Teaching and learning Methods of Physical Education!

All methods of teaching methods used in PE lesson are greatly influenced to achieve the stated aims and objectives of the lesson. The teacher should consider:
basic facilities and equipment at school,
age ,interests ,physique ,ability of the pupils and the teacher,
the interaction of the teacher and pupils in teaching and learning relationships,
teacher's expertise in conducting games and activities planned in the lesson.
The Command Style: teacher can opt for command style in teaching in which the essence of this style is dominated by the teacher in all phases of decision-making. The pupils' role on the other hand is expected to be one of the total compliance.The teacher is in total control of all stages in lesson and analysis of the lesson's success.
If the teacher is going to demand adherence to a restricted set of performance criteria, then it is necessary that these criteria be clearly explained and illustrated to learners through demostrations. The demostration provides the most common and made clear to the children. These children are then asked to imitate the demostration . They do this at the same time.
The Small Group Style: pupils are organised into small groups and each member of the group has a functional role to perform in the carrying out of the given tasks. For example the groups of four pupipls can do a given assignment ,the other group B evaluates the performance whilst group C helps with the equipment and D is the scorer.
In the ball games when practicing the skill of shooting :
Group A shoots ten balls at a time,
Group B retrives the balls and gives them to group A,
Group C scores ,that's counting the successful and unsuccessful shots,
Group D checks on the body position and the general technique of group A 's chooting.
The groups change roles after group A shots ten balls.
The groups of pupils can be structured differently depending on what needs to be taught and achieved . Pupils can be grouped according to age,ability ,height weight interest sex or a combination of these factors.
The reciprocal Style:One pupil acts as the performer while another pupil assesses and evaluates the performance according to criteria carefully established and outlined by the teacher. Pupils change roles during the activity.
Pupils can evaluate their own performance whilst the teacher only note the descriptions of the performance to be accepted. for instance the pupil A: The performer Pupil B: Evaluate using the headstand:
Task 1:Base position ,kneel on one knee ,place hands on floor - shouder width apart. Place head on the mat in front of hands so that head and hands form triangle.
Task 2 :Move right leg forward ,then left leg. Both legs should now rest above elbows.
Task 3 :Shifting weight slightly forward ,slowly straighten and raise both legs. Point toes and extend body as high as possible . Hold position for ten seconds.
The Task Style: teacher only assigns pupils task to do ,then pupils choose the order in which to perform the assigned task. The decision is freely to look at where to operate and how you organise it at your own rate.
The teacher may say ,"I want you to make 20 balls bowling in cricket. After that ,I want you to batt , batt with your partner and catch the ball as thrown by partner.
The memory of pupils can only aided by clearly, carefully stated and described or written on the cards. If they are poor reades illustrative diagrams can be used together with simple descriptions.