problem solving method in physical education

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Four Favorite Physical Education Instructional Strategies—Recommended by Teachers!

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This week’s “question-of-the-week” is:

What is the single most effective instructional strategy you have used when teaching physical education?

This post “wraps up” a longer series of questions and answers inviting educators from various disciplines to share their “single most effective instructional strategy.”

Five weeks ago, educators shared their recommendations when it came to teaching writing.

Four weeks ago, it was about teaching English-language learners.

Math was the focus three weeks ago.

Posts from two week’s ago were on science .

Last week’s post was on supporting students with learning differences .

Today’s contributors are Michael Gosset, Ed.D, Hunter Burnard , and Claudio Barbieri.

‘Movement Education’

Michael Gosset, Ed.D., is coordinator of physical education for Hostos Community College, CUNY. He has had published several articles and one book on Movement Education and Skill Themes:

If you define strategy as a plan or method, no single strategy can apply at both the kindergarten and 12 th grade levels, as they are so different. Other words to consider when describing how to teach at the various levels include approach and model.

Approaches/models I have used very successfully over decades, for the different levels, are Movement Education (which leads into the Skill Themes approach) for elementary school, and the Sport Education model for secondary school.

Movement Education, when taught using problem-solving methodology, allows children to be creative when “moving.” There is no single correct solution to a problem presented by the teacher such as how can you move on three parts of your body? The solutions are numerous. Movement Education is typically for kindergarten through 2 nd or 3 rd grade.

Once children know “how to move” successfully and understand movement concepts, the Skill Theme approach is a very appropriate approach to use with upper elementary. In the Skill Themes approach, various (sport) skills are repeated throughout the school year, enabling children to practice them more often. This is the opposite of the traditional approach called the Multi-Activity model where several sports are learned and played once yearly. Research has suggested that more students who are taught using the Skill Themes approach toward physical education enjoy it more than the Multi-Activity approach. This can lead to more children being active outside of school. More information on these approaches can be found in books.

The Sport Education model, for secondary students, has been used and researched for over 20 years. Its key for students is its “authenticity”—it makes learning sports fun for students because they not only participate but get to choose a role in its implementation, such as scorekeeper or statistician, just to name a couple. It is authentic because they learn the sport much more in depth than a traditional program of seasonally done sports.

For all levels, I have found teaching by indirect style to be the key to student learning and enjoyment. Another way of stating indirect style is, as previously mentioned, is problem solving. Presenting material in a way that encourages students to think for themselves is enriching and encourages “higher-order thinking skills,” or HOTS. It does indeed require more planning by the instructor, and experience in responding to student inquiries takes time. For example, if a student asks a question such as, “Can we…..,” the answer from the teacher can be, “Does that fit what I asked of you?” rather than “yes.” This is a change of paradigm and thinking for many instructors.

‘Differentiated Instruction’

Hunter Burnard grew up in Binghamton, N.Y. He played college lacrosse at Rutgers University before choosing to pursue a career in education. Hunter, who currently teaches at The Windward School in New York, and his wife are both teachers, and together they share a 1-year-old daughter, Shay:

As physical education teachers, our ultimate goal is to expose students to a variety of sports and game play in order for them to develop the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.

Similar to classroom subjects, physical education classes are made up of students with a wide variety of backgrounds and ability levels. On top of this, I teach at a school for students with language-based learning disabilities. Because of this, I believe that the most effective instructional strategy that we employ is differentiated instruction among our students.

One way that we differentiate instruction in our class is through the teaching process, or how the material is presented and learned. For example, when introducing a new skill, I will verbally break down the requirements and strategies required to effectively execute the skill being taught. In addition, I will demonstrate the skill and often use our gymnasium projector to display a short video of what we are learning that day. We may use a video presentation early in the unit to teach a skill such as a wrist shot in hockey or something more conceptual such as route running in football.

In addition, we sometimes use video midway through a unit, prior to game play, to expose students to sports they are likely less familiar with such as European team handball or badminton. Regardless of the unit, by the time the student will need to use a skill in gameplay, they have heard it, seen it, and done it many times on their own or in a small group.

We not only differentiate instruction, but also we differentiate what we ask the students to produce in order to demonstrate understanding. This is critical to challenging students and keeping them engaged. If the goal of a soccer lesson is to introduce passing, I must differentiate my instruction for one student who has never played soccer and another who plays on a competitive travel soccer team. I may require the inexperienced student to simply practice completing 10 passes with a partner from a short distance while using the inside of their foot.

On the other hand, to challenge the more experienced soccer player and to keep them engaged, I would require that student to use their nondominant foot and to pass at a greater distance with accuracy. Ultimately, although we are assessing skill, we are most concerned with effort in our classroom. Therefore, although the students have different ability levels and are demonstrating different difficulty levels of the same skill, I am most concerned with their effort in completing the assignment.

Lastly, we provide opportunities throughout each class for students to raise their hand and volunteer information as another way to demonstrate understanding of the concept or skill being taught that day. This is particularly important for students who understand concepts and strategies required to be successful but struggle to physically complete a task as successfully as they may like because of limited skill or inexperience.

Differentiated instruction undoubtedly requires some additional work while executing a lesson, but I think it is essential to implementing an effective physical education curriculum. The great thing about physical education is that while exposing students to a wide variety of activities, we as educators can learn about students likes, dislikes, skills, and ability levels in a broad range of topics and activities. Differentiating instruction accordingly is the most effective way to maximize the physical education experience for all students.

‘Multisensory’

Claudio Barbieri has been a physical education teacher for nine years, with experience teaching grades 1-12. He currently teaches at The Windward School in New York. He received his bachelor’s degree in physical education from Manhattan College and a master’s degree in health education from Lehman College:

I have been a physical education teacher for nine years in N.Y.C. in both the public and private school settings. There are many strategies we use as educators, but the one I find most effective is a multisensory approach.

This strategy is helpful for all students. The most important thing for me is that students learn the fundamentals of the skill, have fun, and develop confidence throughout the lesson. The multisensory strategy allows students to experience success differently as well. For example, during our basketball unit, one student might feel they were successful if they were able to make one shot using proper form and technique during the unit. However, another student might feel they were successful if they were making their shots more consistently using proper form and technique. In both situations, each student would have the knowledge to go back to the fundamentals they were taught regardless of what kind of learner they are.

The multisensory strategy is a powerful way to teach students in a physical education setting because it covers the needs of all types of learners. This strategy is also a great way for students to develop confidence in volunteering to demonstrate or explain an activity or skill.

Since I use this strategy with all my units and lessons, we have a greater number of students willing to demonstrate or explain an activity or skill as the school year progresses. I would encourage teachers to try this strategy with their classes because everyone learns differently. Lastly, the multisensory strategy will encourage you to become a better educator because you will have to think of all the ways to present your lesson to the class while keeping in mind the variety of ways students learn and retain information.

Thanks to Michael, Hunter, and Claudio for their contributions!

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Critical Inquiry and Problem Solving in Physical Education

DOI link for Critical Inquiry and Problem Solving in Physical Education

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Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking?

Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts.

Topics covered include:

• sport education and critical thinking
• dance as critical inquiry
• media analysis
• understanding cultural perspectives
• student-led research and curriculum
• reflective coaching practice.

The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.

TABLE OF CONTENTS

Part i | 30  pages, locating critical inquiry and problem-solving in physical education, chapter 1 | 13  pages, critical inquiry and problem-solving in physical education, chapter 2 | 15  pages, understanding learning in physical education, part 2 | 113  pages, critical inquiry and problem-solving in the middle years of schooling, chapter 3 | 16  pages, using the tactical games model to develop problem-solvers in physical education, chapter 4 | 13  pages, chapter 5 | 12  pages, problem-solving in teaching sports, chapter 6 | 19  pages, student-centred research, chapter 7 | 12  pages, movement, art and culture, chapter 8 | 15  pages, understanding and investigating cultural perspectives in physical education, chapter 9 | 13  pages, rich tasks, rich learning, chapter 10 | 12  pages, negotiating the curriculum, part 3 | 52  pages, critical inquiry and problem-solving in the senior years of schooling, chapter 11 | 12  pages, reflective practices in teaching and coaching, chapter 12 | 12  pages, biomechanical analyses in physical education, chapter 13 | 12  pages, desperately seeking certainty, chapter 14 | 14  pages, analysing sportsmedia texts, part 4 | 12  pages, the challenges of critical inquiry in physical education, chapter 15 | 10  pages, new practices, new subjects and critical inquiry.

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Conflict Resolution in PE: A Teacher's Guide to Problem-Solving Using the RESOLVE Method

Physical education plays a pivotal role in the development of students, not only physically but also socially and emotionally. When a group of students with diverse backgrounds and temperaments come together in a physical setting, conflicts are bound to occur. It is essential for PE teachers to have the skills to manage these conflicts effectively, as it can have a significant impact on the learning environment. Conflict resolution in physical education is an essential part of a teacher's role. It is not only about resolving disputes but also about teaching students the essential life skills of problem-solving, negotiation, and emotional intelligence.

Understanding and implementing a structured approach to conflict resolution can lead to a more positive and productive learning environment. RESOLVE is an acronym that provides a simple and systematic approach for PE teachers to address and manage conflicts among students. In the following sections, we delve into each component of the RESOLVE approach, the importance of conflict resolution in PE, and practical strategies to manage conflict, such as using a conflict area somewhere in the learning space.

Importance of Addressing Conflict Resolution in PE Classes

Conflict resolution skills are not just for the immediate resolution of disputes; they are life skills. In PE, conflicts often arise due to competitive nature, differences in abilities, or interpersonal issues among students. By addressing conflict resolution, PE teachers empower students with communication skills, emotional intelligence, and creative problem-solving abilities. This fosters a positive learning environment where students can focus on physical development and the cultivation of healthy relationships.

While the primary focus of this article is conflict resolution in physical education, the skills acquired through the RESOLVE method, such as effective communication and problem-solving, are transferable and invaluable in dealing with workplace conflict later in life.

RESOLVE Acronym Explained: Steps for Conflict Resolution

Let's take a closer look at each component of the RESOLVE acronym and how these steps can be used as a guide for dealing with conflicts in a physical education setting.

Reach Out (R)

When a conflict arises, it is important for the parties involved to come together. PE teachers should encourage students to approach each other and be willing to resolve the conflict. This initial step is essential in creating an open dialogue between the two or more parties involved and sets the tone for open communication and a willingness to solve the problem at hand. Early in the year, teachers may need to guide students through this process, but as students become more accustomed to it, they will begin to initiate this step independently.

Engage in a Conversation (E)

Engaging in conversation requires calm and orderly communication. Teachers must guide students in listening skills, remaining calm and ensure that they talk one at a time. This helps in setting a respectful tone for the conversation. As students practice this skill, they'll learn to maintain composure and articulate their perspectives effectively without teacher intervention.

Seek to Solve the Problem (S)

The key to resolving conflict is an earnest effort to find a solution. Teachers should guide students in agreeing to seek sensible solutions to the problem, which could involve decision-making and compromise. Direct students to focus on solutions, not just the problem. Encourage them to come up with realistic and acceptable solutions collaboratively. Initially, teachers might need to facilitate this step, but over time, students will be able to handle this process on their own.

Open Up (O)

Students should be encouraged to calmly communicate their side of the story, explaining their feelings and emotions. This helps in creating a better understanding of each person’s perspective. This honest expression fosters empathy and understanding among conflicting parties. With repeated practice, students will learn to express their emotions and thoughts effectively.

Listen Intently (L)

Active listening is a crucial component in conflict resolution. Students should be encouraged to listen intently to the other party, recognizing the importance of understanding their point of view. Encourage students to listen to understand, not just respond. Through continued practice, students will develop this essential skill, which they'll apply not only in resolving conflicts but in daily communication as well.

Voice Solutions (V)

Brainstorming for possible solutions to disagreements is an essential part of the conflict resolution process. Teachers can facilitate a discussion where students voice alternative solutions to resolve the conflict. Encourage students to suggest potential solutions to the conflict. Initially, teachers may need to guide the brainstorming session, but over time, students will be more confident and competent in suggesting and evaluating possible resolutions.

End on a Good Note (E)

Finally, students should learn to end the conflict resolution process on a positive note. Encourage a handshake, a high-five, or any gesture that signifies the conflict is resolved. This action promotes a positive atmosphere and reinforces mutual respect. It is important to end the resolution process positively. Agreeing to hear the solutions, offering compliments, can foster goodwill and respect.

While the RESOLVE method is designed for use in Physical Education classes, its application extends beyond the school setting; the skills developed, such as conflict analysis and resolution, can significantly benefit students in future workplace conflicts

Creating a Conducive Environment for Conflict Resolution

One practical strategy that PE teachers can adopt to resolve conflict is the use of a conflict resolution area (table, or section of the room). This is a designated area within the learning space where students can address conflicts under the teacher's guidance. This setting provides a formal yet safe environment for students to express their feelings and engage in problem-solving.

Pic by Megan Hayes @sawyerme07

The conflict resolution area should be a neutral space, set apart from the regular learning area. It should be equipped with visual aids such as a RESOLVE chart that guides students through the conflict resolution process. This fosters a sense of ownership among students in resolving their conflicts, enhancing their interpersonal skills in the process.

Empowering Students with a RESOLVE Visual Aid

Visual aids, like a poster detailing the RESOLVE process, can be an excellent tool to help students remember and understand each step. When a conflict arises, they can refer to this visual aid to help guide their discussion and resolution process. PE teachers should introduce and explain this visual aid at the beginning of the year, continually referring to it during conflict resolution situations.

Pic by PerkettPE • Jason Steele, M.Ed. @PerkettPE

Role-playing is an effective strategy to practice the RESOLVE steps. Teachers can create scenarios involving conflicts and guide students through the process of resolving these conflicts using the RESOLVE approach to conflict situations. This not only ingrains the steps in students but also allows them to practice and build their conflict resolution skills in a controlled setting.

These visuals serve as a constant reminder of the conflict resolution process, helping to internalize the steps and reinforce their importance. By incorporating such a visual into your teaching environment, you're demonstrating a commitment to conflict management, ultimately creating a more positive and supportive learning environment.

Cultivating Self-Reliance: The Long-Term Impact of the RESOLVE Method

The RESOLVE method, combined with tools like a visual aid and a designated conflict resolution area, aims to create a self-sufficient learning environment where students can independently resolve their conflicts. While teacher guidance is essential in the early stages, the goal is to equip students with the skills to independently navigate through conflicts.

As students become familiar with and routinely practice these steps, they'll learn to approach conflicts proactively, engage in effective communication, and collaboratively develop solutions, even without direct teacher intervention. Repetition is key when learning a new skill. Therefore, consistent use of the RESOLVE visual aid during PE classes will eventually lead to students mastering the steps and applying them effectively whenever conflicts arise.

Final Thoughts

Conflicts, while challenging, offer an opportunity to practice and develop essential skills such as active listening, negotiation, and problem-solving ability. As physical education teachers, it's our role to provide our students with a framework to manage these situations effectively.

The RESOLVE acronym offers a practical and intuitive approach to conflict resolution. Embrace conflict resolution as an integral part of your teaching practice. With RESOLVE, each conflict situation becomes a teachable moment, a chance to instill in our students a set of lifelong skills for better communication, understanding, and harmony.

By using this tool, along with strategies like a Conflict Resolution Area and visual aids, we can cultivate an environment that promotes respect, understanding, and cooperation. By doing so, we're not only teaching our students how to play games or perform exercises but also how to navigate the complexities of interpersonal relationships, empowering them with skills that extend well beyond the gymnasium.

Conflict resolution in physical education is not just about handling disputes in the present; it's about teaching students a lifelong skill. The RESOLVE method serves as a valuable tool that, when properly taught and practiced, can empower students to manage conflicts independently. This fosters an environment of mutual respect, understanding, and self-reliance, making the PE space a platform for holistic personal development.

FREE Visual for Your Learning Space!

Do you need a practical way to give your students the ability to solve problems when a conflict issue occurs between 2 students? If so, Cap'n Pete's Power PE has you covered!The visual works as a great tool for giving students problem solving skill without repeated, direct teacher intervention?

Fill out the form below to download a "Let's Work it Out" visual that you can use to reference when guiding your students with working out issues. The Conflict Resolution Poster: RESOLVE- Let's Work it Out (in 5 color schemes) displays the word RESOLVE as an acronym for “working out” conflict situations and/or disputes. Seven RESOLVE statements for conflict resolution are listed and specific “actions” are explained to help guide the students through the process. The statements are brief, yet POWERFUL!

This freebie set will be sure to enhance your PE program for years!

Need more visual resources to help with your teaching?

Teaching physical education can be difficult. There are so many different things to cover, and it's hard to know what is the most important. I can help you make teaching PE simpler with engaging, student-friendly graphics that you may utilize on your gym wall or via a monitor. Visual aids can assist make physical education instruction much more simple. They break down complex topics into easy-to-understand visuals that will engage your students and help them learn.

If you're looking for high-quality visuals to help you teach PE and health, go with the Cap'n Pete's PE Poster Bundle: Physical Education and Health: 12 Reference Posters.

You can download the bundle (or individual resources) from either of the following platforms: Cap'n Pete's Power PE Website or Teachers Pay Teachers- Cap'n Pete's TPT Store

Below are links to the visuals (downloaded individually) that make up this PE Poster Bundle:

Assessment- Olympic Themed 4 Point Rubric

Bee Safe in the Sun

Conflict Resolution Poster: RESOLVE- Let's Work it Out

Countdown to Wellness- Daily Action Guidelines

Healthy Habits Poster: Self Care and Hygiene

How do you Feel Today? Physical Education Emotions

Physical Education Exit Checklist

Physical Education Homework- Spring/Fall Version

Physical Education Homework- Winter Version

Rock-Paper-Scissors: A Visual Guide

Station Expectations- Elementary School Version

Station Expectations- Middle and High School Version

• Behavior/Conflict Resolution in PE
• PE Concepts
• Overcoming Challenges

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The problem-solving method: Efficacy for learning and motivation in the field of physical education

Affiliations.

• 1 High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.
• 2 Research Unit of the National Sports Observatory (ONS), Tunis, Tunisia.
• 3 Research Laboratory: Education, Motricity, Sport and Health, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia.
• 4 Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health (DINOGMI), University of Genoa, Genoa, Italy.
• 5 Centre for Intelligent Healthcare, Coventry University, Coventry, United Kingdom.
• 6 Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, York University, Toronto, ON, Canada.
• 7 High Institute of Sport and Physical Education of Ksar Saîd, University Manouba, UMA, Manouba, Tunisia.
• PMID: 36760899
• PMCID: PMC9905627
• DOI: 10.3389/fpsyg.2022.1041252

Background: In pursuit of quality teaching and learning, teachers seek the best method to provide their students with a positive educational atmosphere and the most appropriate learning conditions.

Objectives: The purpose of this study is to compare the effects of the problem-solving method vs. the traditional method on motivation and learning during physical education courses.

Methods: Fifty-three students ( M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study, and randomly assigned to a control or experimental group. Participants in the control group were taught using the traditional methods, whereas participants in the experimental group were taught using the problem-solving method. Both groups took part in a 10-hour experiment over 5 weeks. To measure students' situational motivation, a questionnaire was used to evaluate intrinsic motivation, identified regulation, external regulation, and amotivation during the first (T0) and the last sessions (T2). Additionally, the degree of students' learning was determined via video analyses, recorded at T0, the fifth (T1), and T2.

Results: Motivational dimensions, including identified regulation and intrinsic motivation, were significantly greater (all p < 0.001) in the experimental vs. the control group. The students' motor engagement in learning situations, during which the learner, despite a degree of difficulty performs the motor activity with sufficient success, increased only in the experimental group ( p < 0.001). The waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with lower values recorded in the experimental vs. the control group at the three-time points (all p < 0.001).

Conclusions: The problem-solving method is an efficient strategy for motor skills and performance enhancement, as well as motivation development during physical education courses.

Keywords: learning; motivation; problem-solving method; students; traditional method.

Copyright © 2023 Ezeddine, Souissi, Masmoudi, Trabelsi, Puce, Clark, Bragazzi and Mrayah.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The reviewer MJ declared a shared affiliation, with no collaboration, with the authors GE, NS, LM, and KT to the handling editor at the time of review.

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The problem-solving method: Efficacy for learning and motivation in the field of physical education

Ghaith ezeddine.

1 High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia

Nafaa Souissi

2 Research Unit of the National Sports Observatory (ONS), Tunis, Tunisia

Liwa Masmoudi

3 Research Laboratory: Education, Motricity, Sport and Health, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia

Khaled Trabelsi

4 Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health (DINOGMI), University of Genoa, Genoa, Italy

Cain C. T. Clark

5 Centre for Intelligent Healthcare, Coventry University, Coventry, United Kingdom

Nicola Luigi Bragazzi

6 Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, York University, Toronto, ON, Canada

Maher Mrayah

7 High Institute of Sport and Physical Education of Ksar Saîd, University Manouba, UMA, Manouba, Tunisia

Associated Data

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

In pursuit of quality teaching and learning, teachers seek the best method to provide their students with a positive educational atmosphere and the most appropriate learning conditions.

The purpose of this study is to compare the effects of the problem-solving method vs. the traditional method on motivation and learning during physical education courses.

Fifty-three students ( M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study, and randomly assigned to a control or experimental group. Participants in the control group were taught using the traditional methods, whereas participants in the experimental group were taught using the problem-solving method. Both groups took part in a 10-hour experiment over 5 weeks. To measure students' situational motivation, a questionnaire was used to evaluate intrinsic motivation, identified regulation, external regulation, and amotivation during the first (T0) and the last sessions (T2). Additionally, the degree of students' learning was determined via video analyses, recorded at T0, the fifth (T1), and T2.

Motivational dimensions, including identified regulation and intrinsic motivation, were significantly greater (all p < 0.001) in the experimental vs. the control group. The students' motor engagement in learning situations, during which the learner, despite a degree of difficulty performs the motor activity with sufficient success, increased only in the experimental group ( p < 0.001). The waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with lower values recorded in the experimental vs. the control group at the three-time points (all p < 0.001).

Conclusions

The problem-solving method is an efficient strategy for motor skills and performance enhancement, as well as motivation development during physical education courses.

1. Introduction

The education of children is a sensitive and poignant subject, where the wellbeing of the child in the school environment is a key issue (Ergül and Kargin, 2014 ). For this, numerous research has sought to find solutions to the problems of the traditional method, which focuses on the teacher as an instructor, giver of knowledge, arbiter of truth, and ultimate evaluator of learning (Ergül and Kargin, 2014 ; Cunningham and Sood, 2018 ). From this perspective, a teachers' job is to present students with a designated body of knowledge in a predetermined order (Arvind and Kusum, 2017 ). For them, learners are seen as people with “knowledge gaps” that need to be filled with information. In this method, teaching is conceived as the act of transmitting knowledge from point A (responsible for the teacher) to point B (responsible for the students; Arvind and Kusum, 2017 ). According to Novak ( 2010 ), in the traditional method, the teacher is the one who provokes the learning.

The traditional method focuses on lecture-based teaching as the center of instruction, emphasizing delivery of program and concept (Johnson, 2010 ; Ilkiw et al., 2017 ; Dickinson et al., 2018 ). The student listens and takes notes, passively accepts and receives from the teacher undifferentiated and identical knowledge (Bi et al., 2019 ). Course content and delivery are considered most important, and learners acquire knowledge through exercise and practice (Johnson et al., 1998 ). In the traditional method, academic achievement is seen as the ability of students to demonstrate, replicate, or convey this designated body of knowledge to the teacher. It is based on a transmissive model, the teacher contenting themselves with exchanging and transmitting information to the learner. Here, only the “knowledge” and “teacher” poles of the pedagogical triangle are solicited. The teacher teaches the students, who play the role of the spectator. They receive information without participating in its creation (Perrenoud, 2003 ). For this, researchers invented a new student-centered method with effects on improving students' graphic interpretation skills and conceptual understanding of kinematic motion represent an area of contemporary interest (Tebabal and Kahssay, 2011 ). Indeed, in order to facilitate the process of knowledge transfer, teachers should use appropriate methods targeted to specific objectives of the school curricula.

For instance, it has been emphasized that the effectiveness of any educational process as a whole relies on the crucial role of using a well-designed pedagogical (teaching and/or learning) strategy (Kolesnikova, 2016 ).

Alternate to a traditional method of teaching, Ergül and Kargin ( 2014 ), proposed the problem-solving method, which represents one of the most common student-centered learning strategies. Indeed, this method allows students to participate in the learning environment, giving them the responsibility for their own acquisition of knowledge, as well as the opportunity for the understanding and structuring of diverse information.

For Cunningham and Sood ( 2018 ), the problem-solving method may be considered a fundamental tool for the acquisition of new knowledge, notably learning transfer. Moreover, the problem-solving method is purportedly efficient for the development of manual skills and experiential learning (Ergül and Kargin, 2014 ), as well as the optimization of thinking ability. Additionally, the problem-solving method allows learners to participate in the learning environment, while giving them responsibility for their learning and making them understand and structure the information (Pohan et al., 2020 ). In this context, Ali ( 2019 ) reported that, when faced with an obstacle, the student will have to invoke his/her knowledge and use his/her abilities to “break the deadlock.” He/she will therefore make the most of his/her potential, but also share and exchange with his/her colleagues (Ali, 2019 ). Throughout the process, the student will learn new concepts and skills. The role of the teacher is paramount at the beginning of the activity, since activities will be created based on problematic situations according to the subject and the program. However, on the day of the activity, it does not have the main role, and the teacher will guide learners in difficulty and will allow them to manage themselves most of the time (Ali, 2019 ).

The problem-solving method encourages group discussion and teamwork (Fidan and Tuncel, 2019 ). Additionally, in this pedagogical approach, the role of the teacher is a facilitator of learning, and they take on a much more interactive and less rebarbative role (Garrett, 2008 ).

For the teaching method to be effective, teaching should consist of an ongoing process of making desirable changes among learners using appropriate methods (Ayeni, 2011 ; Norboev, 2021 ). To bring about positive changes in students, the methods used by teachers should be the best for the subject to be taught (Adunola et al., 2012 ). Further, suggests that teaching methods work effectively, especially if they meet the needs of learners since each learner interprets and answers questions in a unique way. Improving problem-solving skills is a primary educational goal, as is the ability to use reasoning. To acquire this skill, students must solve problems to learn mathematics and problem-solving (Hu, 2010 ); this encourages the students to actively participate and contribute to the activities suggested by the teacher. Without sufficient motivation, learning goals can no longer be optimally achieved, although learners may have exceptional abilities. The method of teaching employed by the teachers is decisive to achieve motivational consequences in physical education students (Leo et al., 2022 ). Pérez-Jorge et al. ( 2021 ) posited that given we now live in a technological society in which children are used to receiving a large amount of stimuli, gaining and maintaining their attention and keeping them motivated at school becomes a challenge for teachers.

Fenouillet ( 2012 ) stated that academic motivation is linked to resources and methods that improve attention for school learning. Furthermore, Rolland ( 2009 ) and Bessa et al. ( 2021 ) reported a link between a learner's motivational dynamics and classroom activities. The models of learning situations, where the student is the main actor, directly refers to active teaching methods, and that there is a strong link between motivation and active teaching (Rossa et al., 2021 ). In the same context, previous reports assert that the motivation of students in physical education is an important factor since the intra-individual motivation toward this discipline is recognized as a major determinant of physical activity for students (Standage et al., 2012 ; Luo, 2019 ; Leo et al., 2022 ). Further, extensive research on the effectiveness of teaching methods shows that the quality of teaching often influences the performance of learners (Norboev, 2021 ). Ayeni ( 2011 ) reported that education is a process that allows students to make changes desirable to achieve specific results. Thus, the consistency of teaching methods with student needs and learning influences student achievement. This has led several researchers to explore the impact of different teaching strategies, ranging from traditional methods to active learning techniques that can be used such as the problem-solving method (Skinner, 1985 ; Darling-Hammond et al., 2020 ).

In the context of innovation, Blázquez ( 2016 ) emphasizes the importance of adopting active methods and implementing them as the main element promoting the development of skills, motivation and active participation. Pedagogical models are part of the active methods which, together with model-based practice, replace traditional teaching (Hastie and Casey, 2014 ; Casey et al., 2021 ). Thus, many studies have identified pedagogical models as the most effective way to place students at the center of the teaching-learning process (Metzler, 2017 ), making it possible to assess the impact of physical education on learning students (Casey, 2014 ; Rivera-Pérez et al., 2020 ; Manninen and Campbell, 2021 ). Since each model is designed to focus on a specific program objective, each model has limitations when implemented in isolation (Bunker and Thorpe, 1982 ; Rivera-Pérez et al., 2020 ). Therefore, focusing on developing students' social and emotional skills and capacities could help them avoid failure in physical education (Ang and Penney, 2013 ). Thus, the current emergence of new pedagogical models goes with their hybridization with different methods, which is a wave of combinations proposed today as an innovative pedagogical strategy. The incorporation of this type of method in the current education system is becoming increasingly important because it gives students a greater role, participation, autonomy and self-regulation, and above all it improves their motivation (Puigarnau et al., 2016 ). The teaching model of personal and social responsibility, for example, is closely related to the sports education model because both share certain approaches to responsibility (Siedentop et al., 2011 ). One of the first studies to use these two models together was Rugby (Gordon and Doyle, 2015 ), which found significant improvements in student behavior. Also, the recent study by Menendez and Fernandez-Rio ( 2017 ) on educational kickboxing.

Previous studies have indicated that hybridization can increase play, problem solving performance and motor skills (Menendez and Fernandez-Rio, 2017 ; Ward et al., 2021 ) and generate positive psychosocial consequences, such as pleasure, intention to be physically active and responsibility (Dyson and Grineski, 2001 ; Menendez and Fernandez-Rio, 2017 ).

But despite all these research results, the picture remains unclear, and it remains unknown which method is more effective in improving students' learning and motivation. Given the lack of published evidence on this topic, the aim of this study was to compare the effects of problem-solving vs. the traditional method on students' motivation and learning.

We hypothesized would that the problem-solving method would be more effective in improving students' motivation and learning better than the traditional method.

2. Materials and method

2.1. participants.

Fifty-three students, aged 15–16 ( M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study. All participants were randomly chosen. Repeating students, those who practice handball activity in civil/competitive/amateur clubs or in the high school sports association, and students who were absent, even for one session, were excluded. The first class consisted of 30 students (16 boys and 14 girls), who represented the experimental group and followed basic courses on a learning method by solving problems. The second class consisted of 23 students (10 boys and 13 girls), who represented the control group and followed the traditional teaching method. The total duration was spread over 5 weeks, or two sessions per week and each session lasted 50 min.

University research ethics board approval (CPPSUD: 0295/2021) was obtained before recruiting participants who were subsequently informed of the nature, objective, methodology, and constraints. Teacher, school director, parental/guardian, and child informed consent was obtained prior to participation in the study.

2.2. Procedure

Before the start of the experiment, the participants were familiarized with the equipment and the experimental protocol in order to ensure a good learning climate. For this and to mitigate the impact of the observer and the cameras on the students, the two researchers were involved prior to the data collection in a week of familiarization by making test recordings with the classes concerned.

An approach of a teaching cycle consisting of 10 sessions spread over 5 weeks, amounting to two sessions per week. Physical education classes were held in the morning from 8 a.m. to 9 a.m., with a single goal for each session that lasted 50 min. The cyclic programs were produced by the teacher responsible for carrying out the experiment with 18 years of service. To do this, the students had the same lessons with the same objectives, only pedagogy that differs: the experimental group worked using problem-solving pedagogy, while the control group was confronted with traditional pedagogy. The sessions took place in a handball field 40 m long and 20 m wide. Examples of training sessions using the problem-solving pedagogy and the traditional pedagogy are presented in Table 1 . In addition, a motivation questionnaire, the Situational Motivation Scale (SIMS; Guay et al., 2000 ), was administered to learners at the end of the session (i.e., in the beginning, and end of the cycle). Each student answered the questions alone and according to their own ideas. This questionnaire was taken in a classroom to prevent students from acting abnormally during the study. It lasted for a maximum of 10 min.

Example of activities for the different sessions.

Two diametrically opposed cameras were installed so to film all the movements and behaviors of each student and teacher during the three sessions [(i) test at the start of the cycle (T0), (ii) in the middle of the cycle (T1), and (iii) test at the end of the cycle (T2)]. These sessions had the same content and each consisted of four phases: the getting started, the warm-up, the work up (which consisted of three situations: first, the work was goes up the ball to two to score in the goal following a shot. Second, the same principle as the previous situation but in the presence of a defender. Finally, third, a match 7 ≠ 7), and the cooling down These recordings were analyzed using a Learning Time Analysis System grid (LTAS; Brunelle et al., 1988 ). This made it possible to measure individual learning by coding observable variables of the behavior of learners in a learning situation.

2.3. Data collection and analysis

2.3.1. the motivation questionnaire.

In this study, in order to measure the situational motivation of students, the situational motivation scale (SIMS; Guay et al., 2000 ), which used. This questionnaire assesses intrinsic motivation, identified regulation, external regulation and amotivation. SIMS has demonstrated good reliability and factor validity in the context of physical education in adolescents (Lonsdale et al., 2011 ). The participants received exact instructions from the researchers in accordance with written instructions on how to conduct the data collection. Participants completed the SIMS anonymously at the start of a physical education class. All students had the opportunity to write down their answers without being observed and to ask questions if anything was unclear. To minimize the tendency to give socially desirable answers, they were asked to answer as honestly as possible, with the confidence that the teacher would not be able to read their answers and that their grades would not be affected by how they responded. The SIMS questionnaire was filled at T0 and T2. This scale is made up of 16 items divided into four dimensions: intrinsic motivation, identified regulation, external regulation and amotivation. Each item is rated on a 7-point Likert scale ranging from 1 (which is the weakest factor) “not at all” to 7 (which is the strongest factor) “exactly matches.”

• In order to assess the internal consistency of the scales, a Cronbach alpha test was conducted (Cronbach, 1951 ). The internal consistency of the scales was acceptable with reliability coefficients ranging from 0.719 to 0.87. The coefficient of reliability was 0.8.
• In the present study, Cronbach's alphas were: intrinsic motivation = 0.790; regulation identified = 0.870; external regulation = 0.749; and amotivation = 0.719.

2.3.2. Camcorders

The audio-visual data collection was conducted using two Sony camcorders (Model; Handcam 4K) with a wireless microphone with a DJ transmitter-receiver (VHF 10HL F4 Micro HF) with a range of 80 m (Maddeh et al., 2020 ). The collection took place over a period of 5 weeks, with three captures for each class (three sessions of 50 min for each at T0, T1, and T2). Two researchers were trained in the procedures and video capture techniques. The cameras were positioned diagonally, in order to film all the behavior of the students and teacher on the set.

2.3.3. The Learning Time Analysis System (LTAS)

To measure the degree of student learning, the analysis of videos recorded using the LTAS grid by Brunelle et al. ( 1988 ) was used, at T0, T1, and T2. This observation system with predetermined categories uses the technique of observation by small intervals (i.e., 6 s) and allows to measure individual learning by coding observable variables of their behaviors when they have been in a learning situation. This grid also permits the specification of the quantity and quality with which the participants engaged in the requested work and was graded, broadly, on two characteristics: the type of situation offered to the group by the teacher and the behavior of the target participant. The situation offered to the group was subdivided into three parts: preparatory situations; knowledge development situations, and motor development situations.

The observations and coding of behaviors are carried out “at intervals.” This technique is used extensively in research on behavior analysis. The coder observes the teaching situation and a particular student during each interval (Brunelle et al., 1988 ). It then makes a decision concerning the characteristic of the observed behavior. The 6-s observation interval is followed by a coding interval of 6 s too. A cassette tape recorder is used to regulate the observation and recording intervals. It is recorded for this purpose with the indices “observe” and “code” at the start of each 6-s period. During each coding unit, the observer answered the following questions: What is the type of situation in which the class group finds itself? If the class group is in a learning situation proper, in what form of commitment does the observed student find himself? The abbreviations representing the various categories of behavior have been entered in the spaces which correspond to them. The coder was asked to enter a hyphen instead of the abbreviation when the same categories of behavior follow one another in consecutive intervals (Brunelle et al., 1988 ).

During the preparatory period, the following behaviors were identified and analyzed:

• - Deviant behavior: The student adopts a behavior incompatible with a listening attitude or with the smooth running of the preparatory situations.
• - Waiting time: The student is waiting without listening or observing.
• - Organized during: The student is involved in a complementary activity that does not represent a contribution to learning (e.g., regaining his place in a line, fetching a ball that has just left the field, replacing a piece of equipment).

During the motor development situations, the following behaviors were identified and analyzed:

• - Motor engagement 1: The participant performs the motor activity with such easy that it can be inferred that their actions have little chance to engage in a learning process.
• - Motor engagement 2: The participant-despite a certain degree of difficulty, performs the motor activity with sufficient success, which makes it possible to infer that they are in the process of learning.
• - Motor engagement 3: The participant performs the motor activity with such difficulty that their efforts have very little chance of being part of a learning process.

2.4. Statistical analysis

Statistical tests were performed using statistical software 26.0 for windows (SPSS, Inc, Chicago, IL, USA). Data are presented in text and tables as means ± standard deviations and in figures as means and standard errors. Once the normal distribution of data was confirmed by the Shapiro-Wilk W -test, parametric tests were performed. Analysis of the results was performed using a mixed 2-way analysis of variance (ANOVA): Groups × Time with repeated measures.

• For the learning parameters, the ANOVA took the following form: 2 Groups (Control Group vs. Experimental Group) × 3 Times (T0, T1, and T2).
• For the dimensions of motivation, the ANOVA took the following form: 2 Groups (Control Group vs. Experimental Group) × 2 Time (T0 vs. T2).

In instances where the ANOVA showed a significant effect, a Bonferroni post-hoc test was applied in order to compare the experimental data in pairs, otherwise by an independent or paired Student's T -test. Effect sizes were calculated as partial eta-squared η p 2 to estimate the meaningfulness of significant findings, where η p 2 values of 0.01, 0.06, and 0.13 represent small, moderate, and large effect sizes, respectively (Lakens, 2013 ). All observed differences were considered statistically significant for a probability threshold lower than p < 0.05.

Table 2 shows the results of learning variables during the preparatory and the development learning periods at T0, T1, and T2, in the control group and the experimental group.

Comparison of learning variables using two teaching methods in physical education.

* Significantly different from control group at p <0.05.

# Significantly different from T0 at p <0.05.

$ Significantly different from T1 at p <0.05.

For motor engagement 1 (ME1), the time devoted to this variable is equal zero for the three measurement times (T0, T1, and T2).

The analysis of variance of two factors with repeated measures showed a significant effect of group, learning, and group learning interaction for the deviant behavior. The post-hoc test revealed significantly less frequent deviant behaviors in the experimental than in the control group at T0, T1, and T2 (all p < 0.001). Additionally, the deviant behavior decreased significantly at T1 and T2 compared to T0 for both groups (all p < 0.001).

For appropriate engagement, there were no significant group effect, a significant learning effect, and a significant group learning interaction effect. The post-hoc test revealed that compared to T0, Appropriate engagement recorded at T1 and T2 increased significantly ( p = 0.032; p = 0.031, respectively) in the experimental group, whilst it decreased significantly in the control group ( p < 0.001). Additionally, Appropriate engagement was higher in the experimental vs. control group at T1 and T2 (all p < 0.001).

For waiting time, a significant interaction in terms of group effect, learning, and group learning was found. The post-hoc test revealed that waiting time was higher at T1 and T2 vs. T0 (all p < 0.001) in the control group. In addition, waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with higher values recorded at T2 vs. T1 ( p = 0.025). Additionally, lower values were recorded in the experimental group vs. the control group at the three-time points (all p < 0.001).

For Motor engagement 2, a significant group, learning, and group-learning interaction effect was noted. The post-hoc test revealed that Motor engagement 2 increased significantly in both groups at T1 ( p < 0.0001) and T2 ( p < 0.0001) vs. T0 ( p = 0.045), with significantly higher values recorded in the experimental group at T1 and T2.

Regarding Motor engagement 3, a non-significant group effect was reported. Contrariwise, a significant learning effect and group learning interaction was reported ( Table 1 ). The post-hoc test revealed a significant decrease in the control group and the experimental group at T1 ( p = 0.294) at T2 ( p = 0.294) vs. T0 ( p = 0.0543). In addition, a non-significant difference between the two groups was found.

A significant group and learning effect was noted for the organized during, and a non-significant group learning interaction. For organized during, the paired Student T -test showed a significant decrease in the control group and the experimental group (all p < 0.001). The independent Student T -test revealed a non-significant difference between groups at the three-time points.

Results of the motivational dimensions in the control group and the experimental group recorded at T0 and T2 are presented in Table 3 .

Comparison of the four motivational dimensions in two teaching methods in physical education.

For intrinsic motivation, a significant group effect and group learning interaction and also a non-significant learning effect was found. The post-hoc test indicated that the intrinsic motivation decreased significantly in the control group ( p = 0.029), whilst it increased in the experimental group ( p = 0.04). Additionally, the intrinsic motivation of the experimental group was higher at T0 ( p = 0.026) and T2 ( p < 0.001) compared to that of the control group.

For the identified regulation, a significant group effect, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test revealed that from T0 to T1, the identified motivation increased significantly only in the experimental group ( p = 0.022), while it remained unchanged in the control group. The independent Student's T -test revealed that the identified regulation recorded in the experimental group at T0 ( p = 0.012) and T2 ( p < 0.001) was higher compared to that of the control group.

The external regulation presents a significant group effect. In addition, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test showed that the external regulation decreased significantly in the experimental group ( p = 0.038), whereas it remained unchanged in the control group. Further, the independent Student's T -test revealed that the external regulation recorded at T2 was higher in the control group vs. the experimental group ( p < 0.001).

Relating to amotivation, results showed a significant group effect. Furthermore, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test showed that, from T0 to T2, amotivation decreased significantly in the experimental group ( p = 0.011) and did not change in the control group. The independent Student T -test revealed that amotivation recorded at T2 was lower in the experimental compared to the control group ( p = 0.002).

4. Discussion

The main purpose of this study was to compare the effects of the problem-solving vs. traditional method on motivation and learning during physical education courses. The results revealed that the problem-solving method is more effective than the traditional method in increasing students' motivation and improving their learning. Moreover, the results showed that mean wait times and deviant behaviors decreased using the problem-solving method. Interestingly, the average time spent on appropriate engagement increased using the problem-solving method compared to the traditional method. When using the traditional method, the average wait times increased and, as a result, the time spent on appropriate engagement decreased. Then, following the decrease in deviant behaviors and waiting times, an increase in the time spent warming up was evident (i.e., appropriate engagement). Indeed, there was an improvement in engagement time using the problem-solving method and a decrease using the traditional method. On the other hand, there was a decrease in motor engagement 3 in favor of motor engagement 2. Indeed, it has been shown that the problem-solving method has been used in the learning process and allows for its improvement (Docktor et al., 2015 ). In addition, it could also produce better quality solutions and has higher scores on conceptual and problem-solving measures. It is also a good method for the learning process to enhance students' academic performance (Docktor et al., 2015 ; Ali, 2019 ). In contrast, the traditional method limits the ability of teachers to reach and engage all students (Cook and Artino, 2016 ). Furthermore, it produces passive learning with an understanding of basic knowledge which is characterized by its weakness (Goldstein, 2016 ). Taken together, it appears that the problem-solving method promotes and improves learning more than the traditional method.

It should be acknowledged that other factors, such as motivation, could influence learning. In this context, our results showed that the method of problem-solving could improve the motivation of the learners. This motivation includes several variables that change depending on the situation, namely the intrinsic motivation that pushes the learner to engage in an activity for the interest and pleasure linked to the practice of the latter (Komarraju et al., 2009 ; Guiffrida et al., 2013 ; Chedru, 2015 ). The student, therefore, likes to learn through problem-solving and neglects that of the traditional method. These results are concordant with others (Deci and Ryan, 1985 ; Chedru, 2015 ; Ryan and Deci, 2020 ). Regarding the three forms of extrinsic motivation: first, extrinsic motivation by an identified regulation which manifests itself in a high degree of self-determination where the learner engages in the activity because it is important for him (Deci and Ryan, 1985 ; Chedru, 2015 ). This explains the significant difference between the two groups. Then, the motivation by external regulation which is characterized by a low degree of self-determination such as the behavior of the learner is manipulated by external circumstances such as obtaining rewards or the removal of sanctions (Deci and Ryan, 1985 ; Chedru, 2015 ). For this, the means of this variable decreased for the experimental group which is intrinsically motivated. He does not need any reward to work and is not afraid of punishment because he is self-confident. Third, amotivation is at the opposite end of the self-determination continuum. Unmotivated students are the most likely to feel negative emotions (Ratelle et al., 2007 ; David, 2010 ), to have low self-esteem (Deci and Ryan, 1995 ), and who attempts to abandon their studies (Vallerand et al., 1997 ; Blanchard et al., 2005 ). So, more students are motivated by external regulation or demotivated, less interest they show and less effort they make, and more likely they are to fail (Grolnick et al., 1991 ; Miserandino, 1996 ; Guay et al., 2000 ; Blanchard et al., 2005 ).

It is worth noting that there is a close link between motivation and learning (Bessa et al., 2021 ; Rossa et al., 2021 ). Indeed, when the learner's motivation is high, so will his learning. However, all this depends on the method used (Norboev, 2021 ). For example, the method of problem-solving increase motivation more than the traditional method, as evidenced by several researchers (Parish and Treasure, 2003 ; Artino and Stephens, 2009 ; Kim and Frick, 2011 ; Lemos and Veríssimo, 2014 ).

Given the effectiveness of the problem-solving method in improving students' learning and motivation, it should be used during physical education teaching. This could be achieved through the organization of comprehensive training programs, seminars, and workshops for teachers so to master and subsequently be able to use the problem-solving method during physical education lessons.

Despite its novelty, the present study suffers from a few limitations that should be acknowledged. First, a future study, consisting of a group taught using the mixed method would preferable so to better elucidate the true impact of this teaching and learning method. Second, no gender and/or age group comparisons were performed. This issue should be addressed in future investigations. Finally, the number of participants is limited. This may be due to working in a secondary school where the number of students in a class is limited to 30 students. Additionally, the number of participants fell to 53 after excluding certain students (exempted, absent for a session, exercising in civil clubs or member of the school association). Therefore, to account for classes of finite size, a cluster-based trial would be beneficial in the future. Moreover, future studies investigating the effect of the active method in reducing some behaviors (e.g., disruptive behaviors) and for the improvement of pupils' attention are warranted.

5. Conclusion

There was an improvement in student learning in favor of the problem-solving method. Additionally, we found that the motivation of learners who were taught using the problem-solving method was better than that of learners who were educated by the traditional method.

Data availability statement

Ethics statement.

University Research Ethics Board approval was obtained before recruiting participants who were subsequently informed of the nature, objective, methodology, and constraints. Teacher, school director, parental/guardian, and child informed consent was obtained prior to participation in the study. In addition, exclusion criteria included; the practice of handball activity in civil/competitive/amateur clubs or in the high school sports association. Written informed consent to participate in this study was provided by the participants' legal guardian/next of kin.

Author contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work and approved it for publication.

Acknowledgments

Special thanks for all students and physical education teaching staff from the 15 November 1955 Secondary School, who generously shared their time, experience, and materials for the proposes of this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The reviewer MJ declared a shared affiliation, with no collaboration, with the authors GE, NS, LM, and KT to the handling editor at the time of review.

Publisher's note

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Problem-Solving Method in Teaching

The problem-solving method is a highly effective teaching strategy that is designed to help students develop critical thinking skills and problem-solving abilities . It involves providing students with real-world problems and challenges that require them to apply their knowledge, skills, and creativity to find solutions. This method encourages active learning, promotes collaboration, and allows students to take ownership of their learning.

Table of Contents

Definition of problem-solving method.

Problem-solving is a process of identifying, analyzing, and resolving problems. The problem-solving method in teaching involves providing students with real-world problems that they must solve through collaboration and critical thinking. This method encourages students to apply their knowledge and creativity to develop solutions that are effective and practical.

Meaning of Problem-Solving Method

The meaning and Definition of problem-solving are given by different Scholars. These are-

Woodworth and Marquis(1948) : Problem-solving behavior occurs in novel or difficult situations in which a solution is not obtainable by the habitual methods of applying concepts and principles derived from past experience in very similar situations.

Skinner (1968): Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. It is the procedure of making adjustments in spite of interference

Benefits of Problem-Solving Method

The problem-solving method has several benefits for both students and teachers. These benefits include:

• Encourages active learning: The problem-solving method encourages students to actively participate in their own learning by engaging them in real-world problems that require critical thinking and collaboration
• Promotes collaboration: Problem-solving requires students to work together to find solutions. This promotes teamwork, communication, and cooperation.
• Builds critical thinking skills: The problem-solving method helps students develop critical thinking skills by providing them with opportunities to analyze and evaluate problems
• Increases motivation: When students are engaged in solving real-world problems, they are more motivated to learn and apply their knowledge.
• Enhances creativity: The problem-solving method encourages students to be creative in finding solutions to problems.

Steps in Problem-Solving Method

The problem-solving method involves several steps that teachers can use to guide their students. These steps include

• Identifying the problem: The first step in problem-solving is identifying the problem that needs to be solved. Teachers can present students with a real-world problem or challenge that requires critical thinking and collaboration.
• Analyzing the problem: Once the problem is identified, students should analyze it to determine its scope and underlying causes.
• Generating solutions: After analyzing the problem, students should generate possible solutions. This step requires creativity and critical thinking.
• Evaluating solutions: The next step is to evaluate each solution based on its effectiveness and practicality
• Selecting the best solution: The final step is to select the best solution and implement it.

Verification of the concluded solution or Hypothesis

The solution arrived at or the conclusion drawn must be further verified by utilizing it in solving various other likewise problems. In case, the derived solution helps in solving these problems, then and only then if one is free to agree with his finding regarding the solution. The verified solution may then become a useful product of his problem-solving behavior that can be utilized in solving further problems. The above steps can be utilized in solving various problems thereby fostering creative thinking ability in an individual.

The problem-solving method is an effective teaching strategy that promotes critical thinking, creativity, and collaboration. It provides students with real-world problems that require them to apply their knowledge and skills to find solutions. By using the problem-solving method, teachers can help their students develop the skills they need to succeed in school and in life.

• Jonassen, D. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
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• Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, University of Michigan. Wojcikowski, J. (2013). Solving real-world problems through problem-based learning. College Teaching, 61(4), 153-156

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The problem-solving method: Efficacy for learning and motivation in the field of physical education

2023, Frontiers in Psychology

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The Problem –solving Method in Education

Dr. V.K.Maheshwari, M.A (Socio, Phil) B.Sc. M. Ed, Ph.D.

Former Principal, K.L.D.A.V. (P.G) College, Roorkee, India

Science subject is one of the important subjects in school education. However, really the traditional teaching methods are challenged for their inability to foster critical thinking, holistic learning environment among children. The science subject must develop science process skills where children, observe, measure, classify, process information, interpret think on solving problems, analyze, synthesize, formulate conclusions, etc. but, it should be kept in mind that, creativity in an essential element of science.

Problem-solving is, and should be, a very real part of the curriculum. It presupposes that students can take on some of the responsibility for their own learning and can take personal action to solve problems, resolve conflicts, discuss alternatives, and focus on thinking as a vital element of the curriculum. It provides students with opportunities to use their newly acquired knowledge in meaningful, real-life activities and assists them in working at higher levels of thinking

Meaning and Definition of Problem solving method

In a problem solving method, children learn by working on problems. This enables the students to learn new knowledge by facing the problems to be solved. The students are expected to observe, understand, analyze, interpret find solutions, and perform applications that lead to a holistic understanding of the concept. This method develops scientific process skills. This method helps in developing brainstorming approach to learning concepts.

The students thinking on problem and their understanding of the science behind it is based on common sense. It does not start from textual knowledge. Rather it proceeds from experiencing to gradually forming concepts through books at later stage. It is a process from practice to theory not vice versa. Knowledge here is not a goal but a natural out came of working on tasks. Students live in the real world and like to deal with concrete things where they can touch, feel manipulate things then the method is useful in igniting the process of science learning

A problem is a task for which Problem–solving may be a purely mental difficulty or it may be physical and involve manipulation of data.  , the person confronting it wants or needs to find a solution because the person has no readily available procedure for finding the solution.  The person must make an attempt to find a solution. Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing and selecting alternatives for a solution; and implementing a solution.

Problem-solving method aims at presenting the knowledge to be learnt in the form of a problem. It begins with a problematic situation and consists of continuous, meaningful, well-integrated activity. The problems are test to the students in a natural way and it is ensured that the students are genuinely interested to solve them.

Problem–solving may be a purely mental difficulty or it may be physical and involve manipulation of data. Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically.

Problem-solving is a process—an ongoing activity in which we take what we know to discover what we don’t know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

Objectives of Problem-Solving: The specific objectives of problem solving in science are :

• Willingness to try problems and improve their perseverance when solving problems.
• Improve pupils’ self-concepts with respect to the abilities to solve problems.
• Make pupils aware of the problem-solving strategies.
• Make pupils aware of the value of approaching problems in a systematic manner.
• Make pupils aware that many problems can be solved in more than one way.
• Improve pupils’ abilities to select appropriate solution strategies.
• Improve pupils’ abilities to implement solution strategies accurately.
• Improve pupils’ abilities to get more correct answers to problems
• The appreciation of the existence of a problems and a desire to solve it
• The accumulation of the facts and data which are pertinent to the problem.
• Logical interpretation of the data supported by adequate valid experience.

Tips for effective use of Problem solving method

• Ask questions and make suggestions . Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. . Do this by providing positive reinforcement to let students know when they have mastered a new concept or skill.
• Don’t fear group work. Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem.
• Help students understand the problem . In order to solve problems, students need to define the end goal. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier. Have students identify specific problems, difficulties, or confusions. Don’t waste time working through problems that students already understand?
• If students are unable to articulate their concerns, determine where they are having trouble. Identify the specific concepts or principles associated with the problem. Make students articulate their problem solving process. In a one-on-one tutoring session, ask the student to work his/her problem out loud. This slows down the thinking process, making it more accurate and allowing you to access understanding.
• Link errors to misconceptions . Use errors as evidence of misconceptions, not carelessness or random guessing. Make an effort to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes. Try to communicate that the process is more important than the answer so that the student learns that it is OK to not have an instant solution.
• Model the problem solving process rather than just giving students the answer . As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear .Provide only minimal assistance and only when needed to overcome obstacles.
• Take enough time . Budget enough time for: understanding the problem and defining the goal, both individually and as a class; dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.
• Teach within a specific context . Teach problem-solving skills in the context in which they will be used .Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
• Work as a facilitator. Teacher must keep in mind that if in a child-directed learning not teacher-directed. He must be alert and active to arouse interest among students. Must provide democratic atmosphere. Teacher must provide situation for all students to come formed and contribute towards the success of the activity.

Procedural steps of Problem solving method

Problem-based learning is a method of educating adult learners that combines theoretical knowledge with practical  activities. The process engages participants in considering complex and challenging issues and encourages them towards finding an appropriate solution. The expectation is that participants will have the motivation to learn because the problem scenarios are based on real-life situations found in the workplace. The expectation is that participants will have the motivation to learn because the problem scenarios are based on real-life situations.

The procedural steps can be devided in two phases

a-       Pre-active /Planning phase

b-      Active / Execution phase

c-       Post-active/Evaluation phase

The Pre-active / planning phase includes :

Defining the problem:

• The system . Have students identify the system under study  by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
• Known(s) and concepts . List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
• Unknown(s) . identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
• Units and symbols . Select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times.
• Constraints . Teach students to look for the words only, must, neglect, or assume to help identify the constraints.

Active / Execution phase

The following are the general procedural steps in Execution phase:

Selection of the Problem  and Presentation of the Problem : A number of problems are confronted by the students in the class or outside. They are made to select a problem as per their capacity and interest.

Each student is made to feel responsible for presenting the problem in front of the teacher and class as per his insight. The students are free to give their suggestions on the problem. Diagnose the situation so that your focus is on the problem .

Generation of alternative solutions: All the facts related to problem are collected either by a students or group. As a number of facts will be collected, it will help the students to keep the most pertinent facts and discard rest.

Generate alternative solutions: Postpone the selection of one solution until several alternatives have been proposed. Having a standard with which to compare the characteristics of the final solution is not the same as defining the desired outcome. Considering multiple alternatives can significantly enhance the value of  final solution. Many alternative solutions should be generated before evaluating any of them. A common mistake in problem solving is that alternatives are evaluated as they are proposed, so the first desired solution is chosen, even if it’s not the best fit.

Evaluate and select an alternative: Skilled problem solvers use a series of considerations when selecting the best alternative. They consider the extent to which:

• A particular alternative will solve the problem without causing other unanticipated problems.
• All the individuals involved will accept the alternative.
• Implementation of the alternative is likely.
• The alternative fits within the organizational constraints.

Implement and follow up on the solution: This is most important phase as a proper outline at this stage will lead to purposeful activity. The teacher will guide students to draw exact plan and follow it properly so that the solution to problem is reached. It is more or less like planning stage, where in a clear indication of outline leads to better result. Feedback channels must be built into the implementation of the solution, to produce continuous monitoring and testing of actual events against expectations. Problem solving, and the techniques used to derive elucidation, can only be effective in an organization if the solution remains in place and is updated to respond to future changes.

Post-active/Evaluation phase .

The following steps comes under this phase;

Reaching  the Inferences and conclusions : The tentative solutions which are offered by students are properly noted down. A good number of arrangements, discussion, brainstorming results in reaching a satisfactory conclusion. The teacher has to be very careful at this stage as, if may lead to wrong conclusions. The discussions must be healthy and conducive atmosphere must be provided in the classroom for it.

The students review the entire process and find out each and every stage where in they have made any mistakes. Self-criticism and Self-realization will give training of self confidence. The teacher must see that objective have been achieved.

Writing the Report:

• A complete report should  be written by the students. This will include, how they planned, what discussions were held, how duties were assigned, how satisfactory conclusion was reached  etc. It’s vitally important that students have multiple opportunities to assess their own problem-solving skills and the solutions they generate from using those skills. Frequently, students are overly dependent upon teachers to evaluate their performance in the classroom. The process of self-assessment is not easy, however. It involves risk-taking, self-assurance, and a certain level of independence. But it can be effectively promoted by asking students questions such as “How do you feel about your progress so far?” “Are you satisfied with the results you obtained?” and “Why do you believe this is an appropriate response to the problem?

Limitations of the problem-solving method.

Difficult to teach all topics of curriculum- Difficult to organise e- contents of syllabus according to this method. All topics and areas cannot be covered by this method. There is a lack of suitable books and references for the students. This is not suitable for all level students. Method does not suit students of lower classes.Mental activity dominates this method. Hence there is neglect of physical and practical experiences.

Can encourage dirty competition- Most people working in a group unconsciously perceive the situation as competitive. This generates behaviour which is destructive and drains the creative energy of the group. The natural reaction is to regain self-esteem, often by trying to sabotage the ideas of those who disagreed with us. Instead of looking for ways to improve on their ideas we choose to destroy them. These types of behaviour create an atmosphere which is incompatible with effective problem solving.

Possible lack of effective direction- Sometimes there is no effective teacher to give direction to the discussion, with the result that it wanders aimlessly. There is short of talented teachers to practice this method. There is always a doubt of drawing wrong conclusions.

Time and resource constraints- Problem solving is a relatively slow process. It is not economical from time and money point of view. Time consuming method.

Merits of Problem solving method

Knowledge Retention- Problem-based learning is practical and it requires participants to  use their reasoning and problem-solving skills to resolve the scenarios they are presented with. As a result, the learning process is more effective because participants are not trying to memorize large volumes of information .

Develops Competencies- This method follows the principle of learning by doing. Problem-based learning is a collaborative method that fosters teamwork, diversity and mutual respect, which are invaluable competencies in the workplace. Participants also develop their abilities to think strategically.

Context Specific -   In schools the problem-based learning may be limited in its effectiveness because it is highly context specific. During the learning process, participants are given a specific problem that is based on a foreseeable work scenario. They learn to use old facts in new references.

Method is scientific in nature -  Develops good study habits and reasoning power. Helps to improve and apply knowledge and experiences. Stimulates thinking of the child. Develops desirable study habits in the students.

Develops qualities of initiative and self-dependence in the students- Students learn virtues such as patience, cooperation, and self-confidence.  Learning becomes more interesting and purposeful. Develops qualities of initiative and self-dependence in the students, as they  have to face similar problematic situations in real life too. Shared responsibility makes individuals more willing to take risks. The discussion of different points of view also helps the group to be more realistic in assessing the risks associated with particular courses of action.

Reduced bias- The shared responsibility of a group in arriving at decisions can. encourage individuals to explore seemingly unrealistic ideas and to challenge accepted ways of doing things. Individual biases and prejudices can be challenged by the ,group, forcing the individual to recognise them. Group pressure can also encourage individuals to accept that change is needed.

Better solutions- Groups of individuals can bring a broad range of ideas, knowledge and skills to bear on a problem. This creates a stimulating interaction of diverse ideas which results in a wider range and better quality of solutions. . They become capable to generalize. Students learn to find solution to their problem. When people who are affected by a problem or who will be involved in implementation are involved in finding a solution, they will know how and why that particular solution was chosen. Also, people with knowledge relevant to the problem can communicate that knowledge directly if they participate in solving the problem.

“There are many problems throughout the world, some that are very simplistic while others are very complicated with many details.  In order to be an effective problem solver, a person has to have the ability to use prior problem solving skills on problems in the existing future”

(Ormrod, 2008).

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Teaching Numerical Problem-Solving Methods to Undergraduate Engineering Students Using Specially Designed Finite Element Codes

• Hesam Khajehsaeid + −
• Negar Riazifar

How to Cite

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Computer-Aided Engineering is an essential solution in many engineering problems in today’s industry. Modules looking into this area in the engineering courses aim to further enhance both the theoretical and practical appreciation of the numerical problem-solving methods. In such modules, students are expected to appreciate how mathematics, numerical analysis and computational technology are combined to model and simulate the behaviour of physical systems. However, when it comes to teaching, there is a significant difference between how the background theory looks and what students experience as they work with a commercial software package as they cannot see what is going on in the background of software packages and how the outputs have been achieved. In this work, the authors have proposed a method to help students comprehend how the theory is related to software packages. This is done by providing students with specially designed Finite Element codes asking them to investigate, and tailor the codes for some basic but real-life applications. The method starts with 2D problems for elementary Finite Elements, and through a few steps helps students extend the codes to 3D cases to enable them to solve real-life applications by the FE codes they have tailored themselves. This approach enables engineering students make meaningful links between the background math and the target numerical problem-solving methods. According to student surveys taken over three academic years, 85% of students believe “User FE-codes helped understand how theory translates to problem-solving tools and FE software”. There was also significant enhancement in student performance on the associated assessments.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License .

Copyright (c) 2024 Hesam Khajehsaeid, Negar Riazifar

Effective Problem-Solving Techniques in Business

Problem solving is an increasingly important soft skill for those in business. The Future of Jobs Survey by the World Economic Forum drives this point home. According to this report, complex problem solving is identified as one of the top 15 skills that will be sought by employers in 2025, along with other soft skills such as analytical thinking, creativity and leadership.

Dr. Amy David , clinical associate professor of management for supply chain and operations management, spoke about business problem-solving methods and how the Purdue University Online MBA program prepares students to be business decision-makers.

Why Are Problem-Solving Skills Essential in Leadership Roles?

Every business will face challenges at some point. Those that are successful will have people in place who can identify and solve problems before the damage is done.

“The business world is constantly changing, and companies need to be able to adapt well in order to produce good results and meet the needs of their customers,” David says. “They also need to keep in mind the triple bottom line of ‘people, profit and planet.’ And these priorities are constantly evolving.”

To that end, David says people in management or leadership need to be able to handle new situations, something that may be outside the scope of their everyday work.

“The name of the game these days is change—and the speed of change—and that means solving new problems on a daily basis,” she says.

The pace of information and technology has also empowered the customer in a new way that provides challenges—or opportunities—for businesses to respond.

“Our customers have a lot more information and a lot more power,” she says. “If you think about somebody having an unhappy experience and tweeting about it, that’s very different from maybe 15 years ago. Back then, if you had a bad experience with a product, you might grumble about it to one or two people.”

David says that this reality changes how quickly organizations need to react and respond to their customers. And taking prompt and decisive action requires solid problem-solving skills.

What Are Some of the Most Effective Problem-Solving Methods?

David says there are a few things to consider when encountering a challenge in business.

“When faced with a problem, are we talking about something that is broad and affects a lot of people? Or is it something that affects a select few? Depending on the issue and situation, you’ll need to use different types of problem-solving strategies,” she says.

Using Techniques

There are a number of techniques that businesses use to problem solve. These can include:

• Five Whys : This approach is helpful when the problem at hand is clear but the underlying causes are less so. By asking “Why?” five times, the final answer should get at the potential root of the problem and perhaps yield a solution.
• Gap Analysis : Companies use gap analyses to compare current performance with expected or desired performance, which will help a company determine how to use its resources differently or adjust expectations.
• Gemba Walk : The name, which is derived from a Japanese word meaning “the real place,” refers to a commonly used technique that allows managers to see what works (and what doesn’t) from the ground up. This is an opportunity for managers to focus on the fundamental elements of the process, identify where the value stream is and determine areas that could use improvement.
• Porter’s Five Forces : Developed by Harvard Business School professor Michael E. Porter, applying the Five Forces is a way for companies to identify competitors for their business or services, and determine how the organization can adjust to stay ahead of the game.
• Six Thinking Hats : In his book of the same name, Dr. Edward de Bono details this method that encourages parallel thinking and attempting to solve a problem by trying on different “thinking hats.” Each color hat signifies a different approach that can be utilized in the problem-solving process, ranging from logic to feelings to creativity and beyond. This method allows organizations to view problems from different angles and perspectives.
• SWOT Analysis : This common strategic planning and management tool helps businesses identify strengths, weaknesses, opportunities and threats (SWOT).

“We have a lot of these different tools,” David says. “Which one to use when is going to be dependent on the problem itself, the level of the stakeholders, the number of different stakeholder groups and so on.”

Each of the techniques outlined above uses the same core steps of problem solving:

• Identify and define the problem
• Consider possible solutions
• Evaluate options
• Choose the best solution
• Implement the solution
• Evaluate the outcome

Data drives a lot of daily decisions in business and beyond. Analytics have also been deployed to problem solve.

“We have specific classes around storytelling with data and how you convince your audience to understand what the data is,” David says. “Your audience has to trust the data, and only then can you use it for real decision-making.”

Data can be a powerful tool for identifying larger trends and making informed decisions when it’s clearly understood and communicated. It’s also vital for performance monitoring and optimization.

How Is Problem Solving Prioritized in Purdue’s Online MBA?

The courses in the Purdue Online MBA program teach problem-solving methods to students, keeping them up to date with the latest techniques and allowing them to apply their knowledge to business-related scenarios.

“I can give you a model or a tool, but most of the time, a real-world situation is going to be a lot messier and more valuable than what we’ve seen in a textbook,” David says. “Asking students to take what they know and apply it to a case where there’s not one single correct answer is a big part of the learning experience.”

Make Your Own Decision to Further Your Career

An online MBA from Purdue University can help advance your career by teaching you problem-solving skills, decision-making strategies and more. Reach out today to learn more about earning an online MBA with Purdue University .

If you would like to receive more information about pursuing a business master’s at the Mitchell E. Daniels, Jr. School of Business, please fill out the form and a program specialist will be in touch!

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