ABSTRACT
The main function of teaching in schools is to achieve intended learning. Learning can be defined as a change in an individual’s knowledge, skills, understanding, values, beliefs and/or attitudes brought about through particular experiences (Mazur, 1990). The approach used most often to achieve intended learning is known as objectives-based planning and teaching. A specific state of affairs to be achieved in the foreseeable future is identified and longer-term aims (for schemes of work), medium-term objectives (for units of work) and shorterterm intended learning outcomes (for lessons) are set for learners to achieve. Aims, objectives and intended learning outcomes focus on what pupils should be learning and should be achieving. In the light of these desired outcomes teachers plan how they will teach. The intended learning outcomes are the rationale for the type of teaching adopted. In referring to the ‘type of teaching’ we mean all those aspects of the teaching situation that are created by the teacher. For example, the material to be covered, the teaching strategy to be used, the space and time available, the organisation of learner groups, and the development of an appropriate learner-teacher relationship. It is often assumed that what is taught, rather than how teaching is conducted, is the key to achieving intended learning outcomes. However, it is argued that in many instances how teaching is conducted is as, if not more, important in achieving intended learning outcomes than the material covered. In fact all aspects of teaching mentioned above influence learning and this makes teaching a highly complex activity. This chapter explores this complexity in relation to why teachers teach the way they do, why they adopt a particular way of teaching, and how this affects learners’ learning. The chapter looks first at whether teaching is a rational activity. It then looks at teaching strategies as a key to rational teaching and the advantages and disadvantages of using teaching strategies as the answer to rational teaching. The chapter then considers five possible reasons why teachers chose particular teaching strategies. The last of these, because the teacher has a
particular philosophy of physical education and/or of teaching physical education, is then considered in relation to the strong socialisation of physical education teachers which can result in routine action rather than deliberate decisions being made to support the intended learning of pupils. The chapter then considers the impact of strong socialisation on teaching physical education and, in particular, the implications that teachers do not always question why they teach as they do. It concludes by encouraging you to reflect on why they teach the way they do and to ensure that the rationale behind their teaching is always in the interests of learners learning.
