Improving Learning Processes in Elementary Physical Education Through Visual-Supported Teaching Practices
DOI:
https://doi.org/10.64780/ijos.v1i2.176Keywords:
Elementary School; , Physical Education; , Student Engagement; , Teaching Practices; , Visual Supported Instruction;Abstract
Abstrak
Background: Elementary physical education requires instruction that helps children grasp movement tasks while staying actively involved in class activities. Although visual-supported teaching is often assumed to improve clarity, its contribution to learning processes in elementary physical education is still not widely articulated.
Aims: Against this backdrop, this study explores how visual-supported teaching practices shape learning improvement in elementary physical education, focusing on student engagement, comprehension of tasks, and perceived instructional effectiveness.
Methods: A qualitative case study was conducted to capture the instructional process as it occurs in an authentic classroom setting. Data were gathered through lesson observations, semi-structured interviews with the physical education teacher, and review of relevant teaching documents, then examined using thematic analysis to connect instructional decisions with student responses.
Results: The findings show that visual support helps translate verbal instructions into clearer, step-by-step cues, making movement tasks easier for students to follow. When directions became more concrete, students participated more consistently, appeared less hesitant during practice, and were more willing to attempt tasks independently. From the teacher’s perspective, visual support also reduced repeated explanations, supported smoother transitions between activities, and made it easier to adjust instruction for different learning needs.
Conclusion: Overall, visual-supported teaching practices contribute to improved learning processes in elementary physical education by strengthening instructional clarity and encouraging sustained engagement. Integrating purposeful visual support into physical education lessons may therefore help create learning experiences that are more accessible and meaningful for elementary students.
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