Universal Journal of Educational Research 4(1): 26-29, 2016
org
DOI: 10.13189/ujer.2016.040104
A New Learning Model on Physical Education: 5E
Learning Cycle
Halil Evren Senturk1,*, Huseyin Camliyer2
1
Faculty of Sports Sciences, Mugla Sitki Kocman University, Turkey
2
School of Physical Education and Sports, Celal Bayar University, Turkey
Copyright © 2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract Many fields of education at the moment,
especially in physical and technological educations, use 5E
learning cycle. The process is defined as five “E”s. These
represent the verbs engage, explore, explain, elaborate and
evaluate [1]. The literature has been systematically reviewed
and the results show that the 5E learning cycle is an untested
model in physical education. Especially, positive or negative
effects of the 5E learning cycle in physical education are
unknown. This study is important for relevant literatures in
order to be the first study about the conceptual constructive of
the 5E learning cycle in physical education. Thus, the purposes
of this study are to conceptualize the 5E learning cycle in
physical education as a new constructivist approach and to
prepare sample teaching plans for use in physical education
classes. Sample teaching plans about the 5E learning cycle
have been prepared by authors and are ready to use in physical
education and sport teaching. For example, a physical
education teacher who wants to teach basic concepts about the
human physiology (like heartbeat, breath, fatigue, etc.) or
skills, can use the 5 E learning cycle. First of all, in engaging
stage, to draw the students’ attention, teachers can ask
considerable questions about daily life, and an amazing event
or they give students the chance to think about some visual
elements without making any explanation about the topic
(What is the heartbeat?, Why do people get tired?, Students
could be asked to place their hands beneath their left breast and
tell what they feel etc.). In exploring stage, students should be
involved in activities that allow them to have first-hand
experience in the phenomena being observed i.e. heart beats. In
order to build relevant experiences of the subject matter,
models can be provided by the teacher, which will enable the
learners to manipulate. Learners can communicate and share
their ideas among themselves. The process is being facilitated
by the teacher. In the explanation stage, the students are
required to explain what they have learned by using their own
words after the physical activity, by telling the results they
reached, the observations they made and their ideas as well as
the things that they noticed. In elaborating stage, using the
lessons learnt in the previous stages, the students are
encouraged to build and expand upon it to solve the problems
in the physical education. They are provided to see new
question
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types about the new taught subject and the students are
expected to give answers to these questions. The last stage
(evaluate), should be a continuous process which occurs in
all the stages to determine that learning objectives have
been achieved and to avoid misconceptions. Any evaluation
tool can be used (observations, checklists, interviews etc).
Student’s physical performances and his developing degree
in the process are taken into consideration. In this context,
5E learning cycle can also be used to teach concepts on
physical education and sport teaching as an applied science
of education. 5E learning cycle that is being used as a
different model can be applied by competent physical
education teachers in the course of physical education
lessons. As a conclusion, the plans prepared may be applied
by authors, teachers or independent researchers who want to
study on this model and this study will be a new idea about
the constructivist approach to teaching physical education.
Keywords 5E, Learning Model, Teaching, Physical
Education, Constructive Approach
1. Introduction
Researchers, currently studying curricula in physical
education, have suggested that physical education programs
today are similar to programs of past decades. Curriculum
implementation may be the major catalyst in creating
change in physical education [2].
As with educational reform in the wider education
context, physical education has evolved from three radical
reforms and extinction in its history [3]. The first, up until
the 1950s held the dominant view of physical education as
gymnastics. Between 1950s and 1990s, the idea of physical
education shifted from physical education as gymnastics to
physical education as sport-techniques. The effects of social
conditions such as introduction of mass secondary
education, contingent constraints of institutionalized
schooling, and a greater number of male physical educators
entering the profession during the 1950s marked this
change [3]. Finally, reform after 1990 evolved as a result of
emerging researchers who indicated that increasing non-
communicable diseases,
 Universal Journal of Educational Research 4(1): 26-29, 2016 27

such as cardiovascular disease, diabetes, cancer, obesity constructivist approach models, developed by the BSCS
rates and physical inactivity had become the most important group. It consists of five phases; engagement, exploration,
public health issues globally [4]. The alarming rates of explanation, elaboration and evaluation [7].
overweight and obese children need to be addressed by The literature has been systematically reviewed and the
health educators and professionals. Increasing regular results showed that the 5E learning cycle is an untested model
physical activity is widely accepted as an effective in physical education. Especially, positive or negative effects of
preventive measure for a variety of health risk factors across the 5E learning cycle in physical education are unknown. This
all ages and genders [5]. Considering these issues, current study is important for relevant literatures in order to be the
international and national physical education standards have pioneering studies on the concept of constructive 5E learning
stated that “regular physical activity participation”, cycle in physical education. Thus, the purposes of this study
“performing and maintaining health enhancing physical are to conceptualize the 5E learning cycle in physical education
activity” and “internalizing health related physical fitness as a new constructivist approach and to prepare sample
concepts” are critical to provide a guide for school physical teaching plans for use in physical education classes. Sample
education curricula [6]. teaching plans about the 5E learning cycle have been prepared
The current Turkish curriculum is based on the principle by authors and are ready to be used in physical education and
that “every child must be physically active”. So then in sport teaching. For example, a physical education teacher who
physical education lesson, teacher must use an interactive wants to teach basic concepts about the human physiology (like
learning method for the active children. In variety fields of heartbeat, breath, fatigue, etc.) or any basic motor skills, can
education at the present time, most especially in physical use this model of the 5 “E”s. In this context, the present study
and technological educations, a different interactive intends to serve as a basis for future research on 5E learning
learning method named 5E learning cycle is being used by cycle in physical education.
many teachers as well. 5E Learning cycle is one of the
Table 1. Sample Lesson Plan (Physical Activity Habit)
Learning Domain Physical Activity Habit
Sub-Learning Domain Relationship between Physical Activity and Circulatory System
Learning Objectives Developing evaluable information about Physical Activity and Circulatory System
Course Time 1 hour
Skills Reasoning, overarching
Gains Learning heartbeat, using in social life
Methods and Techniques Examination and exploring, learning by doing
Engaging
Teacher asks questions as follows;
1. “Which organs do we have and which is the most important of them?”
2. “ Where is the heart and what is the work of it?”
These questions make a sensation on students. (What is the heartbeat?, Why do people get tired?, etc.).
Exploring
Teacher asks students to run 2 tours round the school garden. After, requests students to feel their heart beat and asks these questions;
1. “Are you feeling your heartbeat?”
2. “Do you know why your hearth beat is faster?”
3. “Which other reactions did you feel like faster breathing, sweltering, warming up, etc?” And teacher wants students to discuss each other and to
tell a story about these situations.
Explaining
Teacher wants students to run 5 tours around the school garden at this time. After heartbeats of students have been measured, teacher asks again;
1. “How many is your heartbeat?”
2. “Did you feel reactions we talked before?”
3. “Are you tired and / or thirsty?”
4. “Do you want to play a game or do physical activity tirelessly?”
5. “Do you know how do you do that?”
Teacher lets them think critical and ask questions. So, teacher provides them with a clear understanding.
Elaborating
Teacher gives them chance to use their knowledge and asks questions for reinforcement;
1. “Who is your favorite athlete?”
2. “What do you think that these athletes are tired when they run or do physical activity as much as you are?”
3. “How do they succeed?”
Teacher lets them think critically and answer the questions. After then students are required to discuss among themselves about relationship between
physical activity habits and heartbeat. Finally, the teacher teaches the relationship between these concepts so that these concepts will be thoroughly
learned by the students.
Evaluation
In this stage, the students should be realized the relationship between physical activity habits and circulation system. Teacher wants them to write a
composition about which activity you want to do regularly and talk about it with their families. Teacher evaluates awareness what teacher wants to
raise for physical activity habits of the students.
 28 A New Learning Model on Physical Education: 5E Learning Cycle

Table 2. Sample Lesson Plan (Any Basic Motor Skill Learning)

Learning Domain Any Basic Motor Skill Learning

Sub-Learning Domain Any Motor Skill
Learning Objectives Developing observable motor skills in physical education
Course Time 1 hour
Skills
Gains Teacher must decide which motor skill students should learn.
Methods and Techniques
Engaging
First of all, in engaging stage, to draw the students’ attention, teacher asks considerable questions about daily life, sport competitions, famous athletes
and an amazing event or they give students the chance to think about some visual elements without making any explanation about the topic (Who is
the fastest man in the world?, Have you ever watched a basketball match in your life?, etc.).
Exploring
In exploring stage, students offer activities about the physical activity and they are provided to reach the information on their own.
Explaining
The students are required to explain what they learned by their own sentences after the physical activity, by telling the results they reached, the
observations they made and their ideas as well as the things that they noticed. The students can share their experiences among themselves. The teacher
in this stage is a facilitator.
Elaborating
In elaborating stage, the students are encouraged to practice and solve the problems about this skill. They are going to do new activity types about the
new topic taught and the students are expected to give answers to questions like;
S: “Can we use a different throwing technique for the shot put?”
S: “Are there any different styles of serving the ball in volleyball?”
Evaluation
And in the last stage (evaluate), by examining the studies that students make in their school and physical activities, the students’ learning levels are
observed. These observations made by considering all the learning process. Student’s physical performances and his developing degree in the process
are taken into consideration. In this stage, teachers use the evaluation tools to be used either interview, observation or checklist etc. to evaluate the
topic taught based on the learning objectives set at the beginning of the lesson.

2. Methodology physical education teachers in the course of physical

In this section, two sample lesson plans have been
prepared in order to teach the basic concepts and skills in
physical education. In preparation phase of these plans, the
authors have taken care of all phases of 5E learning cycle.
education lessons.
In conclusion, the lesson plans prepared may be applied
by authors, teachers or independent researchers who want to
study on this model and this study will be a new idea about
the constructivist approach to teach physical education.

3. Discussion and Conclusions

While there are many studies on 5E learning cycle in the
world, in Turkey these studies are limited and are only on
science disciplines and none on physical education.
The primary purpose of this study was to adapt 5E learning
cycle as a new learning model to physical education. The other
purpose was to conceptualize the 5E learning cycle in physical
education as a new constructivist approach and to prepare
sample teaching plans for use in physical education classes.
Sample teaching plans about the 5E learning cycle have been
prepared by authors and are ready to use in physical education
and sport teaching. For example, if a physical education
teacher wants to teach basic concepts about the human
physiology (like heartbeat, breath, fatigue, etc.) or skills, he or
she can use the 5 “E” model.
In this context, 5E learning cycle can also be used for
teaching concepts on physical education and sport teaching as
an applied science of education. 5E learning cycle that is being
used as a different model can be applied by competent
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[3] Kirk, D. (2010). Physical Education Futures. London:
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 Universal Journal of Educational Research 4(1): 26-29, 2016
[6] NASPE (2004). Moving into the Future, National Standards
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[7] Bybee, R.W., Taylor, A. J., Gardner, A., Scotter, P.V., Powell,
Universal 4(1) jurnal penelitian pendidikan: 26-29, 2016
http://www.hrpub.org
DOI: 10.13189/ujer.2016.040104
Model pembelajaran baru pada pendidikan jasmani: 5E
Learning Cycle
Patrona Evren Senturk1, *, Huseyin Camliyer2
1Faculty olahraga Sciences, Mugla Sitki Kocman Univer
sity, Turki
2School pendidikan jasmani dan olahraga, Celal Bayar
University, Turki
Hak
cipta © 2016 oleh penulis, Semua hak milik. Penulis set
uju bahwa artikel ini tetap secara
permanen membuka akses di
bawah persyaratan lisensi Creative CommonsAttributio
n lisensi 4.0 internasional
Abstrak berbagai bidang pendidikan saat ini, terutama
dalam fisik dan teknologi pendidikan, menggunakan 5
E belajar siklus. Proses didefinisikan sebagai lima s
"E". Ini mewakili kata
kerja terlibat, menjelajahi, menjelaskan, rumit dan men
gevaluasi [1]. Literatur baru diulas secara
sistematis dan hasil menunjukkan bahwa siklus belajar
5E model yang teruji dalam pendidikan jasmani. Teruta
ma, positif atau negatif efek 5E belajar siklus dalam pe
ndidikan jasmani tidak diketahui. Studi ini penting unt
uk literatur yang relevan untuk studi pertama tentang
konseptual konstruktif dari siklus 5E belajar di pendidi
kan jasmani. Dengan
demikian, tujuan dari penelitian ini adalah konsep siklu
s 5E belajar di pendidikan jasmani sebagai pendekatan
konstruktivis baru dan untuk mempersiapkan rencana
29
pengajaran sampel untuk digunakan dalam kelas
pendidikan jasmani. Contoh rencana pengajaran t
entang 5E belajar siklus telah disusun oleh penulis
dan siap untuk digunakan dalam pendidikan jasm
ani dan olahraga pengajaran. Sebagai contoh, seo
rang guru pendidikan jasmani yang ingin mengaj
arkan konsep-konsep dasar tentang fisiologi man
usia (seperti detak
jantung, napas, kelelahan, dll) atau keterampilan,
dapat menggunakan siklus 5 E learning. Pertama-
tama di terlibat tahap, untuk menarik perhatian si
swa, guru dapat mengajukan banyak pertanyaan t
entang kehidupan sehari-hari, dan peristiwa luar
biasa atau mereka memberi siswa kesempatan un
tuk berpikir tentang beberapa unsur-unsur visual
tanpa membuat penjelasan tentang topik (apa ad
alah detak jantung?, mengapa melakukan orang-
orang bosan?, siswa akan diminta untuk menemp
atkan tangan mereka di
bawah payudara kiri mereka dan mengatakan apa
yang mereka rasakan dll.). Dalam mengeksplorasi
panggung, siswa harus terlibat dalam kegiatan ya
ng memungkinkan mereka untuk memiliki pengal
aman tangan
pertama dalam fenomena yang diamati yaitu deta
k jantung. Dalam
rangka membangun pengalaman yang relevan da
risubjek, model dapat disediakan oleh guru, yang
akan memungkinkan para peserta
didik untuk memanipulasi. Pelajar dapat berkomu
nikasi dan berbagi ide-ide merekaantara mereka
sendiri. Proses yang difasilitasi oleh guru. Dalam t
ahap penjelasan, para siswa diminta untuk menjel
askan apa yang telah mereka pelajari dengan me
nggunakan kata-kata sendiri setelah aktivitas fisik,
dengan menceritakan hasil yang mereka tercapai,
mereka membuat pengamatan dan ide-ide merek
a serta hal-hal yang mereka melihat. Dalam meng
uraikan tahap, menggunakan pelajaran belajar pa
da tahap sebelumnya, siswa diajak untuk memba
ngun dan memperluas atasnya untuk memecahka
n masalah dalam pendidikan jasmani. Mereka dis
ediakan untuk melihat pertanyaan baru
jenis tentang baru mengajar subjek dan siswa dih
arapkan untuk memberikan jawaban
atas pertanyaan ini. Tahap terakhir (mengevaluasi)
, harus menjadi suatu proses yang berkesinambun
gan yang terjadi dalam semua tahap untuk mene
ntukan bahwa tujuan pembelajaran telah dicapai
dan untuk menghindari kesalahpahaman. Alat evaluasi
dapat digunakan (pengamatan, daftar
periksa, wawancara, dll). Siswa fisik pertunjukan dan ge
lar yang berkembang dalam proses yang diambil ke
dalam pertimbangan. Dalam konteks ini, siklus belajar seperti penyakit jantung, diabetes, kanker, obesita
5E dapat juga digunakan untuk mengajarkan konsep p s dan ketidakaktifan fisik telah menjadi masalah k
ada pendidikan jasmani dan olahraga mengajar sebag esehatan masyarakat yang paling penting secara
ai sebuah ilmu terapan pendidikan. Siklus belajar 5e ya global [4]. Tingkatyang mengkhawatirkan kelebih
ng sedang digunakan sebagai model yang berbeda da an berat
pat diterapkan oleh guru-guru pendidikan jasmani ko badan dan obesitas anak perlu diatasi oleh pendi
mpeten dalam pelajaran pendidikan jasmani. Sebagai dik kesehatan dan profesional. Meningkatkan akti
kesimpulan, rencana disiapkan dapat diterapkan oleh vitas fisik secara teratur secara
penulis, guru, atau independen peneliti yang ingin me luas diterima sebagai tindakan pencegahan yang
mpelajari model ini dan studi ini akan menjadi ide bar efektif untuk berbagai faktor risiko kesehatan di s
u tentang pendekatan konstruktivis mengajar Pendidik emua usia dan jenis
an Jasmani. kelamin [5]. Mengingat masalah ini, standar intern
asional dan nasional pendidikan jasmani saat
Kata ini telah menyatakan bahwa "aktivitas fisik secara
kunci 5E, Model pembelajaran, mengajar, pendidikan j teratur partisipasi", "melakukan dan menjaga kese
asmani, konstruktif pendekatan hatan yang meningkatkan aktivitas fisik" dan "inte
rnalisasi kesehatan terkait konsep-konsep kebuga
ran fisik"sangat penting untuk memberikan pand
. Pendahuluan
uan untuk kurikulum sekolah pendidikan jasmani
[6].
Peneliti, sedang belajar kurikulum pendidikan fisik, me
nyarankan bahwa program-program pendidikan jasma
Kurikulum Turki saat
ni saat ini serupa dengan program selama dekade
ini didasarkan pada prinsip bahwa "setiap anak ha
terakhir. Pelaksanaan Kurikulum mungkin menjadi kata
rus aktif secara
lis besar dalam menciptakan perubahan dalam pendidi
fisik". Maka dalam pelajaran pendidikan jasmani,
kan jasmani [2].
guru harus menggunakan metode pembelajaran i
nteraktif untuk anak-anak aktif. Di berbagai bidan
Seperti dengan reformasi pendidikan di dalam konteks
g pendidikan saat ini, terutama dalam fisik dan te
pendidikan, pendidikan jasmani telah berkembang dari
knologi pendidikan, pembelajaran interaktif yang
tiga reformasi radikal dan kepunahan di sejarah [3]. Pe
berbeda metode bernama 5E belajar siklus sedan
rtama, sampai tahun
g digunakan oleh banyak guru juga. 5e Learning c
1950 diadakan pandangan dominan pendidikan jasma
ycle adalah salah satu
ni sebagai senam. Antara tahun 1950-an dan 1990-
an, gagasan tentang pendidikan jasmani bergeser dari
pendidikan jasmani sebagai Senam untuk pendidikan j
asmani sebagai olahraga-teknik. Efek dari kondisi sosia
l seperti pengenalan pendidikan menengah massal, ko
konstruktivis pendekatan model, dikembangkan o
ntingen kendala sekolah dilembagakan dan sejumlah
leh BSCS group. Terdiri dari lima tahap; keterlibat
besar laki-laki pendidikfisik yang memasuki profesi sel
an, eksplorasi, penjelasan, elaborasi dan evaluasi [
ama 1950-an ditandai perubahan ini [3]. Akhirnya, refo
7].
rmasi setelah 1990 berkembang sebagai akibat
dari negara
Literatur baru diulas secara
berkembang peneliti yang mengindikasikan bahwa me
sistematis dan hasilnya menunjukkan bahwa siklu
ningkatnya penyakit tidak menular,
s belajar 5E adalah model teruji dalam pendidikan
jasmani. Terutama, positif atau negatif efek 5E bel
Universal jurnal penelitian pendidikan 4(1): 26-29, 2016
ajar siklus dalam pendidikan jasmani tidak diketah
27
ui. Studi ini penting untuk literatur yang relevan u
ntuk studi perintis pada konsep konstruktif 5E bel
ajar siklus dalam pendidikan jasmani. Dengan
demikian, tujuan dari penelitian ini adalah konsep siklu
s 5E belajar di pendidikan jasmani sebagai pendekatan J.C., Westbrook, A. & Landes, N. (2006). The BSCS 5E
konstruktivis baru dan untuk mempersiapkan rencana instructional model: Origins, effectiveness and applications.
Retrieved May 20, 2014, from
pengajaran sampel untuk digunakan dalam kelas pend
http://www.bscs.org/pdf/bscs5eexecsummary.pdf
idikan jasmani. Contoh rencana pengajaran tentang 5E
belajar siklus telah disusun oleh penulis dan siap untuk
digunakan dalam pendidikan jasmani dan olahraga pe
ngajaran. Sebagai contoh, seorang guru pendidikan jas
mani yang ingin mengajarkan konsep-konsep dasar te
ntang fisiologi manusia (seperti detak
jantung, napas, kelelahan, dll) atau apapun dasar keter
ampilan motorik, dapat menggunakan models 5 "E". D
alam konteks ini, penelitian ini bermaksud untuk melay
ani sebagai dasar untuk masa
depan penelitian 5E belajar siklus dalam pendidikan ja
smani.
Dalam bagian ini, dua contoh rencana pembelajaran te
lah disiapkan untuk mengajarkan konsep-konsep dasa
r dan keterampilan dalam pendidikan jasmani. Dalam t
ahap persiapan rencana ini, para penulis telah diambil
dari perawatan semua fase 5E belajar siklus.

guru pendidikan jasmani dalam pelajaran pendidikan j

asmani.

Kesimpulannya, rencana pembelajaran yang siap dapat

diterapkan oleh penulis, guru, atau independen penelit
i yang ingin mempelajari model ini dan studi ini akan
menjadi ide baru tentang pendekatan konstruktivis me
ngajar Pendidikan Jasmani.