educator is responsible for planning and conducting lessons and activities in a safe environment.
Physical educators need to be aware of safety factors and know about legal liability.
educator's legal responsibility concerns the issue of negligence.
Physical educators may be found guilty of negligence when they fail to provide proper supervision by:
. neglecting to assist injured learners
. permitting learners to play unsafe games
. not giving adequate instruction
. taking unreasonable risks
. not organising field trips properly
Local school districts, educator associations, or even individual educators normally take out policies to insure themselves
against liability.
STUDY UNIT 11
CODES OF BEHAVIOUR
11.2 EDUCATORS' CODE OF BEHAVIOUR
Guidelines on a code of behaviour for physical educators:
-
STUDY UNIT 12
12.1 INTRODUCTION
o
healthy learning atmosphere can be created by good management, appropriate teaching style, effective classroom control and
constructive learner behaviour
Knowledge of differences among learners' abilities, maturation and interests result in a more individualised and personalised
approach
indirect teaching
guided discovery
free exploration method
12.3.1 GUIDELINES
o
o
o
o
o
Support, encouragement and effective supervision will assure a successful intramural programme
educator take the leading role to coordinate
Learners should be encouraged to take responsibility for their own activities
Educators role be more advisory, so that learners can organise their own activities.
Vital: educators get involved in intramural programme: to get to know learners better, which will strengthen the educatorlearner relationship
depend on the activity, space and time available, and number of competitors.
Single or double elimination and round-robin tournaments: for a variety of team and individual sports
Ladder tournaments: individual activities.
Organisers: assess strengths and weaknesses of each type of tournament, considering time, space, and number of
competitors.
STUDY UNIT 13
INCORPORATING PHYSICAL EDUCATION IN THE EDUCATION
PROGRAMME
13.1 INTRODUCTION
o
o
13.2 INTEGRATION
o
o
o
Mathematical principles and concepts: included in a game as part of the physical education lesson. Games can help teach the
particular concept or skill.
Social studies: help learners understand and appreciate the similarities and differences among social groups, recognises and
explores the diversity of people's games, dances and customs.
Health and safety: how to measure heartbeat and breathing rate in health programmes.
Art and music: express ideas and feelings about themselves and their environment.
Science: develop understanding of numerous scientific concepts and principles: gravity, force and levers to understand our
natural and technological environment.
To combine physical education with other subjects, a few minor adjustments and some basic rules and safety procedures
need to be in place.
Aim to maximise participation, ensure safety and minimise noise.
Activity must involve everyone
Divide the class into as many groups as possible
Modify games to increase individual and class participation.
Safety is very important
Keep away from sharp edges and desk tops.
Keep running activity to the minimum
Modify verbal commands and use hand clapping instead of loud commands or starting whistles
13.4 CONCLUSION
o
STUDY UNIT 14
EVALUATION AS PART OF PHYSICAL EDUCATION
14.1 INTRODUCTION
o
o
o
Summative evaluation: test at the end of six weeks or at the end of a series of units.
Formative evaluation: more frequently, maybe daily or weekly.
Do more formative evaluation - more representative picture of performance, performance is never constant; it varies over time.
Measure the quality of movement and outcome.
Tests may be used to evaluate a criterion or norm.
. Fatness
o
o
o
Measure skin folds to determine whether the learner is too fat or thin.
Reasonably accurate measurement of body fatness
be concerned about obese learners - Consult parents to step up exercise to reduce body fat.
Dieting is not recommended for young learners
Specific tests to evaluate movement skills are less common, because the skills to be taught and evaluated vary according to
locale and focus (Facilities, equipment, community interest, educators' expertise, sports, movements and games differ from
school to school)
Primary school phase: concentrate on the evaluation of fundamental skills.
Locomotion skills that need to be tested are for example: walking, jumping, hopping, skipping, running, leaping, galloping,
performance in games and rhythmic activities by means of observations on checklist and rating scales. You will test these
skills more in the lower grades
In the upper grades (Grade 6 to 7) you can start evaluating sport skills.
14.4.4 KNOWLEDGE
o
o
construct cognitive knowledge tests to test movement and fitness concepts at their level of reading ability.
use pictures to test learners' knowledge before they can read
useful for educators to judge how well learners are participating and working, how they feel about the physical education
programme,
how they feel about their bodies in movement, and about physical fitness
Areas of self-concept, social behaviour, personality, perceptions, acceptance, sportsmanship and leadership can be
measured.
Validity refers: extent to which a test measures what it is supposed to and what you intend it to test
Reliability means the test consistently elicits the same answer.
selecting standardised tests or designing your own: verify both reliability and validity
Test always be done in the same way: your rating of performance should be done in a consistent, regular way
Selecting the most appropriate tests and determining what constitutes meeting the outcomes
key factor: make outcomes challenging but attainable encourages participation, feelings of satisfaction and accomplishment.
Reasons why outcomes are often not reached:
outcomes chosen were too difficult.
activities selected were inappropriate.
educator's instructions were unsuccessful.
- learner did not try hard enough.
14.5.3 GRADING
o
o
o
o
14.6 CONCLUSION
o
o
STUDY UNIT 15
THE PHILOSOPHY OF COACHING AND THE ROLE OF THE COACH
15.1 INTRODUCTION
o
Your philosophy determines every action and every decision you make
successful coach places the development of the athlete first - produce better performances and greater consistency.
overemphasis on winning is left out.
philosophy of putting athletes first, and winning second, is very easy to understand but difficult
o
o
o
o
o
15.7.2 COOPERATIVE
Characteristics of a cooperative approach:
o . athlete centred
o . social and task objectives
o . winning judged by athlete and coach
o . decisions are guided by coach, but shared
o . communication style telling, asking and listening
o . communication development high
o . trusts athletes
o . motivates all
o . training structure is flexible
15.7.3 CASUAL
Characteristics of a casual approach:
o . no emphasis on any philosophy
o . no specific coaching objective in mind
o . decisions made by athletes
o . communication style listening
o . no communication development at all
o . meaning of winning not defined
o . no trust shown in athletes
o . no motivation
o . no training structure at all
Authoritarian and Casual styles are extreme and are unlikely to be successful methods
Cooperative style: offers athlete opportunity to develop physically, psychologically and socially, provides guidance and structure.
instil the highest desirable ideals and character traits into their athletes
dress appropriately
be responsible for maintaining discipline
be self-confident, assertive, consistent, friendly, fair and competent
deal with initial treatment of minor injuries
be organised
justify if necessary why things are being done, or be ``big enough'' to ask for suggestions when not sure
basic skills that you should possess to be able to function effectively as a coach.
you should be able to do the following
demonstrate
observe (basic changes to the programme and to needs of the individual athlete. observation provides opportunity to
improve and refine skills)
organize (based on knowledge and planning)
show understanding
analyse (to observing and evaluating performances)
improve performance (improve the performance of his or her athletes)
communicate (ability to improve performance depends on ability to communicate; verbally, listening and using
appropriate nonverbal communication)
o
o
o
. Measurable
. Observable
. Challenging
most important areas to develop in coaching philosophy: ability to communicate and work with other people.
build relationships: administrators, officials, referees and umpires, opponents, opposing coaches, parents, coaching
colleagues, athletes' families and athletes
form a meaningful relationship with all
15.11.1 ADMINISTRATORS
o
15.11.2 REFEREES/UMPIRES/JUDGES
o
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15.11.3 PARENTS
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15.11.4 PLAYERS/ATHLETES
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Coaches develop effective working relationships with all the people they deal with.
Hints:
Encourage help and participation.
Explain your philosophies and plans.
Be respectfully firm when views seem to be opposed.
Set the behavioural standard.
Always encourage positive feedback.
Never allow destructive criticism.
STUDY UNIT 16
TRAINING THEORY
16.1 INTRODUCTION
o
Training theory = bringing together the necessary information from specific sports' social and scientific sources
GENERAL
CONDITIONING
SKILL
TRAINING
SPECIFIC
CONDITIONING
PERFORMANCE
When considering physical conditioning, you need to determine the factors of fitness that
are required for a particular sport. These factors have to be developed through suitable
exercises. You, therefore, need to know the answers to the following:
16.3 FITNESS
o
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Fitness is described as how well a person is adapted to and capable of living a certain lifestyle.
refer to fitness as the physical capacity to perform a task.
Components of fitness
(Most components of physical fitness are concerned with strength, power, endurance, speed and flexibility)
o
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Strength: is the ability to apply force against resistance. important component of power and speed.
Power / explosive strength: rate of performing work. results from an optimal combination of strength and speed.
Speed: maximum velocity of muscle contraction in the movement of body segments for accelerating and running.
Endurance: maximum work that muscles can perform in repeated contractions. Endurance, depending on the energy system
used, can be roughly divided into two types:
o General endurance (aerobic), determined by the ability to resist fatigue under conditions where the oxygen intake
and consumptions are kept at a steady rate.
o Specific endurance (anaerobic), determined by the ability to resist fatigue under conditions where lactic acid is
accumulated in the muscles.
Flexibility: range of movement in or around a joint or a series of joints
Success in physical conditioning: depends how effectively basic components of fitness can be fitted into the training programme and
ways to improve each component.
Activities chosen and combined to improve each of the selected components of fitness.
o Strength. weight training; isometric exercises; combined isometric and isotonic exercises; circuit training, exercises against
own body weight; partner exercises
o Power. weight training; circuit training; all sorts of jumping exercises, including bounding and depth jumps; exercises with
some form of an overload; uphill sprints; sandhill sprints; up stairs sprints; et cetera
o General endurance. cross country, road and beach runs over long distances at steady speed; fartlek (athlete must try and
keep oxygen intake at a steady state); slower type of interval running; et cetera
o Specific endurance. faster type of interval running (high speeds and relatively short recoveries); sandhill, up stairs and uphill
runs (in fast interval form); fartlek; repetition runs (high speed); et cetera
o Speed. all forms of fast sprint accelerations; reaction exercises; starts from various positions; downhill sprints; throwing with
lighter implements
o Flexibility. stretching exercises, including ballistic stretching (with care) and static stretching
16.4 TRAINING
o
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Training: regarded as systematic process with objective of improving an athlete's fitness in a selected activity.
a long-term process - includes progression and recognition of the athlete's needs and capabilities.
Understand the various training principles before you can produce effective long-term programmes. These principles should
be introduced into the training
Principle 1: Readiness
o
o
Coaches should realise that an athlete must be physiologically ready for training.
Need to be physiologically ready to respond fully to training.
Principle 3: Adaption
o
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body requires a certain amount of time and training to adapt to changes in activity.
Typical adaptions to training include the following:
o . improved respiration, heart function, circulation and blood volume
o . improved muscular endurance, strength and power
o . tougher bones, ligaments, tendons and connective tissues
Principle 4: Overloading
o
o
o
o
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Principle 5: Progression
o
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Principle 6: Specificity
o
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training activities and the implementation of progressive overloading be specific to a particular sport.
Is important to include a variety of specific activities - ensure interest is maintained
Principle 7: Variation
o
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o
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gradual progress, growth and development, skill acquisition, learning strategies and a fuller understanding of the sport.
Development trends in fitness are reversible - stops training in a particular physical capacity, the acquired fitness levels will
diminish accordingly.
Athletes should participate in another sport during the off season.
Some popular fallacies or misconceptions about training:
o . No pain, no gain.
o . You must break down muscle to improve.
o . Go for the burn.
o . Lactic acid causes muscle soreness.
o . Muscle turns to fat (or vice versa).
ENDURANCE TRAINING
The purpose of endurance training is to improve the ability of an athlete to use oxygen in
the energy production process
examples of endurance training.
. Continuous. activity covering relatively long distances or times using gross body movements.
. Fartlek. involves continuous training, interspersed with efforts of varying intensity and duration.
. Interval. refinement of fartlek training in that the speed and recovery efforts are consistent.
. Repetition: similar to interval training, but tends to have longer work intervals.
Types of stretching
o
o
o
o
Ballistic. be avoided or treated with extreme caution. involves forcing a joint to adopt a greater joint angle. Bouncing is a
common type of ballistic stretching
. Static. adopting a position on near maximum stretch and holding that position for 20 to 30 seconds.Should be repeated three
times. All the relevant joints must be stretched.
. PNF (Proprioceptive Neuromuscular Facilitation). PNF stretching involves voluntarily
adopting a position of maximum stretch and then submaximally contracting the stretched muscle. should be repeated three
times.
five to ten minute warm-up involving slow, restrained and continuous total body movement
never bounce into the stretching position. Slow and controlled stretching is essential.
Stretch each major muscle groups
Training sessions must be preceded by 10 to 15 minutes of stretching.
Stretching should be maintained throughout the season.
The training session must end off with stretching
Summary
o
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Conditioning is designed to develop physical capacities that will enhance the overall
performance of athletes.
caters for individual differences.
There has to be a gradual adaption to the training load.
You have to plan for the optimal stages of development.
As much variety as possible must be included in the training programme.
Endurance training provides the foundation upon which most of the components of fitness are developed.
Strength training involves working against resistance which includes a variety of choices.
No training programme should be allowed to start or end without the inclusion of flexibility exercises.
By doing this, injuries are prevented.
Speed and agility also benefits from regular flexibility.
16.6.1 PERIODISATION
There are three main periods to any training programme
. preparation
. competition
. transition
Competition period
o
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o
Training progresses in cycles of activity and the smallest of these is known as the microcycle.
microcycle usually considered to be a duration of 7 days.
amount of training sessions in a microcycle depend on: age, experience, fitness, capacity for work and where the microcycle
fits into the three periods of the training programme.
STUDY UNIT 17
TEACHING SKILLS
17.1 INTRODUCTION
o
o
spend great deal of time teaching basic skills and to become more skilful.
basic skills are required for running, jumping, throwing and balancing.
degree skills learn, depends on maturation and experience
essential that skills are taught to suit the level of the child.
Skills should be presented in a way that gives the greatest chance of success.
o
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Stages of learning
The beginning stage (the thinking stage working out what to do).
o
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o
skill may seem easy for you but hard for learners to master, you should regard it as complex. Skills are often
complicated by fear and nervousness.
.
There are two approaches to teaching simple skills:
imitation method (best way; watch and try; confirm if correctly done; practice)
demonstration/explanation/practice/correction method
This method follows the following four steps:
4
3
Allow time for practice. Observe carefully, looking for correct actions and
common errors.
1.
provide feedback so
Athletes learn to get the feeling of the correct technique
Emphasising the feeling of the correct technique is important
Feedback help realise that they are able to perform the skill.
STUDY UNIT 18
SPORT PSYCHOLOGY
18.1 INTRODUCTION
o
Coaches play a key role: helping develop how child think, their mental skills as well as their physical skills.
o
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18.3 PERSONALITY
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18.4 MOTIVATION
o
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External pressure from coaches and parents is unlikely to increase motivation in long term
Self-motivation and fulfilment are what keep the athlete interested in the sport.
Long-term goals
o
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o
Short-term goals
developed and used as stepping stones to achieve longterm goals
be achievable and assessable to ensure athletes remain motivated.
Short-term goals can relate to the following:
Performance segments
Specific skills
Fitness. Conditioning, flexibility
Concentration.
Emotional control
Social goals
Performance strategies
HINTS
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o STUDY UNIT 19
TEAM MANAGEMENT AND STRESS MANAGEMENT
19.1 INTRODUCTION
o
address functions you are responsible for at start of the season = fewer management problems you will experience during the
season
Matters that need attention before start of season include:
review your coaching philosophy
development of your season instruction plan
staff selection and training
player positions
scheduling
facilities
equipment and supplies
fiscal management
risk management
parent orientation programme
number of ongoing responsibilities - player supervision, maintenance of equipment, putting your preseason plan into
action, transportation, publicity, first-aid provision, etc
last match is over - still faced with several postseason management responsibilities .(evaluate your programme, take care
of players during the offseason, check what equipment has to be repaired or replaced, complete the necessary records of
performances, arrange an awards function.)
Poor time management may also cause you stress. Look at the following:
Effective time managers do the following:
plan every day and every training session
concentrate on achieving goals
be unperturbed by the unexpected which may ``throw'' others off the task
believe in themselves and their abilities
.value organisation
19.9 CONCLUSION
o
STUDY UNIT 20
PARENT, COMMUNITY AND MEDIA INVOLVEMENT
20.1 INTRODUCTION
o
links between the school and the community = more coordinated approach to sport, leads to better opportunities for the
youth
Schools play an important role in giving children the basic skills and confidence needed to explore community-based
sporting options
linking the school sport programme to community sport the following benefits are possible:
Children able to occupy positions in community sport clubs.
Children encouraged to become involved in sport for life.
Children become more aware of the community facilities and competitions.
Community clubs, and sport development officers, are aware of school programmes.
Strategies link school sport programmes with the community include the following:
Conduct training sessions with a prominent coach or member of a senior team.
Organise class attendance at a game or senior training session.
Invite local referees to attend a class session.
Have your group participate in a local competition.
Collect and display information on community competitions and facilities.
Arrange publicity for finals and award presentations.
Arrange for your athletes to coach other teams in the community.
Give your athletes opportunities to assist in event and competition management in the community.
o
o
hold a preseason parent orientation programme to avoid the traditional problems that occur
Such a programme is useful for the following reasons:
enables parents to understand the objectives of the programme.
allows the parents to become acquainted with you.
able to inform the parents about the nature of the sport and its potential risks.
can explain why you do not put pressure on children too early.
Parents get to know team rules, regulations and procedures.
can inform parents about what is expected of the athletes and of them.
It enables you to understand the parents' concerns.
able to establish a clear line of communication between yourself and the parents.
possible to obtain help from parents in conducting the season's activities.
Involving parents
Parents can be both the strongest allies and the worst critics of the coach.