Structure of a sports lesson
Methodological accents of the lesson types
Lesson and training organisation
Normative requirements
Norms of behaviour, rules of conduct, curriculum (military: cf. regulations 51.041.01 Sport in the army - material programmes)Personal requirements
Number of participants, age, gender, basic motivation, level of knowledge, homogeneous or heterogeneous group, expectations, own skillsSituational requirements
Sports facility, available material, sports equipment, weather conditions, time available
When planning a lesson, the above-mentioned requirements must be taken into account. The so-called directing times must also be taken into account. These are times that are invested for organisational purposes. In addition to the actual lesson content, explanations, shifts from A to B or drinking breaks often require more time than the leader would like. Listing the material is also helpful to maintain an overview. On the one hand, so that it can be checked in advance whether the required material is available in the required quantity, and on the other hand, to see during the lesson for which parts of the lesson the material must be available. As the instructor gains more experience, the lesson plan can be kept shorter, as not all exercises need to be described down to the last detail.
The primary aim of teaching and training is to continuously progress learners without over- or underchallenging them. Variety, diversity and variation in the exercise equipment help to keep learners engaged and motivated. The lessons can be structured with the help of three questions:
Why: What is to be achieved? Main objectives of the training sequence.
What: What are the specific lesson objectives and content? These must be challenging, feasible and verifiable.
How: Once the possible content has been analysed, a decision is made in favour of a teaching variant and its most promising method.
Open learning path
The aim here is to solve the set movement task independently. The path is largely left to the learner. Several solutions are possible.Structured learning path
In the structured learning path, the exercise sequence is divided into a series of sub-steps (principle of methodical series). It is important that the next step is only tackled once the previous step has been sufficiently consolidated and the previous exercise has been mastered. Only one solution is possible. There are different methods for the structured learning path:Whole method
The target form is practised holistically from the start, but under facilitating learning conditions. The execution is precisely specified. The individual learning aids are reduced from learning step to learning step. Learners are guided towards the independently performed target exercise.Partial method
In this method, the movement sequence is divided into partial steps. They are either learnt individually and combined into a whole at the end, or the individual parts of the movement are combined step by step.Whole and partial method
A combination of both methods can also lead to the desired target form.
Structure of a sports lesson
A sports lesson is typically organised in a three-part structure. The lesson starts with a run-in and ends with a run-out. The main part forms the focus of the lesson.
Running in
Mental and physical attunement (stimulate circulation)
Sport-specific attunement
Reducing the risk of injury (mobilising joints, functional gymnastics, dynamic stretching)
Exhausting performance reserves at the desired later time (increase heart rate, do not allow a cool-down phase)
Main part
Performance phase
Improvement of physical performance in all its components
Sport-specific training
Learning-Learning-Performing (LLL)
Learning:
Movements: Learner wants to learn how to move well, quickly or beautifully.
Behaviour: Learner should learn how to behave in sport.
Knowledge: Technical knowledge should be imparted.
Laughter:
Well-being: Create a pleasant environment. Every learner should feel comfortable and accepted.
Experience: A cheerful atmosphere promotes the learning of sporting skills.
Fun: Laughter is allowed and encouraged.
Perform:
Challenge: The learner should be challenged and stretched. All practice is linked to achievement.
Promote: After the first learning success, the learner will be proud to have achieved something/improved (motivation increases).
Having success: Set realistic goals.
Summation
Running out
Mental and physical relaxation
Stretching
According to this structure, the time frame for a 90-minute sports lesson can be as follows:
