Problem Based Learning in Physical Education

Implementing a Problem-baed-learning can bring a different dimension to the Physical Education setting. This teaching method should serve and an end-of-the year   project. Everything that the students have learned throughout the year, should progressed smoothly into this final activity. I will outline the following components in three stages: Stage 1: The problem to be solved. Stage 2: Students implement solutions in their own way. Stage 3: Implementation of task.

Thought the year, students have learned about the importance of physical activity. At this point, students should have a clear idea through experience, that each task does not always have to be implemented at the highest level of intensity. In many ways, the most important thing about the early stages is to be able to complete the task at a level of intensity where you are comfortable. As the year progresses, suing this concept, students will build their level of fitness and they will be able to increase their own level of intensity. By the end of year, students will be able to solve the following problem: Design a 30 minute exercise routine that will help help you reach 10 thousand steps. In stage 1, the teacher proposes the question and he clarifies the parameters under which the problem can be solved. The parameters are: the students can use any of the equipment available; the students can use music; the activity must be 30 minutes; the students must use pedometers to track steps.(provided).
The following parameters will help students achieve the following National Physical Education Content Standards National Standard 1: Student achieves and maintains a physical level of fitness. State Standard 3: Student assess and maintain a level of physical fitness to improve health and performance.

Stage 2: Students will be given three to four days to design their exercise routine and to implement it. Students will then be able to perform their exercise routine and decide whether or not it meets the requirements. The beauty about this activity is that students can be creative in how they meet the requirements. The teacher should expect students to create exercise routines that require a lot of movement. For example, we may see some students playing different small sided games. Others may create stations that require each task to be performed quickly and to travel from one to the other continuously. 

In stage 3, students will perform their lesson. Due to the duration of the entire class, students will only be required to perform 15 minutes of their lesson. However, students will need to provide numerical data that their lesson meets the requirements. Students can achieve this by taking images of pedometer readings, video recording, etc. 

The purpose of this activity, is to encourage student creativity in in order to meet a physical education goal. The complexity of this activity can be increased by limiting the types of activities that students can use. The teacher can also increase the level of complexity by selected a small number of activities. In retrospect, each group will implement their own style to meet their needs. Most importantly, thought the planning process, students will maintain a certain level of activity while working on a solution to the problem. 

Problem-based-learning is rarely used in the physical education setting. When the teacher implements this methodology, the teacher differentiates to meet educational goals. The teacher implements grouping patterns heterogeneously so that students have the opportunity to share differences and create their very own unique lesson.