Teaching Physical Activity: Strategies, Roles, and Evaluation

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TEACHING PHYSICAL ACTIVITY

Nama Azizun Almauzaki Siregar

NIM 6213111095

Mata Kuliah Bahasa Inggris

Dosen Pengampu Muhammad Chairad, S.Pd. M.Pd. PH.D.

PHYSICAL EDUCATION, HEALTH, AND RECREATION FACULTY OF SPORTS SCIENCE

STATE UNIVERSITY OF MEDAN YEAR 2025

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Teaching physical activity is the core of the physical education process in schools, which has broader goals than merely improving the physical fitness of students. Physical activity in the context of education is not only aimed at honing motor skills and bodily abilities, but also plays an important role in shaping the psychological, social, and cognitive aspects of students as a whole.

In other words, teaching physical activity helps students grow into individuals who are physically healthy, emotionally mature, and capable of thinking critically and acting ethically in everyday life. Physical education is a strategic means to instill essential life values such as discipline, responsibility, sportsmanship, and the ability to cooperate.

Through direct experiences in various forms of games, sports, and other movement activities, students learn to follow rules, respect others, work in teams, and manage emotions and pressure. These values are not only useful on the field but are also relevant in the broader context of social life.

To ensure that teaching physical activity is truly effective and meaningful, its planning must be carried out systematically, structured, and sustainably. The learning process needs to be designed to be enjoyable and challenging, as well as tailored to the age, abilities, needs, and backgrounds of the students.

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Activities that are too difficult will make students feel like failures and lose motivation, while activities that are too easy will not stimulate development.

Therefore, differentiation approaches and inclusion principles are very important so that all students feel involved and valued in every activity.

In addition, the success of physical activity teaching is greatly determined by several key factors. First, the professional competence of physical education teachers, which includes pedagogical understanding, classroom management skills, and the ability to apply innovative and appropriate learning methods. Second, the availability of adequate facilities and infrastructure, such as play areas, sports equipment, and learning media. Third, the learning approach used must be active, participatory, and student-centered, so that students are not only recipients of material but also active participants in learning.

According to Pangrazi and Beighle (2020), physical activity teaching that is designed and implemented effectively can foster lifelong active living habits. In their view, physical education should be the foundation for establishing a healthy and active lifestyle from an early age. This means that physical education teachers are not only responsible for teaching movement skills but also play a role as agents of social change who can shape a positive movement culture in the school and community.

Thus, it can be concluded that the teaching of physical activity is not just about making students move, but also how those movements are designed to educate, shape character, and improve the overall quality of students' lives.

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2. Basic Concept of Teaching Physical Activity 2.1 Definition

Teaching physical activity or teaching physical activity is a systematic and structured pedagogical process that combines educational theory and movement practice to achieve the goals of physical fitness development, motor skills, and character formation of students. This process not only teaches sports techniques or skills but also instills awareness of the importance of living an active and healthy life throughout life. Teaching physical activity involves a series of activities designed to help students understand how their bodies move, how to improve their fitness, and how to participate in enjoyable and beneficial physical activities. In addition to the physical aspect, this approach also includes affective and cognitive aspects, including understanding game tactics, sports rules, and the development of social attitudes such as respect, cooperation, and empathy towards others.

2.2 Objectives of Physical Activity Learning

The main objective of teaching physical activity in physical education is to shape students who are healthy physically, mentally, and socially. More specifically, these objectives include:

a. Improving Motor Skills

Teaching physical activities aims to develop students' basic motor skills, such as:

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 Coordination: The ability to integrate movements from various parts of the body harmoniously, such as coordinating hands and eyes in ball games.

 Balance: The skill to maintain body position stably, both when stationary and in motion.

These abilities are the foundation for broader involvement in various types of physical activities, sports, and games.

b. Fostering Interest in Physical Activities

One of the challenges in physical education is creating a learning atmosphere that is enjoyable and stimulates students' interest in physical activities. The goal is for physical activity not to be seen as a burden, but rather as an enjoyable and meaningful activity. In this way, students are encouraged to make physical activity a part of their daily routine and healthy lifestyle, even after completing formal education.

c. Developing Character Values

Learning physical activities also serves as a means to instill character values. In the context of sports and games, students are taught to:

 Sportsmanship: Respect opponents, accept defeat graciously, and not cheat.

 Discipline: Adhere to the rules of the game, arrive on time, and follow the teacher's instructions.

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These values are important for the formation of a resilient and responsible individual outside the school environment.

2.3 Key Principles in Teaching Physical Activities

According to Graham, Holt/Hale, and Parker (2021), there are several important principles that need to be considered for teaching physical activities to be effective and positively impactful for all students:

a. Active Involvement

Every student must be given an equal opportunity to participate in activities. This requires teachers to design activities that not only involve skilled students but also accommodate students with lower skill levels. Active involvement can be achieved by:

 Reducing waiting time (queues in the game)

 Providing varied physical tasks according to ability

 Using activity stations so that all students keep moving

b. Safety and ComfortPhysical education teachers are responsible for creating a safe learning environment, both physically and emotionally. Several aspects that must be considered include:

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 Avoiding the use of dangerous equipmentA comfortable environment will encourage students to be more confident in participating.

c. Fun LearningFun learning activities can increase students' motivation to move and learn. Teachers need to use creative approaches, such as:

 Using games or interactive challenges

 Providing activity choices to students.

Inclusion

This principle emphasizes that all students, regardless of gender, skill level, socio- economic background, or special needs, should have equal opportunities to engage in activities. To implement this principle, teachers can:

 Modify game rules so that all students can participate

 Use mixed team-based learning methods

Inclusion creates a fair and supportive environment, and avoids discrimination in learning.

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3. Strategies and Approaches in Physical Activity Teaching

Teaching physical activity effectively requires appropriate strategies and approaches so that learning objectives are achieved optimally. Physical education teachers need to understand various relevant teaching approaches, choose models that suit the characteristics of students and the material, and utilize technology to enhance the quality of learning. The following is a more detailed description of the approaches and strategies that can be applied.

3.1 Traditional and Modern Approaches a. Traditional Approach

The traditional approach in physical education emphasizes high teacher control, where the teacher acts as the center of learning. The main focus is on mastering the correct movement techniques through repetitive practice (drill) and direct instruction. The teacher usually demonstrates the movement, then students are asked to imitate and repeat the movement until they achieve the desired skill.

Characteristics of this approach:

 A rigid and strictly planned learning structure.

The advantage of this approach is its ability to build basic skills efficiently, but it has limitations in encouraging creativity, active participation, and students' tactical understanding in the context of games.

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b. Modern Approach

The modern approach emphasizes the active role of students in learning, by encouraging exploration of movement, teamwork, and reflection on learning experiences. In this approach, the teacher acts as a facilitator, while students are given the freedom to try, discuss, and learn from mistakes.

Characteristics of the modern approach:

 Experience-based learning and real problems (experiential learning).

 Fostering curiosity, critical thinking, and decision-making.

Example of application: Students are asked to create their own variations of movement in small games or evaluate tactics in team games. This approach is more in line with the principles of 21st-century education that emphasize collaboration, communication, creativity, and problem-solving.

3.2 Effective Teaching Models

Teaching models in physical education aim to organize learning experiences systematically and meaningfully. Some models that have proven effective include:

a. Direct Instruction (Instruksi Langsung)

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This model places the teacher as the main source of knowledge and skills. The teacher explains, demonstrates, and provides feedback directly. This model is very suitable for:

 Introducing new skills or basic techniques.

 Learning in large classes with limited time.

Although conventional in nature, this model remains relevant if combined with active and reflective methods.

b. Cooperative Learning (Pembelajaran Kooperatif)

This learning model emphasizes cooperation among students in small groups.

Its main goal is to achieve shared outcomes through intensive social interaction. In cooperative learning, each group member has specific roles and responsibilities.

The benefits of this model:

 Improving communication and empathy.

 Creating a positive social climate in the classroom.

 Developing interpersonal skills and a sense of responsibility.

Example: Students assess each other's passing skills in basketball, or discuss the best strategies in team games.

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c. Sport Education Model (Model Pendidikan Olahraga)

This model is designed to mimic the structure of actual sports. Students are not only players but can also act as:

 Team captain

 Referee

The goal of this model is to build a more realistic, meaningful, and enjoyable playing experience. Students experience a sports season cycle such as tournaments, regular practices, and end-of-season matches. This model is effective for:

 Increasing student engagement in sports.

d. Tactical Games Approach (Pendekatan Permainan Taktis)

This approach prioritizes understanding tactics and game strategies over individual techniques. Students are encouraged to think and make decisions in the context of real games. Tactical questions are often used, such as:

 “What should you do when the opponent presses?”

 "What is the best position to receive the ball?"

3.3 Integration of Technology in Physical Activity Teaching

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Technological advancements have opened new opportunities in the teaching of physical activities. Physical education teachers can utilize various digital tools to:

a. Video Demonstration of Movement

The use of video allows students:

 To visually see examples of correct movements.

 To replay the footage as needed.

 To record and assess their own movements (self-assessment).

Teachers can also use slow-motion video to help students understand complex techniques.

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4. The Role of Teachers in Physical Activity Teaching

Physical education teachers play a very important role in the success of the learning process of physical activity. In addition to mastering the material and techniques, teachers must be able to create a conducive learning environment, motivate students, and serve as role models in a healthy lifestyle. The following is a detailed explanation of the main roles of teachers:

4.1 Able to Design Adaptive Learning

Adaptive learning means that teachers must be able to adjust methods, materials, and the intensity of physical activity according to the abilities and individual needs of students. Not all students have the same level of fitness, motor skills, and interests, so a flexible learning design becomes very crucial.

 Teachers conduct initial assessments to determine the physical abilities and health backgrounds of students. With adaptive learning, teachers create inclusive experiences and maximize the potential of each individual.

4.2 Providing Effective Motivation

Motivation is the key to success in physical activity learning. Teachers must use various strategies to build and maintain students' enthusiasm for movement.

 Pleasant Approach: Using games, challenges, or small competitions that are engaging to increase student enthusiasm.

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 Rewards and Recognition: Giving praise, symbolic awards, or recognition for students' efforts and achievements, so they feel appreciated.

 Building Positive Relationships: Caring and communicative teachers can enhance students' self-confidence and motivation.

 Using Clear and Realistic Learning Goals: So that students know what they need to achieve and feel motivated to reach it.

4.3 Being a Role Model for a Healthy Lifestyle

Teachers are not only educators but also real examples of an active and healthy lifestyle for students. The example set by teachers greatly influences students' attitudes and behaviors towards physical activity.

 Teachers must demonstrate healthy living habits, such as regularly exercising, maintaining a balanced diet, and managing stress well.

 Physically and mentally healthy teachers are more trusted and respected by students, thus able to effectively influence behavioral change.

4.4 Creating a Positive and Supportive Classroom Climate

According to McKenzie & Lounsbery (2014), effective teachers are able to build a positive classroom climate, which is an emotional and social environment where students feel safe, valued, and supported.

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 The teacher must manage the class well so that active learning time can be maximized without disruption.

 Developing clear and fair classroom rules, encouraging discipline but remaining warm and supportive.

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5. Evaluation of Physical Activity Learning

Evaluation in teaching physical activity is an aspect that is very important to measure the extent to which learning objectives have been achieved. Evaluation not only serves to provide grades but also as a tool to improve the learning process and identify the developmental needs of students comprehensively. Therefore, evaluation must be conducted comprehensively, covering cognitive, affective, and psychomotor aspects, and must be carried out continuously and objectively.

5.1 Cognitive Evaluation

Cognitive evaluation aims to measure the level of students' understanding of concepts, principles, and theories related to physical activity and sports. Some aspects that are usually evaluated in the cognitive domain include:

 Knowledge of basic movement techniques or specific sports.

 Understanding of game rules and strategies.

 Awareness of the importance of physical activity for health.

Cognitive evaluation helps teachers assess whether students understand the conceptual aspects of physical activity and can relate them to practical fieldwork.

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5.2 Affective Evaluation.

Affective aspects refer to the attitudes, interests, motivations, and social interactions of students during physical activity learning. Affective evaluation aims to determine:

 The level of enthusiasm and active participation of students.

 The attitude of sportsmanship, discipline, and responsibility.

Affective evaluation helps create a learning environment that supports the comprehensive development of students' character and social skills.

5.3 Psychomotor Evaluation

Psychomotor evaluation is the measurement of students' physical skills and motor abilities. The focus is on the ability to perform movements effectively, efficiently, and accurately according to technical standards.

Psychomotor evaluation methods include:

 Practical skills tests conducted under controlled conditions.

 Performance assessment during play in real game situations.

Psychomotor evaluation provides an objective picture of students' physical abilities and the progress achieved over time.

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5.4 Formative and Summative Evaluation

To ensure that evaluation is effective, it is necessary to distinguish between:

 Formative Evaluation: Conducted during the learning process to provide

direct feedback to students and teachers. The goal is to monitor learning progress and improve teaching methods if necessary. Examples include short quizzes, daily observations, and repeated skill exercises.

 Summative Evaluation: Conducted at the end of a learning unit or a certain period to assess overall learning achievement. Examples include final exams, practical tests, and sports project assessments.

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6. Challenges and Solutions in Teaching Physical Activity

In the process of teaching physical activity, teachers often face various challenges that can hinder the smoothness and effectiveness of learning. Identifying these challenges and formulating appropriate solutions is very important so that learning can proceed optimally and provide maximum benefits for students.

6.1 Challenges in Teaching Physical Activity

6.1.1 Limitations of Facilities and Sports Equipment

 Many schools, especially in remote areas or with limited funding, experience a lack of adequate sports facilities such as fields, gyms, sports equipment, and supporting supplies.

6.1.2 Low Interest and Motivation of Students

 Some students show a lack of interest in physical activity or sports for various reasons, such as fear of making mistakes, lack of self-confidence, or previous negative experiences.

6.1.3 Lack of Parental Understanding of the Importance of Physical Education.

 Parents sometimes consider physical education less important compared to other academic subjects, thus less supporting or even hindering children's participation in sports activities.

6.2 Solutions to Overcome Challenges in Teaching Physical Activities

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6.2.1 Utilization of Homemade or Simple Tools

 Teachers can be creative in making simple sports equipment from easily available and inexpensive materials, such as used plastic bottles, wood, rope, rubber, and so on.

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7. Conclusion and Recommendations 7.1 Conclusion

Teaching physical activity or teaching physical activity is one of the fundamental aspects of physical education that plays an important role in shaping a young generation that is active, healthy, and has a positive character. The learning process of physical activity not only emphasizes the improvement of students' motor skills or physical fitness but also contributes to their psychosocial and cognitive development.

The success of teaching physical activity is greatly influenced by several key factors, including:

 Teaching quality: Teacher competence, the selection of appropriate methods and learning strategies, as well as the teacher's ability to manage the class and motivate students.

 Availability of facilities and infrastructure: Adequate sports facilities and learning aids that support an active and enjoyable learning process.

 Support from the school and family environment: A conducive environment and support from parents and the community play a significant role in fostering students' interest and consistency in maintaining an active lifestyle.

With good synergy among these factors, physical education can provide a long-term positive impact in creating a healthy and active lifestyle culture in society.

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7.2 Recommendations

In facing the very dynamic development of the times, especially in the world of education and technology, several important recommendations need to be considered so that the teaching of physical activity remains relevant and effective:

7.2.1 Teachers Need to Update Learning Strategies According to the Development of the Times

 Adopting innovative learning methods: Teachers must continuously seek and implement creative and engaging learning approaches, such as the use of digital technology (tutorial videos, interactive applications, gamification), project-based learning, and learning approaches that prioritize active student participation.

 Adaptation to changes in student needs: Teachers need to be sensitive to changes in lifestyle and student needs, such as the tendency for decreased physical activity due to the influence of technology, as well as the increasingly diverse characteristics of students.

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References

Beighle, A., & Pangrazi, R. P. (2020). Dynamic physical education for elementary school children (19th ed.). Human Kinetics.

Graham, G., Holt/Hale, S. A., & Parker, M. (2021). Children moving: A reflective approach to teaching physical education (10th ed.). McGraw-Hill Education.

McKenzie, T. L., & Lounsbery, M. A. F. (2014). Physical education teacher

effectiveness in a public health context. Research Quarterly for Exercise and Sport, 85(4), 487–493. https://doi.org/10.1080/02701367.2014.961050

Teaching Physical Activity: Strategies, Roles, and Evaluation

TEACHING PHYSICAL ACTIVITY

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