1) Teaching is a goal-oriented activity for several reasons. It is important for teachers to choose instructional processes appropriate to their goals. They must have a clear and present idea of what they want students to be able to do and be able to implement instructional processes. The purpose of physical education is to develop a physically active lifestyle for one's students. This lifestyle should not only be expressed in a school setting but throughout one's life time. Physical Education is a gateway to a heathier lifestyle and environment for all. Educators must develop a certain style of teaching that can be accepted by their peers, students, and state. Their teaching must correlate with the six national standards. Each of the standards is broken down by grade level so teachers can identify what students at each age should know and be able to do.
4) The process teachers use to teach important content is very vital. A good teacher is someone who can present their students with their abilities, personality traits, likes and dislikes while teaching content. They can bring their own style of teaching into their curriculum. however the state demands that their curriculum be followed. I believe it is very vital to have your own teaching style. In my school setting the teacher would either just give us instructions or just roll out a ball. At that time I did not mind it because I was always looking forward to being active and playing with my friends. However, now I realize that their are far better ways to involve the students in activity while still provided the fun and fitness that is needed. For example, starting with an instant activity gets the blood flowing and grasps the attention of the students. Having one's own personality in teaching can put a whole new spin on Physical Education and the curriculum.
5) The movement task-response unit of analysis is so important in physical education. Movement task-response are learning tasks defined by the teacher either in direct or indirect ways. An observer should be able to watch a lesson and be able to define the task at hand. An example could be having the students practice the task in groups instead of as an individual. This provides the students with social interaction and helps get the point of team work across. Teachers design movement tasks as a progression of experiences to meet their objectives. These movement tasks can be presented directly or indirectly. Teachers must organize people, groups and space to practice the task. It is important for the teacher to observe and provide feedback to students on their performance both individually and as a group. If the students skills or abilities are not up to par the teacher should restate the instructions or demonstate the skill again. Some students have different learning skills and might need to see the skill presented more than a couple of times.
