1. Methods of Teaching
Neeraj Kumar Mehra
Lecturer (Health and Physical Education)
DIET Daryaganj, New Delhi ,INDIA

2. Whole Part Whole Method

3. Introduction
• The whole skill is first demonstrated and
practiced, before being broken down into
the constituent parts to practice the
individual elements and improve on these,
before putting the whole skill back
together.
• This can be very effective in skills which
have easily distinguished parts, where the
whole skill together is complex.
6 September 2012

4. Whole - Part - Whole
Instruction
• Initially there is attempts on the whole skill
and the teacher monitors to identify those
parts of the skill that the student is not
executing correctly.
• Part instruction can then be used to
address the limitations and then the
student can repeat the whole skill with the
teacher monitoring for any further
limitations.
6 September 2012

5. This method involves performing the
whole skill, then breaking the skill into
parts and concentrating on only one part
of the skill at a time, before performing the
whole skill again. WHY?
• Difficult parts can be practised in isolation
• Each part of the skill can be mastered
Then the skill can be performed
successfully in full.
6 September 2012

6. Breaking Down a Skill
Each skill can be broken down in to three
parts. Preparation, Action and Recovery.
(P.A.R)
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7. Example: Hockey - Push Pass
P -Side on, weight on back foot, stick and
ball together
A- Transfer weight to front foot, push ball to
target
R- Follow through with stick in direction of
pass, bring feet together.
6 September 2012

8. PROGRESSION/GRADUAL BUILD-UP
This method involves learning a skill
progressively or ‘bit by bit’. Each part of
the skill is mastered, before a new part is
introduced.
Task: Describe how you have used each
of the methods: whole-part-
whole/progression to learn a skill.
6 September 2012

9. Example of Swimming,
Learner will practice the whole stroke, then
isolate a weak component, such as the kick
and use a float in the hands to ensure using
only the legs, before putting the whole stroke
back together. This gives the performer a
sense of the whole skill before they break it
down and improve on the weak aspects of
the performance. As with the part method this
may affect the transfer of the skill from parts
to the whole.
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10. Task:
Select a different skill and break in down
into the three parts.
Preparation, Action and Recovery.
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11. Advantages
• The teacher can immediately determine what
parts or aspects of the athlete's skills are lacking
and can focus on improving them first.
• Part instruction would then be used to make
those skills better and then the whole instruction
would be used again so the teacher could
determine how much the skills have improved
and, by improving those skills, if another skill has
suffered because of the increased knowledge.
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12. Disadvantages
There is no disadvantage A disadvantage
is that it takes longer to learn a skill as you
have to break it down and learn it bit by
bit.
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13. Demonstration Method

14. Demonstration Method
What is demonstration method?
Why this method?
Activity: Think and Discuss with the
friend next to you for 5 minutes?
Follow up Activity: Whole Class
Discussion

15. What is Demonstration?
• Demonstration is
‘an act of showing something by giving proof
or evidence’
‘an instance of some body showing and
explaining how something works or is
done’
(Oxford Advanced Learner’s Dictionary)
6 September 2012

16. What is Demonstration Method?
• Demonstration method is a visual
approach to examining information, ideas
and processes.
• It is a teaching method that allows
students to see the teacher actively
engaged as a learner and a model rather
than merely telling them what they need to
know.
6 September 2012

17. Why demonstration method?
• To stimulate interest in a particular topic
• To illustrate points efficiently
• To provide change of pace
• To provide model for teaching specific skill
• To overcome resource constraints
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18. Steps to carry out effective
Demonstrations
1. Carefully plan the demonstration
2. Practice the demonstration
3. Develop an outline to guide the demonstration
4. Make sure everyone can see the
demonstration
5. Introduce the demonstration to focus attention
6. Ask and encourage questions
7. Plan a follow up to the demonstration
6 September 2012

19. Thank you