Strategizing Instruction




Sport,fitness, dance and adventure are all forms of major competitivephysical activities or games which through casual or organizedparticipation focus to maintain and improve physical ability andskills, while providing enjoyment to participants and in someincidences, entertainment for spectators. Industrialization hasbrought increased leisure time, letting people attend and followsports and participate in physical activities such as dance,athletics and adventure games. Additionally, both dance and dramaprovide opportunities for students to be physically active (Holt etal, 2016).

Helpinglow-skilled students or participant to seek out physical activitiesand develop a lifetime commitment to wellness is important and shouldbe designed to be more inclusive, active and fun than expected.Managing and initiating programs is one of the best things thatshould be done to improve student participation so that they becomeactive members in sport, dance and adventure activities. These caninvolve the following strategies

Implementationof physical activities that students enjoy and positively addictingthis will enable low-skilled students or participants to find out theactivities on their own and can be achieved through emphasizing onfun exercises students like so much that they would want to do themat recess, at home and after school. Regular and enjoyable physicalactivity can improve the mental, social and spiritual well-being ofdaily life. The strategy will enable low-skilled students orparticipants have opportunities to enjoy many physical activityexperiences both within the school curriculum and outside it.

Puttinga clear and positive message about physical and sport activities forparticipants to take part in sport this becomes part of allstudents’ development of every school day-to-day teaching to becomeactive members in sport and fitness. It will emphasize on physicalfitness activities and help cultivate the necessary links between aschool and comprehensive community through organized sport, culturalevents and adventurous activities.

Teachingthe skills and attitudes needed for low-skilled students toparticipate and providing a safe venue for the events to take placeis fundamental. This can be achieved through daily structured orunstructured recreation and quality physical education for all. It iscrucial for those who teach physical education or organize sport andother programs involving physical activity have a clear and basicunderstanding of the differences and similarities between sporteducation and physical activity to achieve the goal.

Implementationof physical fitness and sport education classes this increases thepercentage of time the school schedule for physical and adventureeducation lessons, where students or participants are moderated tovigorous activities and change of policies to curricula and teachingpractices. It is important to have advocates for enhanced physicaleducation classes for every organization to develop a new orimproving existing school programs which help in monitoring diversegroups that include physical educators, staff, community, schooladministrators, nurses and many others (Hallal et al, 2012).

Consideringsocial support activities that can be maintained throughout for agiven time such as walking groups from community-based organizations,churches and community health centers will provide opportunities forlocal low-skilled students and participants to join their colleaguesin sport and physical activities.

Provisionof meaningful feedback in a positive manner can stimulate students orparticipants to extend their participation habits. Reinforcingeverybody not just those who perform at high levels even if they areincapable of performing at an elite level is important. Notably, thiswill change the way students perceive fitness and sports activitiesand will encourage them to get involved in the sport, adventure ordance activities.

Fosteringthe attitudes of students will dictate whether the students willchoose to participate in any activity. The approach of forcingfitness on students should be discouraged since it can lead toinsensitivity to the feeling of students. The fitness experience mustbe a challenge rather than a threat, therefore, listening tostudent’s concerns is critical.

Startingeasy and progressing slowly is also a good strategy fitness, sportand adventure development is a gradual journey, not a destination,therefore, should be started with success and progressive increase ofworkload to avoid discouragement of failure and excessive musclesoreness. When participants accomplish an activity, they learn thevalue of positive light and they avoid the common practice ofself-criticism when they fail to live up their own or others’standards.

Encouragingactive transport such as traveling from and to school in anotherstrategy in which low-skilled students can be physically active forinstance, riding and skateboarding to school. This can be donethrough collaboration with potential partners such as pedestriangroups, parent-teacher organizations in providing training to thestudents. Similarly, walking and bicycling to school can helpstudents to be more active in physical activities such as sport andadventure programs.

Purchasingof sport and fitness equipment such as evaluation tools, will enhancea wider range of choices for sport, fitness and dance educators todevelop lesson plans which will track students’ progress and at thesame time participants will have fun to track the number of steps ormiles they can take part in any sport or walk activity over a givenperiod.

Provisionof assessment initiatives this will help in finding a way to assessand evaluate students ‘levels of fitness for low-skilled studentsand participants to identify areas in which progress is evident andother areas that may need improvements. A holistic approach towellness and creating happy students with healthy habits areexcellent strategies and can be started by teaching sport and fitnessconcepts in the social and humanity based community.

Encouragingactivities that are non-competitive in that the student will chooseand want to do them the activities that do not require a lot ofmental efforts may be appropriate for beginners and low-skilledstudents. In this case, the participant will be able to do themwithout partners or teammates. The students must believe that theactivity will become easier and more meaningful if they persist.

Presentinga wide range of fitness routines and exercises frequent change offitness activities through shifting design and equipment willencourage students to get involved. It will foster enjoyment andlow-skilled participant will be able to become more active in sportprograms and adventure games.

Settingof physical or sport policy this will outline the school’sphilosophy of providing active activity experiences for students andwill also identify the behaviors needed from all those associatedwith the supporting programs and organizations. The policies shouldcontain movement skills and what is means for regular and qualityphysical fitness and sport practices. Strategies for curriculum danceand education will focus on the purpose of qualification for physicalfitness, sport and adventure activities where clear guidelines forresponsibility are outlined. This is intended to promote students’abilities to participate in physical activities and sport programs(Sween et al, 2014). On the other hand, consultation may play a vitalrole in providing quality physical education that will enhanceteaching and co-curricular initiatives.


Sween,J., Wallington, S. F., Sheppard, V., Taylor, T., Llanos, A. A., &ampAdams-Campbell, L. L. (2014). The role of exergaming in cultivatingphysical activity: A review. Journal of physical activity &amphealth, 11(4), 864.

Hallal,P. C., Andersen, L. B., Bull, F. C., Guthold, R., Haskell, W.,Ekelund, U., &amp Lancet Physical Activity Series Working Group.(2012). Global physical activity surveillance progress, pitfalls, andprospects. The lancet, 380(9838), 247-257.

Holt,N. L. (Ed.). (2016). Positive youth development through sport.Routledge.