Content Analysis and Development (Part 1) Flashcards
what is a very important pedagogical skill
ability to break down content into easy to understand and properly sequenced learning experiences
what embodies the primary content of most PE classes
movement tasks presented by instructor and attempted by learner
how do effective teachers link movement tasks
in a logical and student-friendly way to gradually lead learner to higher and higher levels of skill proficiency
how do teachers establish progressions of content
instructional objectives, knowledge of nature of content, ability to analyze content, assessment of student needs in relation to content
what characteristics does good content development have
sequences learning experiences from simple to complex or easy to hard
focuses learner on achieving good performance
provides opportunities to apply skills
progression
describes pedagogical process of sequencing learning experiences from simple to complex or easy to hard
intratask development
process of a teacher developing content within the same skill learning experience
intertask development
process of a teacher developing content by transitioning from one skill learning experience to a different skill learning experience
example of extending task
throwing from further away
when should students progress to the next stage of a sequenced learning experience
when they exhibit consistent competency at their current level
what should instructors emphasize the importance of
learners working to execute movement tasks correctly
what is essential for proficient motor skill execution and enhanced positive transfer in future motor skill learning experiences
development of quality motor skill neural pathways
what is the quote associate with the pedagogical concern for quality
practice makes permanent, perfect practice makes perfect
what is the meaning of practice makes permanent, perfect practice makes perfect
so little focus on quality and large focus on quantity today
won’t get better if practicing more without good coaching
refining tasks
tasks that seek to facilitate improved student performance of skills
when can refining tasks have powerful impact on student performance
- teacher keeps focus of improvement narrow
- students held accountable for working within the focus of refining task
what is important for instructors to be very intentional about when refining tasks
encouraging learners to pursue their best selves in whatever movement task they are working on
what is important for teachers to give students opportunities to do
apply their skills
what do students tend to be less interested in and more interested in
skills in isolation
usefulness of skills as they relate to success in competition (game please)
when should students be allowed and encouraged to use skill in a competitive situation
when reasonably competent and confident in the motor skill
when extending skills what should be incorporated
skill application opportunities throughout the skill development experience
example of incorporating skill application opportunities when extending skills
not avoid playing soccer in PE class until all soccer skill are learned
soccer-like games can be interspersed through skill development experience
what is important for the application/assessment task the instructor plans
does not require motor skill function beyond what the students have currently learned
What is the initial task presented by the instructor
the informing task
what emanates from the informing task
the content development sequence
what 3 things is the instructor mindful of when creating a content development sequence
- extension
- refinement
3.. application/assessment
extension
the gradual progression of difficulty and complexity
ex) throwing further away
refinement
a concern for the quality of student performance from efficiency perspective
what is often an extension task
a refinement task
application/assessment
the integration of application experiences
what may an instructor have for assessment
a checklist of what assessing to see what happening or see if they learnt
if instructors carefully analyze the content ahead of time what can they be more proficient in
properly sequencing movement task learning experiences
when analyzing content what should instructors keep in mind
the concepts of extension, refinement, and application/assessment
what is very important for an instructor to carefully design
a sequence of movement tasks that reflect a justifiable order
what does a proper sequencing of movement tasks need to reflect
proficiency in certain parts of a movement task sequence is necessary before proficiency in other parts can be obtained
if not extending,
reducing
what is first step in creating a sequence of learning experiences
reducing a movement task to its simplest form and determining how best to extend the task through increasing levels of difficulty
what are things an instructor can manipulate to make movement tasks more (or less) difficult or complex
- 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
what can be achieved through practice of parts
movement task content development
unless safety is an issue, when does the practice of parts only happen
after learners have a general understanding of the entire movement task
when is practicing the parts of a motor skill particularly advantageous
when working with complex skills
when are instructors not encouraged to break a skill into parts
if entire skill is very simple or there is a significant rhythmic component to the entire skill
what is a consideration for instructors when breaking a skill into parts
backward chaining
backward chaining
practicing the main action first before practicing the preliminary action
ex) teaching the putting action of shot put first, then footwork later
what can teaching the main action of a motor skill first sometimes do
gives more meaning to the preliminary action
what can practice of parts be
refinement, regression, extension
what is one of the most useful ways to reduce the difficulty or complexity of performance
modify the equipment or its arrangement
how can skills that manipulate objects or use implements be simplified
reducing the size and weight of the objects and implements
- ex) shooting smaller basketball, hitting with lighter tennis racquets
if equipment alteration can more efficiently enhance skill proficiency without….
compromising neural pathway development, it may enhance learner engagement and motivation
what can modification of equipment be
extension or refinement
examples of modifications of equipment
- targets modified (lowering baskets, altering size of soccer goals)
- gymnastics equipment altered (reduced height) to increase safety and efficiency
when should changing the equipment be seriously considered
if equipment encourages less than mature and efficient patterns
how can level of difficulty be modified for skills involving throwing, catching or striking projectiles
varying the distance and therefore skill force requirements
how can instructors vary the difficulty of skills involving moving in space (e.g., dribbling)
varying the amount of space
what is the eventual outcome for spatial arrangements of practice
game-like distances and in game-like spaces is desired
example of changing focus of intent (purpose)
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
what should instructors make sure the focus of intent is
corresponds with the skill level of the learners
how is it almost always easier to practice a skill
individually
when you incorporate more participants, what does the individual attempting the skill have
less control and have to start adapting based on what other people are doing
when is working with other essential
working with partners (throwing a ball)
team sport participation
competing against others
examples of motor skills that involve manipulative patterns
receiving, striking, throwing
how can instructor make things less difficult for a motor skill that involves a manipulative pattern (conditions of performance)
low speed, low force, stationary sender, stationary receiver, movement forward, and medium level of trajectory
how can make things more difficult for motor skill that involves a manipulative pattern (conditions of performance)
high speed, high force, moving sender, moving receiver, movement backward or sideways, and high or low level of trajectory
what can manipulating rules of sporting experience do
increase or decrease its difficulty
what should not do when changing rules
compromise safety
what should instructors avoid when modifying rules
in way that would generate incorrect ways of practicing that are hard to alter
what are times when altering a rule can help the beginning learning process
if there is not a risk to safety or correct practice
