instructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
Physical education teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, physical education . They prepare lesson plans and materials, monitor the students’ progress, assist individually when necessary, and evaluate the students’ knowledge and performance on the subject of physical education through practical, usually physical, tests and examinations.
Competences and skills
66 ESCO relationsEssential knowledge 8 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
3 competencespost-secondary school procedures
The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
sporting equipment usage
The correct operation, safe usage and maintenance of sporting equipment.
Cross-sector
5 competencescurriculum objectives
The goals identified in curricula and defined learning outcomes.
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
secondary school procedures
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
sport games rules
The rules and regulations of sport games such as football, soccer, tennis, and others.
sports competition information
The information regarding latest results, competitions and events in the sporting industry.
Essential skills and competences 26 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
7 competencesapply risk management in sports
Manage the environment and athletes or participants to minimise their chances of suffering any harm. This includes checking appropriateness of venue and equipment and gathering relevant sport and health history from athletes or participants. It also includes ensuring appropriate insurance cover is in place at all times
assign homework
Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
correct potentially harmful movements
Recognise when a particpant performs a movement that could cause short or long term damage to the body. Respond with verbal instructions and/or physical demonstration to ensure competence is achieved.
instruct in sport
Provide appropriate technical and tactical instruction related to the given sport using varied and sound pedagogical approaches to meet the needs of the participants and achieve the desired objectives. This requires skills such as communication, explanation, demonstration, modelling, feedback, questioning and correction.
motivate in sports
Positively foster athletes and participants' intrinsic desire to carry out the required tasks to fulfill their goals and to push themselves beyond their current levels of skill and understanding.
personalise sports programme
Observe and evaluate individual performance and determine personal needs and motivation to tailor programmes accordingly and in conjunction with the participant
plan sports instruction programme
Provide participants with an appropriate programme of activities to support progression to the required level of expertise in the specified time taking into account relevant scientific and sport-specific knowledge.
Cross-sector
19 competencesadapt teaching to student's capabilities
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
apply intercultural teaching strategies
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
assess students
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
compile course material
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
demonstrate when teaching
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
develop course outline
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
give constructive feedback
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
liaise with educational staff
Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
liaise with educational support staff
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
maintain students' discipline
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
manage student relationships
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
monitor developments in field of expertise
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
monitor student's behaviour
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
organise training
Make the necessary preparations to conduct a training session. Provide equipment, supplies and exercise materials. Ensure the training runs smoothly.
perform classroom management
Maintain discipline and engage students during instruction.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Optional knowledge 9 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
3 competencesbiomechanics of sport performance
The biomechanical aspects of sport practice, typical movements, and terminology of technical movements.
features of sporting equipment
Types of sporting, fitness and recreational equipment and sporting supplies and their characteristics.
sporting events
Possess an understanding of different sporting events and conditions that can affect a result.
Cross-sector
6 competencesadolescent socialisation behaviour
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
disability types
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
human anatomy
The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.
sport and exercise medicine
Prevention and treatement of injuries or conditions resulted from a physical activity or sport.
sport history
The background history of players and athletes and the history of sport events and games.
sports nutrition
Nutritional information such as vitamins and energy pills related to a specific sporting activity.
Optional skills and competences 23 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
7 competencesdevelop competitive strategies in sport
Create adequate competitive strategies to maximise chances of success in sport.
facilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
follow trends in sporting equipment
Follow material developments and trends within a specific sport. Keep up-to-date about athletes, gear and equipment manufacturers.
identify cross-curricular links with other subject areas
Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly.
identify talent
Identify talents and involve them in a particular sport.
manage resources for educational purposes
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
promote balance between rest and activity
Provide information about the role of rest and regeneration in the development of sport performance. Foster rest and regeneration by providing appropriate ratios of training, competition and rest.
Cross-sector
16 competencesarrange parent teacher meeting
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
assist in the organisation of school events
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
consult student's support system
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
escort students on a field trip
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
identify learning disorders
Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary.
keep records of attendance
Keep track of the pupils who are absent by recording their names on a list of absentees.
monitor children's physical development
Recognise and describe the development of children, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.
monitor educational developments
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
oversee extra-curricular activities
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
perform playground surveillance
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
prepare youths for adulthood
Work with children and young people to identify the skills and abilities they will need for their transition to become independent and self-sufficient adults.
provide health education
Provide evidence based strategies to promote healthy living, disease prevention and management.
provide lesson materials
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
recognise indicators of gifted student
Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
work with virtual learning environments
Incorporate the use of online learning environments and platforms into the process of instruction.
digital