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Kin 240 > Content Analysis and Development (Part 1) > Flashcards

Content Analysis and Development (Part 1) Flashcards

1
Q

what is a very important pedagogical skill

A

ability to break down content into easy to understand and properly sequenced learning experiences

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2
Q

what embodies the primary content of most PE classes

A

movement tasks presented by instructor and attempted by learner

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3
Q

how do effective teachers link movement tasks

A

in a logical and student-friendly way to gradually lead learner to higher and higher levels of skill proficiency

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4
Q

how do teachers establish progressions of content

A

instructional objectives, knowledge of nature of content, ability to analyze content, assessment of student needs in relation to content

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5
Q

what characteristics does good content development have

A

sequences learning experiences from simple to complex or easy to hard
focuses learner on achieving good performance
provides opportunities to apply skills

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6
Q

progression

A

describes pedagogical process of sequencing learning experiences from simple to complex or easy to hard

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7
Q

intratask development

A

process of a teacher developing content within the same skill learning experience

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8
Q

intertask development

A

process of a teacher developing content by transitioning from one skill learning experience to a different skill learning experience

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9
Q

example of extending task

A

throwing from further away

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10
Q

when should students progress to the next stage of a sequenced learning experience

A

when they exhibit consistent competency at their current level

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11
Q

what should instructors emphasize the importance of

A

learners working to execute movement tasks correctly

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12
Q

what is essential for proficient motor skill execution and enhanced positive transfer in future motor skill learning experiences

A

development of quality motor skill neural pathways

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13
Q

what is the quote associate with the pedagogical concern for quality

A

practice makes permanent, perfect practice makes perfect

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14
Q

what is the meaning of practice makes permanent, perfect practice makes perfect

A

so little focus on quality and large focus on quantity today
won’t get better if practicing more without good coaching

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15
Q

refining tasks

A

tasks that seek to facilitate improved student performance of skills

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16
Q

when can refining tasks have powerful impact on student performance

A
  • teacher keeps focus of improvement narrow
  • students held accountable for working within the focus of refining task
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17
Q

what is important for instructors to be very intentional about when refining tasks

A

encouraging learners to pursue their best selves in whatever movement task they are working on

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18
Q

what is important for teachers to give students opportunities to do

A

apply their skills

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19
Q

what do students tend to be less interested in and more interested in

A

skills in isolation
usefulness of skills as they relate to success in competition (game please)

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20
Q

when should students be allowed and encouraged to use skill in a competitive situation

A

when reasonably competent and confident in the motor skill

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21
Q

when extending skills what should be incorporated

A

skill application opportunities throughout the skill development experience

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22
Q

example of incorporating skill application opportunities when extending skills

A

not avoid playing soccer in PE class until all soccer skill are learned
soccer-like games can be interspersed through skill development experience

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23
Q

what is important for the application/assessment task the instructor plans

A

does not require motor skill function beyond what the students have currently learned

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24
Q

What is the initial task presented by the instructor

A

the informing task

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25
Q

what emanates from the informing task

A

the content development sequence

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26
Q

what 3 things is the instructor mindful of when creating a content development sequence

A
  1. extension
  2. refinement
    3.. application/assessment
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27
Q

extension

A

the gradual progression of difficulty and complexity
ex) throwing further away

28
Q

refinement

A

a concern for the quality of student performance from efficiency perspective

29
Q

what is often an extension task

A

a refinement task

30
Q

application/assessment

A

the integration of application experiences

31
Q

what may an instructor have for assessment

A

a checklist of what assessing to see what happening or see if they learnt

32
Q

if instructors carefully analyze the content ahead of time what can they be more proficient in

A

properly sequencing movement task learning experiences

33
Q

when analyzing content what should instructors keep in mind

A

the concepts of extension, refinement, and application/assessment

34
Q

what is very important for an instructor to carefully design

A

a sequence of movement tasks that reflect a justifiable order

35
Q

what does a proper sequencing of movement tasks need to reflect

A

proficiency in certain parts of a movement task sequence is necessary before proficiency in other parts can be obtained

36
Q

if not extending,

A

reducing

37
Q

what is first step in creating a sequence of learning experiences

A

reducing a movement task to its simplest form and determining how best to extend the task through increasing levels of difficulty

38
Q

what are things an instructor can manipulate to make movement tasks more (or less) difficult or complex

A
  • practice of parts
  • modification of equipment
  • spatial arrangements for practice
  • focus of intent of performance
  • number of people involved
  • conditions of performance
  • changing the rules
39
Q

what can be achieved through practice of parts

A

movement task content development

40
Q

unless safety is an issue, when does the practice of parts only happen

A

after learners have a general understanding of the entire movement task

41
Q

when is practicing the parts of a motor skill particularly advantageous

A

when working with complex skills

42
Q

when are instructors not encouraged to break a skill into parts

A

if entire skill is very simple or there is a significant rhythmic component to the entire skill

43
Q

what is a consideration for instructors when breaking a skill into parts

A

backward chaining

44
Q

backward chaining

A

practicing the main action first before practicing the preliminary action
ex) teaching the putting action of shot put first, then footwork later

45
Q

what can teaching the main action of a motor skill first sometimes do

A

gives more meaning to the preliminary action

46
Q

what can practice of parts be

A

refinement, regression, extension

47
Q

what is one of the most useful ways to reduce the difficulty or complexity of performance

A

modify the equipment or its arrangement

48
Q

how can skills that manipulate objects or use implements be simplified

A

reducing the size and weight of the objects and implements
- ex) shooting smaller basketball, hitting with lighter tennis racquets

49
Q

if equipment alteration can more efficiently enhance skill proficiency without….

A

compromising neural pathway development, it may enhance learner engagement and motivation

50
Q

what can modification of equipment be

A

extension or refinement

51
Q

examples of modifications of equipment

A
  • targets modified (lowering baskets, altering size of soccer goals)
  • gymnastics equipment altered (reduced height) to increase safety and efficiency
52
Q

when should changing the equipment be seriously considered

A

if equipment encourages less than mature and efficient patterns

53
Q

how can level of difficulty be modified for skills involving throwing, catching or striking projectiles

A

varying the distance and therefore skill force requirements

54
Q

how can instructors vary the difficulty of skills involving moving in space (e.g., dribbling)

A

varying the amount of space

55
Q

what is the eventual outcome for spatial arrangements of practice

A

game-like distances and in game-like spaces is desired

56
Q

example of changing focus of intent (purpose)

A

hitting baseball with bat becomes more difficult when learner is asked to try and hit the ball to a certain area of the field as opposed to just making contact

57
Q

what should instructors make sure the focus of intent is

A

corresponds with the skill level of the learners

58
Q

how is it almost always easier to practice a skill

A

individually

59
Q

when you incorporate more participants, what does the individual attempting the skill have

A

less control and have to start adapting based on what other people are doing

60
Q

when is working with other essential

A

working with partners (throwing a ball)
team sport participation
competing against others

61
Q

examples of motor skills that involve manipulative patterns

A

receiving, striking, throwing

62
Q

how can instructor make things less difficult for a motor skill that involves a manipulative pattern (conditions of performance)

A

low speed, low force, stationary sender, stationary receiver, movement forward, and medium level of trajectory

63
Q

how can make things more difficult for motor skill that involves a manipulative pattern (conditions of performance)

A

high speed, high force, moving sender, moving receiver, movement backward or sideways, and high or low level of trajectory

64
Q

what can manipulating rules of sporting experience do

A

increase or decrease its difficulty

65
Q

what should not do when changing rules

A

compromise safety

66
Q

what should instructors avoid when modifying rules

A

in way that would generate incorrect ways of practicing that are hard to alter

67
Q

what are times when altering a rule can help the beginning learning process

A

if there is not a risk to safety or correct practice

Kin 240 (15 decks)

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