
lesson must be done. Pupils should be prepared physically and mentally before the intended
demonstration activity. Children have different and unique characteristics. When introducing the
activity, the teachers should bear in mind the pupils' differences, the environment, and
experiences. The teachers can introduce the activity by asking real life-related questions or
situations related to the pupils' lives.
Step 3: Presentation of the Subject Matter
This step is an integral part of the demonstration. The teachers must have mastery of the
topics for them to become successful in conducting the demonstration. They should keep in mind
the importance of reflection to identify the strengths and possible hindrances to success.
Furthermore, having a mastery of the subject matter can help the teachers guide pupils in
connecting their prior knowledge to the new topic.
Step 4: Demonstration Proper
In this step, the teachers must make sure that everything is ready The place where the
demonstration will take place is prepared well, including the materials to be used. It should be
ideal for the pupils and should be appropriately organized and clean.
Step 5: Instructional Support
Instructional support is needed by the teachers when having a demonstration activity. In
teaching physical education and health using demonstration, the teacher must prepare
instructional support like sports equipment, the place where the demonstration will occur, and
other materials essential for the activity.
Step 6: Evaluation
This step is the end and an essential part of the demonstration activity. The evaluation will
tell the teachers if they are successful in doing the exercise. The assessment will show the
strengths and points that need improvement in the part of the execution. Furthermore, it provides
both the teachers and pupils an opportunity to reflect on how the demonstration activity will
improve.
Advantages of Using Demonstration
The following are the advantages of using demonstration strategy in teaching physical
education and health to the primary grade pupils:
 It allows the pupils to have more in-depth learning of the concept,

 It engages and motivates the pupils to maintain activeness in the teaching and learning
process.
 It leads to the mastery of concepts or skills.
 It creates interests among pupils.
 It promotes reflective thinking.
 It arouses discovery and creativity among pupils.

Disadvantages of Using Demonstration

There are several disadvantages of using demonstration strategy in teaching physical education
and health. These are the following:
 It can be costly and expensive due to the needed instructional support.
 It requires time to plan and prepare, particularly during the activity's rehearsal before
the actual presentation.
 Many inexperienced teachers are teaching the subject, and sometimes, there is a
mismatch between the teacher's specialization and the nature of the subject handled.
LESSON 2: Problem-solving
Objectives
At the end of the lesson, you will be able to:
 discuss the definition of problem-solving as a strategy in teaching;
 identify the manners on how to use problem-solving in teaching physical education and
health;
 enumerate the advantages and disadvantages of using problem-solving; and
 write an instructional plan in physical education and health using problem solving.
Introduction
None of us are exempted from experiencing everyday problems (Wright, 2004). There are
two types of issues that we are all experiencing in our lives: natural phenomena and human-
made problems. In facing specific issues, we employ different strategies such as identifying the
problems, gathering information, brainstorming possible solutions, and finally, coming up with
the best solution.
Keen (2011) stated that even young children are experiencing the same problems when
doing activities alone and with friends. They are wondering how a toy works or how other people
do certain physical activities. With this, pupils must be taught to solve problems even at a young
age and in any situation.
The school has a vital role in developing problem-solving skills among children. Pupils must
be exposed to activities that help them understand various problems that they had experienced in
their lives (Zhai, Jocz, and Tan, 2015). They must be given activities that focus on real-life
experiences in which they are given opportunities to think, know, and do in an authentic context
(Glickman, 2002). Problem-solving as the strategy in presenting the lesson must be used when
teaching in school, even in subjects like physical education and health. The Department of
Education (DepEd) (2013) pointed out the importance of problem-solving skills in the K to 12 Basic
Education Curriculum Guide as one of the skills pupils must acquire to live in the 21 st century
society.
This lesson will discuss the definition of problem-solving as a strategy in teaching, how to
use problem-solving in teaching physical education and health, and list the advantages and
disadvantages of using the technique. Furthermore, this lesson will give you the experience of
creating a lesson plan using a problem solving approach.
THINK: Defining problem-solving
Problem-solving as a strategy was introduced in the late and was first practiced by the McMaster
University medical students to employ knowledge in real-life situations rather than merely acquiring
the course concept (Edwards and Hammer, 2007). This strategy evolved and became popular among
teachers when providing learning experiences in different subject areas in school.
The foundation of the problem-solving strategy lies in the principles of constructivism. It
advocates the child-center philosophy wherein each child is encouraged to learn how to think and
understand. He/She can use his/her cognitive skills in solving problems, which results in meaningful
learning. Pupils are engaged in authentic learning activities and real-world contexts.
Critical thinking and creative thinking skills are part of problem-solving. These skills are
developed in physical education and health through learning environments that encourage
experiences that direct the pupils to answer questions posed by the teacher and, beyond that,
encourage pupils to pose questions, develop solutions, challenge ideas, reflect and suggest reasoned
and defensible decisions, and develop personal and social skills (Pill and Suesee, 2017). Thus, critical,
creative, and problem-solving skills are developed in an environment that enables vital thought. Hence,
PE and health must engage pupils' thought processes and not merely be a site of physical activity
provision (Lai, 2011 ).
Experiential learning focuses on problem-solving strategy, organized around that investigation
and resolution of a messy, ill-structured, and real-world problem. At present, many pupils experience
a direct relationship to physical education. These problems are personal hygiene, emotional control,
eating habits, social awareness, accidents, etc. The teachers should help pupils identify the problem
they are facing, discuss alternative solutions, and select the best solution based on the best available
information and in line with personal values.

Steps in Problem-solving
The following are the typical steps that teachers can use in teaching pupils to solve a problem:
1. Identification of the Problem This step exposes pupils to a particular situation. The
teachers can guide children in the identification of problems by asking questions.
For example, "What are the reasons why an individual is becoming overweight?" or
"What are the effects of eating nutritious and not nutritious foods?

2. Formulation of Hypothesis With the stated problems, the teacher will ask the pupils
to think of possible reasons for the particular problem.
3. Finding Facts --- Pupils will gather information regarding the hypothesis using
different resources like books, video clips, and other materials that can help lead
them to understand the problem.

4. Brainstorm —Tho collected information will be classified and analyzed to identify tho
possible solutions to tho presented hypothesis. For example, an overweight
individual must practice meal management, conduct exercise, or visit a dietician.

5. Test tho Idea Tho given hypothesis will b tested to determine the best solution to
address the problem.

Advantages of Using Problem-solving

The following are tho identified advantages when using problem-solving in teaching physical
education and health:
1. Pupils become independent thinkers.
2. They learn to identify and structure problems.
3. They learn to gather valid and reliable sources important to 'tho problem.
4. They learn to formulate hypotheses.
5. They learn to test the hypothesis and gather data to prove or disprove the identified
hypothesis.
6. They learn to solve real-life problems.
7. They learn to gain familiarity with various objects or situations around them, their
applications, and their relationships instead of having simple knowledge.
8. They institute a healthy and favorable relationship with teachers and classmates.

9. They develop scientific manners of solving problems.

10. They develop creative, critical, cooperative, and problem-solving skills.

Disadvantages of Using Problem-solving

On the other hand, these are the notable disadvantages of using problem solving strategies in
teaching:
 It is time consuming.
 The ability of the teacher to conduct and handle problem-solving activities in the
classroom
 It requires many people's involvement and more time for preparation, discussion, and
comparison of pupils' answers.
 It requires the integration of multiple disciplines so that pupils can have different views
of the problem.
 Assessment is always a challenge for the teachers.
 The teacher needs to create relevant problems that sustain the interest of pupils.
 Independent learning may result in misconceptions among pupils.
LESSON 3:Drill and Practice
Objectives
At the end of the lesson, you will be able to:
 define drill and practice as teaching strategy;

 name the different types of drill and practice;

 identify the methods of drill and practice; and

 enumerate the advantages and disadvantages of using drills and practice.

Introduction
There is a famous saying that practice makes perfect. This saying tells us the importance of
practice for us to master essential skills. Performances such as dancing, singing, or doing physical
activities like exercises need drill and practice. In addition, drills and practice strategies could be
effective if an individual wants to master skills in performing first aid procedures or master the
proper ways of brushing teeth.
These activities are part of the physical education and health curriculum. Pupils are taught
different activities that require drill and practice. Before they learn a game or an exercise routine,
they need to practice it. Repetition is vital in teaching this subject, particularly to young pupils.
In this lesson, a discussion on the definition of drill and practice as a teaching strategy in
physical education and health will be done. It will present the different types of drill and practice,
identify their methods, and enumerate the advantages and disadvantages of using this strategy
in teaching the subject.
THINK: Drill and practice
Physical education teachers play an essential role in developing the motor skills needed to
become physically literate (Silverman and Mercier, 2015). A study showed that teachers must
provide a well-tailored instructional plan that enhances motor skills. To become experts at
performing the skills, they need to undergo drills and practice. Hence, drill and practice strategies
should be used by the teachers to achieve this purpose.
Marwan (2018) defines a drill as a method in which the pupil is invited to skills training to
see how to make something, how to use it, what is it made of, its benefits, and others. This
method is anchored in the principle of repetition of motion until the pupils have mastered the
skill. On the other hand, practice is defined as using an idea to gain familiarity and expertise
(Mohammed, 2020). The teachers should use drill and practice to help the pupils become expert
in performing games or other physical and health-related activities.
The teachers' role in selecting and deciding on the activities that need to be included in the
instructional plan is essential, as well as the strategy that they will use in presenting the activities.
The instructional plan should target and help the pupils achieve the target skill, In using drill and
practice, they need to familiarize themselves with the types of drill and practice.
There are two types of drill and practice. The first type is the massed practice. This type Of
exercise occurs When one skill is continuously practiced in a Session with only a brief rest period
or not at all. It involves a variety of drills to improve a skill performed after another. Each pupil has
different learning Styles and Other responses to particular activities. This type of practice is
suitable for highly motivated pupils or practicing simple discrete skills, but it is very difficult and
may cause fatigue and loss of motivation.
The second type is the distributed practice. This type of practice is broken up into several
short sessions over a long period. Pupils distribute their effort in doing an activity over many
relatively short study sessions. It is the opposite of massed practice wherein pupils are given few
exercises with a long study session. Studies have shown that using distributed techniques
promotes meaningful learning. It has a long benefit for pupils or athletes who use this type of
practice because they become excellent in performing the tasks.
 There are several reasons why distributed practice is more effective. In a sports activity,
pupils or athletes become responsive in the situation. They unconsciously decide on the skill they
need to use when in a competitive situation. They recall the skill that they practiced and send
messages to the appropriate muscles.
Learning, when using this kind of practice, becomes better, and the knowledge and skills
learned by the pupils will retain longer. Athletes are performing different skills in sequence and
can compare techniques. With this, they can acquire a better understanding of the skills, which
leads to better performance.
Another reason for using distributed practice is that it can get the attention of the pupils
or athletes. An activity that is done repeatedly and for an extended period of time can cause
boredom. It takes better focus to adjust the task continuously and makes practice more
challenging. Lastly, the pupils or athletes become flexible in applying the skills learned in the
distributed practice. They can adapt to changes in speed, direction, distance, sequence, or
opposition if needed.

Methods of Drill and Practice

Different types of drills and particular skills can be taught depending on the type of pupil
and the skills taught. The following are the methods of drill and practice:
 Whole Method This method is done by demonstrating the skills and practicing the
whole from beginning to end. This method allows the pupil to acquire the skills, have
timing, and see the end product. This method is best used for a fast skill that cannot
be easily separated into subpart.
 Part Method — It focuses on practicing parts of the skills in isolation, which is useful
in complicated skills and is suitable for maintaining motivation and concentrate on
specific skill elements. It is possible that the transfer of skills from part to the whole
may not be effective, and it may also reduce kinesthetic awareness for the full skill.
 Whole-part-whole Method — The whole skill is being presented and broken into
constituent parts to practice and improve it before it is shown again as a whole. This
method is effective in skills that have easily recognized parts, particularly if the
whole skill is complex and hard to learn as a whole.
 Progressive Part Method — It is also called a chaining method. It focuses on
practicing part of the skills individually and in order before being linked together and
expanded. This method is a slow process, but it allows pupils to identify the skills to
be targeted and understand the relationship of the sub-routines.

Advantages of Using Drill and Practice

The following are some of the advantages of using drill and practice:
1. The pupils can apply knowledge through interaction.
2. The pupils can learn certain concepts efficiently and effectively.
3. Teaching the pupils various repetitive activities can help them use them in different
environments and many different ways.
4. It can accommodate the diverse characteristics of pupils.
5. The pupils can acquire and master high-level skills quickly and effectively.
6. Materials needed can easily be prepared.
7. The teachers can easily monitor the pupils if they can perform the routines well or
need assistance.
Disadvantages of Using Drill and Practice
The following are some of the disadvantages of using this strategy:

1. The pupils who only learn from drills may get easily bored and distracted.

2. The pupils may merely rely on rote memorization and remembering without fully
understanding.
3. The pupils, as well as the teacher, tend to over-emphasize technical skills and direct
instructions.
LESSON 4: Games
Objectives
At the end of the lesson, you will be able to:
 define games as teaching strategy;
 discuss the steps in implementing games in teaching physical education and health; and
 enumerate the advantages and disadvantages of using the game as a strategy in teaching
physical education and health.

Introduction
Sports have been an essential part of the physical education curriculum (Barba-Martin, Bores-
Garcia, Hortiguela-Alcala, and Gonzales-Calvo, 2020). The concepts in these subjects are taught using
different strategies, including games. There are concepts included in the health curriculum that can
also be learned using this strategy. Using games as a strategy engages the pupils to participate in the
activities and develop essential skills such as cooperation and critical and creative thinking. However,
the teachers must prepare well-planned games that can stimulate the pupils' interest and activities
that have clear objectives and steps. Moreover, it must help educators identify and assess the pupils'
skills and needed improvements while doing the game activities.
THINK: Games in teaching physical education and health
Traditionally, teachers used technical methods in teaching physical activities in the physical
education subject. Through these methods, the teacher plans a sequence of prescribed exercises
based on simulations of a part of the game and leads them with a direct command (Barba-Martin,
Bores-Garcia, Hortiguela-Alcala, and Gonzales-Calvo, 2020). Game-based learning was created to
balance a lesson, and the game activity was created to balance the pupils' ability to retain and apply
real-world skills.

In using games, pupils are exposed to different sports aspects in a context designed by the
teachers for the learning process. The pupils (1) acquire the skills of understanding the purpose of the
activity and (2) incorporate the required skills and (3) the appropriate strategies that they can use to
perform the exercises well. Furthermore, they can also reflect on how to improve themselves with
regards to doing the game. With this, the teachers and the pupils should work together to attain the
goals.
On the other hand, games are associated with “gamification”-different learning experience. It is
a strategy that incorporates elements of gameplay into real-world activities and behaviors (Singhal,
Hough, and Cripps, 2019). Medical education uses this kind of game in teaching medical pupils. They
provide activities that stimulate the real-world situation. Hence, pupils' learning becomes meaningful
to them,
Teaching health at the primary levels aims to expose the pupils to different concepts that
involve a healthy lifestyle—for example, how to maintain a healthy body by eating healthy food, the
importance of exercise, and things they have to do during simple accidents. In these cases, the
teachers can use games to teach the concepts to the pupils and make them more exciting and
engaging. Furthermore, the pupils' attention will be maintained when a game strategy is used to
understand the idea.

Steps in using Games

It is a challenge for the teachers to use games in the lesson due to different issues. There are
various points that they have to consider in using this strategy in presenting the study. The following
are the steps that can help teachers become successful in using games to teach physical education and
health:
1. Determine the purpose of the activity.
 There are times when the pupils have difficulty demonstrating the procedure's understanding
because they do not know the purpose of the activity. The teacher should explain to the pupils the
purpose of the game to execute it well and learn and master the intended skills that they need to
acquire.
2. The game should be aligned with the purpose.
Playing the game can help the teacher assess if it is aligned with the intended learning purpose.
The result of the assessment may help teachers consider how they use the game. There are five ways
how teachers can use games. First is the teacher-controlled games wherein the teacher has control
over the content and he/ she could adjust each pupil's setting. For example, the teacher will provide
physical activity or ask questions to a specific pupil.
The second is intuitiveness in which the teacher will provide activities that pupils can easily do.
The pupils should challenge themselves by processing and demonstrating knowledge of the activity
and not just stressing how the activity works.
The third is engagement. Based on the activity presented, the teachers can determine if the
pupils enjoy the activity. Learning should be a fun activity, particularly for young pupils. If the activity is
engaging, it will catch their attention and make them inherently want to do it, resulting in learning.
The fourth way is content The activity should offer different types of content. It may be
presented in different ways using other motivating materials. The pupils possess different attributes.
One pupil is different from the other. Hence, the teachers need to present content that uses
differentiated instruction. This way is called content /eve/. For example, simple content is presented to
less capable pupils, while more complex content may be given to more competent pupils.
3. Ensure to meet the expectations from parents.
Parents' involvement should be acknowledged in the implementation of any school activities.
The parents' participation is essential to achieve the success of the activity and the learning of their
children. It cannot be denied that the family contributes to the achievement of any pupil. When the
school considers the parents' engagement, there is a possibility of significant effects on the pupils'
accomplishment because they perform better and enjoy the school in general.
4. Assess progress through play.
The collected data from the pupils' performances can help the teachers uncover the trouble
spots and aptitude of the pupils and help them cope with the inclass instruction. Furthermore, these
results can help teachers decide on the types of education he/she will provide that leads to
meaningful learning.

Advantages of Using Games

The following are the advantages of using games in teaching primary school pupils (Lou, Lin, Hsu,
Liao, and Kao, 2020):
1. It helps the pupils improve their motivation for learning.
2. It promotes the development of cooperative learning skills among the pupils.
3. It establishes mutual competition and growth, enabling the pupils to demonstrate their
concentration and active participation.
4. It provides the pupils with an opportunity to interact with their peers while learning.
5. The pupils received more support in the learning process.

Disadvantages of using Games

The use of games in teaching has some disadvantages for both the teacher the pupils. The
following are some of the drawbacks:
1. Its preparation and implementation are time consuming.
2. It requires correct instructional planning.

3. It can cause a distraction for the pupils, which can cause a waste of time.
4. Excessive use of games could lead to addiction in pupils, which may cause physical or
psychological problems.
LESSON 5: Role-play
Objectives
At the end of the lesson, you will be able to:

 discuss the definition of role-play strategy;

 identify the steps in using role-play; and

 enumerate the advantages and disadvantages of using role-play in teaching.

Introduction
Helping the pupils know the value of empathy and compassion is present in many subject
areas. Learning to understand the feelings and thoughts of others takes practice. These values are
part of social skills that each individual should know. Subject areas like physical education and health
involve interaction among individuals. Activities like playing sports with peers, doing physical routines
with others, and even keeping oneself healthy and presentable are essential concepts taught to
children in school. With this, the teacher should use a strategy that allows the pupil to incorporate
the concepts they have learned and deal with others.
This lesson will discuss the definition of role-play as the strategy in teaching physical education
and health and identify the use of role-play and steps of doing it. Also, it will present the advantages
and disadvantages of using the role-play strategy.
THINK: Defining role-play as a teaching strategy
Various studies have supported the effectiveness of role-play strategy in teaching young pupils
(Samalot-Rivera, 2014). Role-play is a created situation in which pupils portray a particular role. It is a
learning structure that allows the pupils to immediately apply concepts learned in part. This strategy
is an excellent tool for engaging the pupils and allowing them to interact with their peers as they try
to accomplish the tasks being assigned to them and their specific roles.
This strategy provides limitless opportunities for intervention and personal and social qualities
during the physical education and health classes. Pupils play various roles in activities and express
what may happen in a specific scenario using language or action. The teacher will prepare the
objectives, the setting of the scene, and other things needed for the activity. Using this kind of activity
exposes pupils to intrapersonal relationships through the way of playing problem scenarios.
Furthermore, role-play activities make the pupils more engaged with the lesson and try their best to
interact with the materials from the character's perspective.
There are different activities in physical education and health subjects that can be taught using
role-play strategy. For example, a teacher may create a sports festival scenario in school. The pupils are
assigned different roles to portray while presenting the concepts they have learned or are learning.
Some pupils may play as basketball players, while others may play as the referees, score committee,
and audience. The basketball players will show how to play basketball, integrating the previous
knowledge and the new knowledge that the teacher will present. At the same time, the referee's role is
to make sure that the players are following the rules in playing the game through the teacher's
guidance. The scoring committee will take note of the score. In comparison, the pupils who will play as
the audience will perform cheering routines and behave appropriately while watching the game.
On the other hand, a health activity may include going to the doctor when an individual is sick.
In this activity, the teacher will assign a doctor, a patient, a parent, a nurse, and other roles. Each pupil
will play the assigned role, while the teacher will guide them. A group discussion may be done every
after the activity to enrich the presented topic and elicit misconceptions.
Functions of Role-playing
The manifestation of role-playing in physical education for the pupils is to take the whole sports
learning process as a platform for sports performance (Tong, 2017). The pupils will play a role
according to their characteristics, interests, and needs. The part-play activities change the teacher's
part from the primary source of information to a learning facilitator. The abilities of the pupils are
highlighted in this type of teaching strategy.
The primary function of the role-playing strategy in physical education is divided into two.
These are the evaluation function and the training function.
The evaluation function focuses on assessing the abilities and intelligence while performing the
task. On the other hand, the communication between the pupils and the teacher may help the teacher
understand the interests, personality type, personal temperament, and other psychological elements
of the pupils. It may also help the teacher assist the pupils in developing their management and
organization abilities, social interaction, and adaptability.
The purpose of role-playing in training function is to identify the pupils' different roles in the
sport process to understand and perceive sports activities with other participant's personalities. The
process is not just simple training but a continuous process for the pupils to fully perform the roles. The
use of exercise in physical education may lead to the fulfillment of teaching tasks and understanding
the teaching goals that will help pupils develop various sports abilities.

Steps in Using Role-play

For the teacher to become successful in teaching using role-play strategy, the
following steps should be followed:
1 . Create a relevant scenario The scenario should include the exact roles of what the pupils
must play, the important information for understanding the position based on the
discussion, and the task to complete based on the information. It is a must that the
information is clear to the pupils for them to perform well.

2. Give the pupils ample time to complete the task — The teacher might have the pupils do
the assignment by pairs or groups. The pupils will think and discuss with each Other their
strategy in completing the task. In this case, the pupils can enhance their cognitive skills, as
well as their communication and collaborative skills.
3. Find ways to process the pupils' deliberation -- The pupils are given opportunities to
process what they have discussed. They may express their ideas and opinions and even
oppose ideas that may make the task performance unsuccessful.

Advantages of Using Role-play

The following are the advantages of using role-play in teaching primary school pupils:
1. The pupils can immediately apply the content in a relevant and real world context.
2. The pupils develop communication skills because of the interaction that happens between

the teacher and the pupils, and among the pupils.

3. It allows the pupils to explore, investigate, and experiment on the effective strategy in
performing sports and other activities.
4. Teachers are helping pupils learn how to collaborate with others.
5. Teachers are helping pupils understand the importance of sportsmanship and proper
behavior while playing a game.
6. The pupils can develop self-awareness.
7. Role-play activities spark creativity and imagination among pupils.

Disadvantages of Using Role-play Strategies

The following are some of the disadvantages in using role-play strategy in teaching:
1. Some pupils may not be comfortable in doing a role.
2. It requires guidance and leadership.
3. It requires more time in planning and preparation.
4. If not correctly done, it may cause damage to self-confidence among pupils.