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Drawing upon your observations and relevant literature, evaluate the
task presentation and planning skills of a peer during the scheduled
peer teaching sessions

For the purpose of this assignment I have taken an opportunity to view a Physical Education
lesson at a Key Stage Two level of the primary sector and I will assess the teaching styles and
the strategies that were used in its delivery by the class teacher
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As individuals we are automatically different and therefore we have different styles and
methods of teaching Physical Education to children
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Muska Mosston was the first person to introduce the
spectrum of teaching styles regarding Physical Education and the styles described by his
work are to assist the teacher to use a variety of teaching strategies to enhance the learning
and development of students
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(Mosston M, Ashworth S)
As the lesson that I was assessing was a dance lesson the teacher wanted the lesson to be
more pupil-based so the children could work collaboratively as a group to produce their own
dance to the music
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The role of the teacher in this
phase should be to encourage the pupils and to not make judgements about performance
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It must be noted that the type of activity or sport will dictate the style or strategy used
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These decisions occur at three different stages outlined in Mosston’s work,
Pre-Impact, Impact and Post-Impact
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The
impact phase of the lesson focuses on the teacher’s delivery of the lesson and finally the
post-impact phase which focuses on assessing the learner’s performance of the given task
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and selecting appropriate feedback
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I was not involved in the pre-impact stage of this lesson, where the teacher planned the
content to be taught to the children but in my opinion the lesson was well thought through
having looked at the content of the lesson written down by the teacher
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The learning intentions of the lesson were specific
to the learning that occurred and were as follows
The children should
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

Work collaboratively to create a short dance routine to the James Bond theme tune
Be creative to create sequenced steps in time with the music

Having read this lesson plan and the previous three weeks of lesson plans I can understand
the importance of the planning phase for Physical Education
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Motivation by teachers is one of
the key areas identified by Block and Tjeerdsma, 1995 when they state
‘Successful teachers motivate children by creating learning environments in which the tasks
or activities are success orientated, intrinsically motivating, and developmentally
appropriate’
When analysing the delivery of this dance lesson in my primary school it was clear that all of
the children were actively engaged and thinking about the task in hand
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Another reason for such high motivation levels was down
to dance being a new topic to this particular class in Physical Education (only the fourth
lesson), and the Success Criteria was clearly set at the beginning of the lesson to give the
children clear instruction
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Communication in Physical Education is mainly in the form of instruction and demonstration
by the teacher, however in many cases there is too much instruction given by the teacher
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and not enough active PE for the duration of the lesson
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During this allocated 5-7 minutes the children were allowed to ask
questions and put ideas forward for the rest of the class to hear
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As teachers it is our role to create a positive environment in which the children can develop
and learn
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Firstly the behaviour management in a setting
different from the children’s usual classroom
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The delivery of the lesson was lesson is also included in creating a learning
environment
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The final area that I wish to
discuss in relation to creating a positive environment is that of the children’s safety
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Firstly there were objects lying around the hall such as chairs and
musical instruments which needed to be moved before the lesson could take place
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The parish hall was also much
bigger than the usual sports so the IPod docking station wasn’t loud enough for the children
to hear properly
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The post-impact phase of the lesson involves assessing and evaluating the work produced by
the children
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The assessment method used by the class teacher is one commonly
used in the Revised Curriculum
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This means that the other groups assessed
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the group performing by saying two positive things about the routine and one thing that
could be improved on if they were to do it over again
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He stated that the children worked well as a group to produce a
routine and he mentioned the names of some pupils who had improved their performances
from previous weeks
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The children produced dances that were more like role-plays with acting as
opposed to thinking about creating sequenced steps
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To conclude, it is my belief that the children benefited greatly from their series of dance
lessons as they learned to work collaboratively in groups, to solve problems and also to
create a suitable dance to perform in front of others
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The thinking skills and personal capabilities developed during the
allocated PE time will stay with the children when they progress into higher level education
next year
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A Journal of Teaching in Physical Education
Mosston, M Ashworth, A (2002) Teaching Physical Education, Benjamin Cummings, San
Francisco
Placek, J
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Journal of
Teaching in Physical Education
Siedentop, D & Tannehill, D (2000) Developing Teaching Skills in Physical Education, Brown
(William C
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L

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