Concluding statement

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amongst themselves and with the teacher, challenge the teacher’s ideas in order to achieve a deeper understanding. Nowadays, some classrooms have already taken advantage of the online world by creating classroom blogs or websites. Such blogs or website have become a community of students outside the four walls of the classroom, where academic discussion can continue after the conventional physical class. This is virtual connection and it is very useful in fostering communication for students to apply physical education techniques or work on sport practices or exercise outside of classroom. Virtual connectivity can also be leveraged upon by inviting guests into your classroom via video chat programs such as Skype and Hangouts. Also, students can be guided to get involved with online courses about nutrition, exercising, and fitness principles or web quests geared toward purposeful inquiry.

Games

Technology has provided a steady market of “exergames,” such as Wiki Sports and Dance, Dance Revolution, etc. In adopting this to teaching and learning process, an educator may decide to have a few students using the controllers (taking turns is crucial!), and then have the rest of the class follow along with them. It is important that for these sorts of games, and any video resources, projecting of the video should be made on a wall or screen, to allow everyone to see what is happening. For some instructors, adapting to new technology can be challenging.

Sometimes, physical education instructors can feel as though technology does not apply to their subject. However, by embracing technology, physical education instructors create a more varied and dynamic classroom and make teaching and learning more effective. They are also able to appeal to the interests of many different students and ability types. Using technology to teach physical health allows educators to create more activities and show how important their goals are.

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challenging for any number of reasons, such as the lack of equipment to keeping students engaged, these challenges can be surmounted by turning to technology to create more dynamic classes that work for students with a wide range of fitness levels.

5.0 Summary

In this unit, you have learnt:

a) the instructional technology and ways to integrate technology into physical education

b) the benefits of incorporating technology into physical education classes 6.0 Tutor Marked Assignment

a) what is the instructional technology and ways to integrate technology into physical education

b) what are the benefits of incorporating technology into physical education classes 7.0 References/Further Reading

Adesanya, O. A. (1992). Administration and Management of Physical Education and Sports.

Floridec Publishers, Lagos.

Agbonjimi, A. P. (2002). Legal Issues in sport Professionalization, Journal Nigeria Association of Physical, Health Education, Recreation Sport and Dance, 136- 156.

Ajibua, M. A. (2001). Administration of Physical Education and Sports in Nigeria. Higher Education Studies, 2(1), 88-96.

Bucher C. A. (1975). Administration of Health and Physical Education Programme 3rd ed, W.B. Saunders Co.

Emiola, L. (1978). Physical Education Teacher and Law. Fifth Conference of Nigerian Physical, Health Education and Recreation held at the University of Ife, Now Obafemi Awolowo University, Ile-Ife

Hyath, R.W. (1977). Intra-mural Sports Organization and Administration, London, the C.V Mosby Co.

Irwin, R.L, Sutton W. A., & McCarthy, L. M. (2002). Sport Promotion and Sale Management, U.S.A. Human Kinetics.

James, M. (2006). Liability for Professional Athletes’ Injuries: A comprehensive Analysis of Where the Risk lies. Web Journal of Current Legal Issues. [Online]

Available: Webjcli.ncl.uk/2006/issue1/james/.htm/

Kodilinye, O.A. (1990). Nigeria Law of Torts, Kaduna, Spectrum Law Publishing.

McQuila, L. J., & Abraham, H. (2010). U.S. Tort Liability Index: Pacific Research Institute.

pp.15-107.

Nwegbu C. O. (1978). Physical Education Handbook, Onitsha, Africana Educational Publishers.

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Nygaard, G., & Boon, T. H. (1985) Coaches Guide to Sports Law, Champaign, IL: Human Kinetics

Okupa, P. (1992). Law and Sport, Lagos, Patrac Ltd, pp.1-61.

Vendien, C. C., & Nixon J. E. (1985). Physical Education Teacher, New York, Macmillian Publishing.

Wong, G. M. (1994). Essentials of Amateur Sport Law, 2nd ed, Westport, CT: Praeger, 365- 376.

Yakasai. M. G (2000). Legal Issues in Sport Professionalization. Journal Nigeria Association of Physical, Health Education, Recreation Sport and Dance, 130-135.

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Unit Three: Safeguarding and Improvisation of Instructional aids in Physical Education Contents

1.0 Introduction 2.0 Objectives 3.0 Main Content

3.1 Concept of teaching aids

3.2 Requirements for the selection of teaching aids

3.3 Guidelines and requirements for the use of teaching aids 3.4 Importance and uses of teaching aids

3.5 Available teaching aids to effectively teach electrical installation 3.6 Problems associated with the use of instructional aids

3.7 Concept of improvisation

3.8 Basic consideration in the improvisation of physical education 3.9 Guide on the improvisation of physical education resource materials 3.10 Factors affecting improvisation of physical education

4.0 Conclusion 5.0 Summary

6.0 Tutor Marked Assignment 7.0 References/Further Reading 1.0 Introduction

In this unit, the concept of instructional aids, instructional technology and educational technology shall be examined. Instructional aids refers to those objects that are commercially improvised or acquired by the teacher so that in the process of teaching, conceptual abstraction can be made to be concrete and more practical to the learner. Also, you will learn the requirements for the selection of teaching aids, guidelines and requirements for /the use of teaching aids, importance and uses of teaching aids, available teaching aids to effectively teach electrical installation, problems associated with the use of instructional aids, concept of improvisation, basic consideration in the improvisation of physical education, guide on the improvisation of physical education resource materials and factors affecting improvisation of physical education.

2.0 Objectives

At the end of this unit, you should be able to:

c) explain the concept of teaching aids

d) explain the requirements for the selection of teaching aids

e) explain the guidelines and requirements for the use of teaching aids f) explain the importance and uses of teaching aids

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g) explain the available teaching aids to effectively teach electrical installation h) explain the problems associated with the use of instructional aids

i) explain the concept of improvisation

j) explain the basic consideration in the improvisation of physical education k) explain the guide on the improvisation of physical education resource materials l) explain the factors affecting improvisation of physical education

resources/equipment 3.0 Main Content