Lesson 5

LESSON 5

Theories Supporting the Teaching of Physical Education and Health for Elementary Grades
Objectives:
At the end of this lesson, you will be able to:
Identity the different learning theories related to teaching physical education and health;
discuss the importance of teaching theories in teaching physical education and health in
elementary grades:
describe how observation conducts learning:
evaluate the relevance of each theory in teaching physical education and health in basic
education; and
construct the relationship of the different factors of cognitive learning.

Introduction
To make good choices and decisions about strategies for learning approaches with the integration
of technology, social media, and blended learning programs that educators would like to develop,
educators must first consider the different theories of learning.
Educators, in their role as curriculum designers, must ensure that programs and learning
strategies are appropriate and consistent with the needs of children. They must also choose and
implement instructional methods and techniques that will help pupils achieve their educational
objectives. They would be able to better understand the learning process and meet the
assumptions if they are aware of the learning theories.

THINK: Theories supporting teaching physical education and health

Reasons in Using Learning Theories in Planning, Preparation, Implementation, and
Evaluation of Lessons
1. Theories provide a foundation for understanding how people describe, explain, interpret, learn,
and make learning predictions. A theory assists educators in becoming more experienced and
offers instructions in the production of designs, as well as the growth and delivery of learning.
2. Theories include in-depth insights into learning, as well as contemplations and rigorous
studies. As a result, curriculum designers should apply critical thinking to learning and
education.
3. Learning theories include structures that help designers understand how information can be
used, how knowledge should be created, and how learning occurs.
4. These structures can be used by educators as learning designers to meet the needs of pupils.
Theories can also assist designers in making decisions about which instructional practices to use.
Learning Theories
1. Cognitive Learning Theory

The cognitive learning theory examines people's mental processes. Pupils may be how we learn
requires an understanding both internal and external influences according to cognitive theory.
Plato and Descartes were among the first thinkers to concentrate on thought and how we
perceive as humans Many other researchers dug further into the concept of how we think, which
sparked further investigation. Jean Piaget is a well-known figure in cognitive psychology, and his
research focuses on how environments and internal systems influence learning. The cognitive
theory has progressed over time, with sub-theories concentrating on various aspects of learning
and comprehension. The cognitive theory suggests that internal thinking and external influences
are both essential aspects of the cognitive process at its most fundamental stage. Pupils have
greater influence over their learning and attitudes as they realize how their thought affects them.
Pupils are affected by the cognitive learning theory because their knowledge of their thought
processes will aid their learning. Teachers should provide opportunities for pupils to ask
questions, struggle, and think aloud. These techniques will assist pupils in better understanding
their own thinking processes and applying that insight to better learning opportunities.
The mental mechanism by which the pupil takes in, interprets, stores, and retrieves knowledge is
called cognitive learning. Between the stimulus (input) and the answer, the mind goes through a
mental phase (output). The stimuli will enter an individual's mind, be processed, and then acted
upon. There are several components to the mental process. These include the following:
 Attention
 Observing
 Perceptions
 Interpreting
 Organizing
 Memory (storing)
 Categorizing
 Forming generalization
Benefits of Physical Education and Health from Cognitive Learning Theory
Pupils learn more effectively by using their brains in cognitive learning. This approach focuses
on involved, positive, and long-term learning. This enables pupils to fully engage in their
learning, think more clearly, and remember more information, as well as develop true
understanding. It is not about memorization or remembering so much as it is about how we learn.
Children will develop skills and techniques in cognitive learning that will help them boost their
school results, such as how to think critically and make lasting connections between subjects.
Cognitive learning, rather than memorization, builds on prior knowledge and helps pupils learn
how to make connections, reflect, and assess material skills that will help them become
successful pupils.
The subject teaching physical education and health deals with movements, sports, recreation, and
understanding one's physical body. Pupils at a young age may benefit from this theory by
assisting them in deciding the most appropriate way for them to learn; assisting them in
successfully remembering and applying newly learned concepts; and teaching them how to take
a "big picture" approach. Using cognitive learning theory in comprehension in different basic
physical fitness activities, fundamental movements, sports, and recreational activities may
greatly help young pupils. Exposing them to this practice may result in good memory. attention,
analysis, and evaluation of things.
Benefits of Cognitive Learning

 Cognitive learning helps improve children's comprehension.
 Cognitive learning develops children's problem-solving skills.
 Cognitive learning promotes long-term learning.
 Cognitive learning improves confidence among pupils.
 Cognitive learning instills a love of learning among pupils.
2. Constructivism Learning Theory

Constructivism is a theory stating that rather than passively taking in information, pupils
construct knowledge. People create their representations and integrate new information into their
pre-existing awareness as they observe the world and reflect on it (schemas).
Constructivism is a learning theory stating that pupils develop their learning based on their prior
experiences. The pupils integrate what they have experienced with their prior knowledge and
experiences to construct a new reality tailored to them. This learning theory emphasizes learning
as a personal and special experience for each pupil.
Constructivism can be used by a teacher to help the pupils recognize that each of them brings
their history to the classroom every day. In constructivist classrooms, teachers serve as
something of a reference, assisting pupils in developing their earning and understanding. They
assist them in developing their method and truth based on their own experiences. This is critical
in assisting many types of pupils in cooperating their own experiences into their learning.
Related to this are the processes of assimilation and accommodation.
Assimilation refers to the method of integrating new data into a pre-existing schema.
Accommodation refers to revising and redeveloping an existing schema using newly acquired
knowledge.
For example, if an individual believes that his/her friends are always good, and he/she meets
someone new who is always nice, then he/she will consider this individual as friend. It will be
added to the individual's new schema. On the other hand, if an individual meets another
individual who is not always sweet or good, then that individual will decide if he/she will adapt
this new schema to accommodate the idea that not all friends have to be pleasant. Furthermore,
the individual can lead to rethink if the first set of friends still belong in the friend group.
Consequences of the Constructivist Theory
Instead of passively receiving knowledge, pupils learn better when they are actively engaged in
learning experiences.
Learning is inherently a collaborative activity because it takes place in a social environment
where pupils and teachers cooperate to acquire information.
Because knowledge cannot be directly imparted to pupils, teaching aims to provide opportunities
for pupils to develop knowledge through experiences.
The last point is necessary to be emphasized. Traditional teaching focuses on imparting
knowledge to pupils, but constructivism believes that this information cannot be explicitly
imparted. Only hands-on experience will help pupils develop their expertise. As a result, teaching
aims to create these experiences.
Essential Components to Constructivist Teaching
If you choose to use constructivist concepts in your classroom or when planning your classes,
there are few key elements to consider. According to Baviskar, Hartle, and Whitney (2009), these
are the following:
1. Elicit prior knowledge
In relation to the pupil's prior knowledge, new knowledge is generated. As a consequence,
lessons necessitate the elicitation of appropriate prior information. Pretests, informal interviews,
and small group warm-up exercises that involve recollection of previous experience are among
the activities.
2. Create cognitive dissonance
Assign pupils issues and events that will test them. As they progress through the difficult
problem, pupils acquire expertise by encountering new problems and revising existing schemas.
3. Apply knowledge with feedback
Encourage the pupils to assess new information and make changes to their prior knowledge.
Pupils should be able to relate their pre-existing schema to the current situation through
activities. Presentations, small group or class meetings, and quizzes are also possible activities.
4. Reflect on learning
Enable pupils to explain to you (and to themselves) what they have learned. Presentations,
reflexive documents, or making a step-by-step guide for another pupil are examples of possible
activities.
Benefits of Physical Education and Health from Constructivist Learning Theory
Physical education deals with bodily movements, while health deals with acquiring knowledge.
Health may also benefit from this theory by simply applying some health practices or lessons in
reality. Active learning is needed in physical education when it comes to learning how to be fit,
play games and sports, and do other recreational activities.
EXPERIENCE: Compare the traditional classroom to a constructivist and cognitive

learning classroom.
Traditional classroom Cognitive learning Constructivist classroom
classroom
1.
2.
3.
4.
5.
ASSESS: Summarize the theories supporting physical education and health in elementary
grades.
Learning theories Characteristics How does it The implications to
influence learning Physical Education
and health
Cognitive Learning
Theory
Constructivist
Learning Theory
CHALLENGE: Assuming you are the teacher, give a specific topic and set of activities in
physical education and health.
Subject Topics Theory to be used Activities
1.
Physical Education 2.
3.
1.
Health 2.
3.
HARNESS: Now, in 21st century learning, pupils are not the only people who benefit from
schools but also the teachers. Together, they build new knowledge. How do the theories
affect both teachers and pupils in the teaching and learning process?
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LESSON 5

THINK: Theories supporting teaching physical education and health

1. Cognitive Learning Theory

Benefits of Cognitive Learning

2. Constructivism Learning Theory

EXPERIENCE: Compare the traditional classroom to a constructivist and cognitive

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