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    Adolescent Development and Implications Physical Development

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    Rosalinda Samong
    The document summarizes adolescent physical, emotional, and cognitive development and implications for physical education. It notes that during early adolescence, girls are often taller and heavier than boys but boys catch up later. It also discusses sexual maturation differences between boys and girls. The summary emphasizes the need to plan co-educational activities carefully, foster healthy attitudes, and help students understand growth processes. The document also outlines adolescent emotional needs such as adjustment, affection, achievement, and security. It suggests ways for teachers to motivate students and satisfy these needs.

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    Adolescent Development and Implications Physical Development

    Uploaded by

    Rosalinda Samong
    59 views4 pages
    The document summarizes adolescent physical, emotional, and cognitive development and implications for physical education. It notes that during early adolescence, girls are often taller and heavier than boys but boys catch up later. It also discusses sexual maturation differences between boys and girls. The summary emphasizes the need to plan co-educational activities carefully, foster healthy attitudes, and help students understand growth processes. The document also outlines adolescent emotional needs such as adjustment, affection, achievement, and security. It suggests ways for teachers to motivate students and satisfy these needs.

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    The document summarizes adolescent physical, emotional, and cognitive development and implications for physical education. It notes that during early adolescence, girls are often taller and heavier than boys but boys catch up later. It also discusses sexual maturation differences between boys and girls. The summary emphasizes the need to plan co-educational activities carefully, foster healthy attitudes, and help students understand growth processes. The document also outlines adolescent emotional needs such as adjustment, affection, achievement, and security. It suggests ways for teachers to motivate students and satisfy these needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    59 views4 pages

    Adolescent Development and Implications Physical Development

    Uploaded by

    Rosalinda Samong
    The document summarizes adolescent physical, emotional, and cognitive development and implications for physical education. It notes that during early adolescence, girls are often taller and heavier than boys but boys catch up later. It also discusses sexual maturation differences between boys and girls. The summary emphasizes the need to plan co-educational activities carefully, foster healthy attitudes, and help students understand growth processes. The document also outlines adolescent emotional needs such as adjustment, affection, achievement, and security. It suggests ways for teachers to motivate students and satisfy these needs.

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    of 4

    REPORTER: ROSALINDA SAMONG

    BEED-3

    Adolescent Development and Implications

    PHYSICAL DEVELOPMENT

    Developmental Changes and Characteristics Implication to Physical Education

    1. Height and Weight Plan and organize co-educational activities to


    • Girls are taller than boys at early stage. Boys minimize undue embarassment.
    catch up later.
    • Girls are frequently heavier at early stage.
    Boys catch up later.
    2. Skeletal Changes
    • Differences in body proportion caused by skeletal Offer suggestions on healthful nutrition and
    changes. proper execises.
    Developmental Changes and Characteristics Implication to Physical Education

    3. Sex Maturation Foster a healthy attitude towards menstruation.


    • Primary Sex changes Proper hygiene and cleanliness. Foster an
    • Girls- 12 to 14 signal of maturation acceptance of individual differences.
    • Boys- 14 to 16 or about 2 years later
    Secondary Sex Characteristics

    Girls at around 10 years of age after menarche have: Help the students understand the process of
    growth.
    Developmental Changes and Characteristics Implication to Physical Education

    4. Other Systematic Changes • Watch carefully for signs of fatigue and


    • Circulatory System exhaustion.
    • Respiratory System • Exercise is needed to improve vital
    • Digestive System capacity
    • Nervous System • Proper Nutrition
    • Thought-provoking and problem solving
    5. Basic Motor Skills For girls- improvement in balance

    Changes in Adolescent Performance For boys- emphasis on agility, control and


    strength.

    EMOTIONAL DEVELOPMENT
    Adolescent Needs

    1. Neet to adjust to- physical state, interest, parental • Use different techniques in motivating
    protocol. students.
    2. Affection • Socializing activities
    3. Achievement • Provide a varied program for a sense of
    4. Adventure accomplishment
    5. Security • Satisfy the need for excitement and
    6. Sense of well-being (Individual worth) adventure
    • Make students feel at ease through
    concrete instructions and established
    definite procedure and regulation
    • Be aware of abnormal extremes

    REPORTER: EVANGELINE BALDEVIESO

    Developed by Gestalt focuses The Cognitive Theory of Learning


    (Field Theory)

     on the individual.

     It states that an individual learns a task as a meaningful whole rather than a series of
    related parts.

     Jerome Bruner is an outstanding advocate the cognitive theory.

     His major emphasis is on the discovery approach which gives much importance to
    intuitive thinking.

    Recent Views on Learning

    Older Concept of Learning

     Advocated by Thorndike.

     Questioned by Robert Gagne who summarized some

    educational researches on learning.

     States that in teaching the school subjects repetition is not necessary in order to learn.

     He suggests that prior learning of pre-requisite skills or capabilities is the most


    important factor to ensure learning.
    Some ways to facilitate learning by Robert Gagne

    1. It is generally recognized that each learner has different pre-requisite skills as he attempts
    to learn a new creativity. A complete diagnostic survey should be made of what the child
    can not do and can do.
    2. The teacher should have available the re-requisites the child has not yet mastered.
    3. Students do not need additional practice to ensure retention but should be subjected to
    periodic and spaced reviews.

    REPORTER: KAREN ALEGRE

    BASIC PRINCIPLES OF LEARNING AND IMPLICATIONS

    1. Each learner is a unique individual.


    The way in which an individual learns is not exactly like that of any other individual.
    Implication. Employ various means to individualize instruction, suuch as flexible groupings,
    varied instrustional methods, and consider the rate of progress.

    2. The learner learns as whole individual.


    The whole of man in an entity; he functions effectively as a total person. Whatever he
    learns, he learns as a total individual. Implication. The school environment must provide for his
    comfort and well-being. The teacher should help reinforce learning by presenting key
    instructions or concepts and facts through various methods or media.

    3. Learning is an active process


    The learning of a motor skill demands actual performance and practice of the skill. He
    must make as part of his learning experience the discovery of better ways of performance and the
    relevance in the solution of a problem.

    4. The child learns in terms of his maturity, his experience background, and his own
    purposes.
    The child cannot learn what he is not ready to learn. The physiological maturity of each
    individual child establishes a minimum age before which it is not realistic to expect, him to
    achieve a specific learning objective. The child’s experiential background is also a factor in his
    readiness for learning. He also learns in terms of his felt needs; he does not learn that which he
    does not need to learn. Implications. Learning activities must be suited to the learner’s
    developmental needs and interests. The teacher can stimulate readiness for certainlearnings by
    providing appropriate background experiences. It is the teacher’s responsibility to identify
    purposes that are currently meaningful to the learner and to motivate new and important
    learnings.

    PRINCIPLES IN SKILL LEARNING

    To assist the learner in the acquisition of a particular skill in the instructional program the
    teacher must be guided by scientific principles. The following principles are practical as well as
    scientific:

    1. Accurate and effective practice is important.


    2. Correct and accurate practice repeated many times to the point of everlearning will result in an
    automatic and smooth movement.
    3. Practice periods should be short for beginners and may become a little longer as learning
    progresses.
    4. Practice periods should be distributed over a long period rather that concentrated in a short
    aapan of time.

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