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PES3701 OCT/NOV EXAM ANSWERS 2024
- Course
- PES3701
- Institution
- University Of South Africa (Unisa)
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PES3701 EXAMANSWERS
DO NOT PLAGIARISE!!
SECTION A: PARAGRAPH-TYPE QUESTIONS
Complete the following questions in the space provided.
1. From your learning in this module this year, write a paragraph of at least ten points with
examples explaining how you, as a physical educator or coach, can encourage learners
to participate in school sports. (10)
PAGE 7
As a physical educator you must focus on the value of physical education. Physical education
holds various values for the learner. Participating in physical activities gives learners a means of
self-expression. They develop awareness of their bodies and the space around them by
participating in physical activity, in other words by learning about: • shapes the body can make
(twisted, wide and narrow, balancing, transferring of body weight, and flight [balance] of the
body through the air) • where the body moves (direction, pathways and levels) • how the body
moves (speed, force and flow)
Make activities fun and varied: Introduce engaging games like relay races or tag variations
to keep learners motivated and ensure all skill levels can participate.
Celebrate small achievements: Recognize improvements, such as better running speed or
mastering new skills, to build learners' confidence and foster a sense of accomplishment.
Provide leadership opportunities: Let students take on roles like team captains or peer
coaches to empower them and create a sense of belonging.
Adapt activities for different abilities: Offer modified equipment or rules to ensure
inclusivity and make it easier for everyone to participate comfortably.
Create a culture of encouragement: Focus on providing positive feedback and celebrating
effort and personal growth rather than just winning.
Organize interclass competitions: Add excitement and friendly rivalry by arranging
competitions between classes, which can unite students with a shared purpose.
Invite successful athletes to inspire students: Bring in athletes to share experiences or
demonstrate skills, showing students the possibilities that dedication can achieve.
Fit sports practices within schedules: Make sure practice times do not conflict with
academics, reducing stress and making it easier for students to participate.
Promote a balanced approach: Integrate life skills like teamwork, communication, and
resilience into sports activities to highlight the broader benefits of participation.
Involve parents and the community: Host events where families can join in, which
encourages more support and engagement in sports activities.
, 2. Read the following case study and then answer the question that follows:
Case study: Teaching Learners with Special Education Needs in South Africa
Context: In a South African school, Ms Nkosi is working to integrate learners with
disabilities into mainstream physical education classes. The goal is to help these learners
develop physical fitness, motor skills, self-confidence, leadership, and social interaction
skills alongside their able-bodied peers.
Scenario: Ms Nkosi, a physical education teacher, has a diverse class that includes both
able-bodied learners and learners with disabilities. Among her students are Thabo, who is
deaf, and Lindiwe, who is visually impaired.
Discuss the strategies used by Ms Nkosi to integrate deaf and visually impaired learners
into her physical education class. How do these strategies help to develop physical fitness,
motor skills, self-confidence, leadership, and social interaction among learners with these
disabilities? (10)
USE YOUR OWN IDEAS AS WELL
Ms. Nkosi uses a variety of strategies to integrate deaf and visually impaired learners into her
physical education class, ensuring that all students can participate and benefit from the activities.
Here are some approaches she employs to support Thabo, who is deaf, and Lindiwe, who is
visually impaired, while promoting physical fitness, motor skills, self-confidence, leadership, and
social interaction:
1. Use of Visual Cues and Sign Language for Thabo: Ms. Nkosi uses visual cues, such
as hand signals, written instructions, and demonstrations, to help Thabo understand the
activities. She may also use a sign language interpreter to communicate instructions.
These methods ensure Thabo can follow along, participate in exercises, and develop his
physical fitness and motor skills.
2. Tactile Guidance and Verbal Descriptions for Lindiwe: For Lindiwe, who is visually
impaired, Ms. Nkosi uses tactile guidance, where she physically guides Lindiwe through
movements, helping her understand how to perform specific activities. She also provides
detailed verbal descriptions of the exercises, equipment, and layout of the space, allowing
Lindiwe to develop spatial awareness and motor skills.
3. Peer Support and Partnering: Ms. Nkosi pairs learners with disabilities with able-bodied
peers for activities. For example, Thabo might work with a buddy who taps him on the
shoulder to start an exercise, while Lindiwe’s partner may verbally guide her during a
game. These partnerships help foster social interaction, teamwork, and leadership as
learners support each other.
4. Adapted Equipment and Activities: Ms. Nkosi modifies equipment and activities to
accommodate the needs of Thabo and Lindiwe. For example, using brightly colored balls
or balls with bells can help Lindiwe track the ball's movement, while Thabo may benefit
from activities that emphasize visual feedback, like target games. These adaptations help
all learners develop motor skills and physical fitness.
, PES3701
MAIN EXAM 2024
5. Small Group Activities: Organizing students into small groups ensures that learners with
disabilities receive more individualized attention and guidance. Thabo and Lindiwe can
engage in activities that suit their abilities, fostering a sense of belonging and boosting
self-confidence.
6. Providing Consistent Feedback and Encouragement: Ms. Nkosi gives specific and
positive feedback to all learners, including Thabo and Lindiwe. This reinforcement helps
them recognize their progress, which builds self-confidence and motivates continued
participation.
7. Inclusive Warm-ups and Cool-downs: She incorporates activities that everyone can
participate in during warm-ups and cool-downs, such as stretching or simple dance
movements. This ensures that all students, regardless of ability, can engage in activities
together, promoting social interaction and inclusivity.
8. Use of Technology and Assistive Devices: Ms. Nkosi may use assistive devices like
hearing aids or audio descriptions on a smartphone app to enhance accessibility for
Thabo and Lindiwe. This use of technology can help them better understand and engage
with physical activities.
9. Encouraging Leadership Roles: She provides opportunities for learners with disabilities
to take on leadership roles, such as leading a warm-up or being a team captain. This
helps build self-confidence and leadership skills by showing them that they can contribute
meaningfully to the class.
10. Creating a Supportive and Respectful Environment: Ms. Nkosi promotes an inclusive
classroom culture where differences are respected, and learners are encouraged to
support each other. This environment helps all students, including those with disabilities,
to develop social interaction skills and a sense of belonging.
ONLY TAKE THE POINTS YOU NEED. DO NOT PLAGIARISE
3. Provide real-life examples of the four areas relevant to the issue of negligence in the
context of physical education and coaching. In your response, explain how each
example demonstrates the legal responsibilities of educators and the concept of
negligence. (10)
PICTURE FOR REFERENCE ONLY
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