The Strategy to Bes Help The Physically Active Learners

By: Avalon P. Iñigo, MT-II

The Multiple intelligences theory was developed in 1983 by Dr. Howard Gardner. He was a professor of education at Harvard University. He theorized eight intelligences skills individuals may be inclined to the linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, the bodily-kinesthetic intelligence, the musical intelligence, the interpersonal intelligence, the intrapersonal intelligence and the naturalist intelligence. Each intelligence specifically performs and is inclined to the skill appropriate to the description of this skill. These skills can be pathways to another learning wherein a physically inclined-learner should be developed to which greater percentage of skill he/she is in. Knowing the interest of physically inclined learners can help administrators and other sectors provide the necessary support to their craft. We cannot deny the fact that sports-oriented learners are the ones who have the large opportunity to give name to their institutions especially their participation in the local, national and international games. However, other sports-oriented learners remained in the looms of the trademark of not academically competent. This perception can be eradicated if educators set the importance of learning in the classroom. Moreover, curriculum planners must identify such need to aid their resort.

Athletes who display their own unique patterns of behavior and engaged in sports performance is believed to be displaying a unique pattern of personality. Learning their personality can better address their undertaking. The learner’s level of stress and their ability to cope with it is very impressive. Cassidy and Kidman (2010)explained that learner-centered (often referred to as athlete, player or student-centered), inquiry-based approaches to teaching games and coaching team sport are effective for improving game playing ability, increasing player/athlete motivation and providing positive affective experiences of learning. Further, George (2006) suggests that physical activities provide positive learning experiences that can foster a love of learning, imagination, and problem solving skills. It can develop active inquisitive learners instead of passive receivers of knowledge. This is highlighting a pedagogical teaching-learning process that learners who are engaged in sports, when given the chance, find ways or solution to a problem which will show an improved learning and foster expertise through group dynamics, team building and learning by doing. Among the strategies include ball games, outside classroom activities, and group games. When these opportunities are given to learners to get involve and to explore their imagination, their capacity to develop socially is in-depth and will surely give them a worthwhile attitude to acquaint with peers.

Therefore, keeping in mind that learners are different and possess various intelligence skills should be addressed appropriately and should create a comprehensive curriculum to further develop their specific needs. According to Mahar (2011), the level of learner’s activity is directly related to the opportunities of being active. The importance of the school to influence learners to engage in physical activity is very vital. It is, therefore necessary to give emphasis on an avenue to enable learner to have physical activities and to provide disintegrate plans to set up an academic background with inactivity or lax periods where student could get bored without learning and may tend to focus in unproductive endeavour. However, truth of the matter always
lies upon our uniqueness as a teacher, a curriculum, an approach are just guide to set us what is best not only for physically active learners but often for all learners as well manifested through sports.

As Billie Jean King says, “Sports teaches you character, it teaches you to play by the rules, it teaches you to know what it feels like to win and lose, it teaches you about life.” Learning does not always happen inside the classroom but if plays or games are integrated it will have a better outcome and retention on the different kinds of learners.