Class Instruction and Presentation Flashcards
Creates climate of trust, caring, and acceptance.
Supportive Communication
Other than written or spoken language; creates meaning; body language.
Nonverbal Communication
Instructor sends message with no confirmation of receipt from reciever.
One-way Communication
Instructor sends message and receiver communicates response back.
Two-way Communication
Feedback to elicit corrective change in most encouraging manner.
Positive-based correction
Creating an enviroment that emphasizes self-improvement, not competing against others.
Autonomy-supportive Cueing
Performing activity for reward seperate from activity itself (e.g., cash prize for winning a race).
Extrinsic Motivation
Performing activity for reward directly stemming from activity (e.g., feeling energized after class).
Intrinsic Motivation
“Inner dialogue” influence on behavior; confidence, self-talk; performance accomplishments, modeling, verbal persuasion, imagery.
Cognitive Influences
Individuals or groups one interacts with regularly.
Affective Influence
Physical feelings related to behaviors involved in establishing healthy lifestyle.
Sensation Influences
Created as a result of individual’s own behavior.
Behavior influences
Individuals progress through stages of behavior change; movement through stage is cyclical;
Precontemplation, Contemplation, Preparation, Action, Maintenance
Transtheoretical Model
Placing needs of group above desires of instructor.
Participant-centered Approach
Combine demonstration and verbal instructions, then have participants perform action in order to best learn it.
“Show, Tell, Do” Method
Continuous, reliable, precise verbal cues simultaneous with movement.
Cue-based Teaching
Demonstrate form and technique, provide comprehensive view form from start to finish.
Visual-based Teaching
Instructor teaches class facing participants.
Mirroring (Mirror Imaging)
Instructor faces same direction as participants and uses mirror to teach movemenets.
Reflective Imaging
Verbal coaching; motivational phrasing to push through timed movement sequences.
Timed Coaching
Teach one move before second move, add second move to first, repeat for rest of combination.
Part-to-whole
Teach move, repeat until mastered;repeat with each additional move; then, return to starting move and reduce repetitions.
Repetition-reduction
Teach combinations at basic level; then, add additional movements, range, or intensity for complexty.
Simple-to-complex (layering)
Teach excercise at slower rate; once mastered, speed up to appropriate tempo
Slow-to-fast (half-time)
