Instructional Segments

The EPEC™ Classic Instructional Segments were designed using research on effective instruction. Each segment has a clearly-delineated lesson objective taken directly from the corresponding step in the Teaching/Learning Progression. They are not merely a collection of activities that keep students busy, happy, and good. Each Instructional Segment includes content to: a) motivate students, b) clearly explain and demonstrate the lesson objectives, c) maximize student practice, and d) review the day’s work.

All Instructional Segments have the same format and contain the following elements:

  • Step/Lesson Objective — The lesson objective describes the desired student performance. It comes directly from the corresponding Teaching/Learning Progression step.

  • Equipment/Materials — The equipment and materials needed for the lesson are listed in this section.

  • Setup — A diagram of the gym illustrates the setup needed for the lesson. The diagrams are drawn for an area 50 feet by 83 feet, although most activities will not require an area this large. Text near the diagram provides directions for completing the gym setup. You can modify the setup to accommodate your specific area, using your own methods and best judgment for maintaining a safe and efficient environment.

  • Instruction — Four important instructional components maximize student learning: preparing students to learn, explaining/demonstrating content, practicing content, and reviewing content. These components are easily remembered using the mnemonic PEPR, pronounced “pepper.”
    • Prepare Students — This component of a lesson is a typical anticipatory set. It includes getting the students’ attention, stating the lesson objectives (i.e., student expectations), and making the instruction relevant (i.e., motivation).

    • Explain/Demonstrate — In this component of instruction, the students learn the “what and how” of the lesson objective and observe a demonstration of the skill or part of a skill to be learned. A full technical description of the content to be taught is found in the Teaching/Learning Progression step. In the Instructional Segment, graphics, cue words, abbreviated descriptions, and common errors are provided for you. Use this information when you explain and then demonstrate each part of the TLP step so that students clearly understand the mechanics and performance expectations. Keep in mind that students may need to see and hear multiple explanations and demonstrations of new skills before grasping the process. And by stating and then showing each portion of each TLP step, you will be appealing to students through multiple modalities, improving the likelihood that they will perform adequately during the practice.

    • Practice — Practice components are scripted to provide maximum support to new teachers and to teachers who are new to this style of instruction. We expect that the majority of teachers will read over the practice script and then present the information in their own words to students. During practice, students apply and rehearse what was just explained and demonstrated. Practice opportunities are arranged to maximize time-on-task for every student. Your critical job is to observe students and provide specific feedback using cue words related to the explanation/demonstration. Refer to the common errors or reminders provided to assist you in diagnosing and correcting improper performance.

    • Review — This final component of instruction asks the students to recall what they have just learned and practiced.

  • Homework — Ideas for homework are provided so students have the opportunity to practice what they learned and to gain additional opportunities for physical activity outside of class. At the beginning of each class period, a brief check of students by asking who completed the homework demonstrates the expectation that they complete the homework tasks.

Instructional Segments are intended to be compiled into lessons according to the Scope and Sequence Matrices listed in Tables 2 through 5 at the end of this document. For example, to teach EPEC™ Classic Lesson K-40, you would gather Instructional Segment 2 for Compassion for Others and Instructional Segments 1 and 2 for Catch Fly Balls (see Figure 6). As mentioned earlier, you may adjust the suggested scope and sequence and compile the EPEC™ Classic Instructional Segments in other lesson configurations as appropriate for your students and for your district objectives.

Use the tabs at the top left to explore this in-depth overview of EPEC™ Classic K–5.

For more general information and news, view the main EPEC™ Classic K–5 page.

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