Content Analysis and Development (Part 2) Flashcards
what is often a component to application/assessment experiences
competitive or evaluative
evaluation=
assessment
when in an application/assessment experience what are the learners trying to do
use particular motor skills for a desired purpose
what can learners do when immersed in an application/assessment experience
readily assess their level of skill proficiency in a competitive environment
what do application/assessment column of the developmental analysis describe
experiences that can help students apply their developed skills to situations that shift the focus form how to move to using the skill or assessing the skill
what do application/assessment experiences have natural way of doing
elevating the engagement of learners
what has potential to enhance or diminish the confidence of learners
application/assessment experiences
- instructors must be continually sensitive to this fact
as teachers observe their students, what are 6 options available based on what they observe
- restate task
- skip steps in progression
- reduce difficulty or complexity
- use refining task
- use extending task
- use an application task
when should you restate task
when it is obvious that learners did not understand or choose not to work within the limits of the task
when should skip steps in the porgression
when the task is too easy
when should reduce difficulty or complexity
when learners are having little success
when use refining task
when learners are not exhibiting the performance cues identified in the refinement column for a task
what are refining tasks usually
individualistic, looking at specific studetns
when would use extending task, planned or unplanned
when learners are ready to increase or decrease the complexity of the skill (can be given to group)
when use an application task
when learners are confident and competent enough with the task presented
in terms of content development, what should teachers focus on
3 broad categories: open skills, closed skills, and closed skills in differing environments
what do the 3 broad skill categories require
are sufficiently unique so need varied developmental approaches
what are instructors looking for when hoping to develop closed skill proficiency in students
consistency of student skill execution in a fixed environment
what are 7 things instructors consider when developing closed skills
- prerequisites to learning
- whole-part question
- modifying equipment
- changing conditions of practice
- establishing a progression of intent
- accuracy vs force production
- environmental design
changing conditions of practice
modify conditions of where practicing to make easier or harder
ex) golf swing on grass, sand, off tee
accuracy vs force production
work on force first
- broad body movement
- body, space, force
- don’t have to worry about the refinement
when do you refine movement (accuracy vs force)
refine movement to become accurate
example of environmental design
what do groups look like
what do learners bring to their learning experiences
existing physical abilities and motor abilities
what are existing abilities learners bring to experiences
necessary prerequisites for learning closed skills
what are examples of physical abilities brought as necessary prerequisites
include strength and flexibility
what happens if learners are deficient in some physical abilities
some closed skills they are not yet able to attempt
example of motor ability that learners bring to experiences as prerequisites
throwing
what are motor abilities a product of
maturation and experience
what does level of learner’s motor abilities dictate
what closed skills they are ready to learn
- learners who can throw are more ready to learn how to serve in vball
when possible how should instructors teach closed skills
in their entirety, not in parts
why is rhythm of a whole skill important
rhythm of movement in parts is often not the same as the whole
- one part is preparation for another
what may students not be able to perform even if they can execute each separate part
a whole skill proficiently
example of compromising rhythm of whole skill
golf swing is compromised if strictly worked on in parts
how can instruction of parts be incorporated into motor skill instruction
whole-part-whole progression
when is the whole part whole progression particularly applicable
during teaching of complex closed skills
when is having learner focus on one part an instructional option
if learner is struggling with a particular part of a skill
when should equipment be modified
if learner can’t execute the proper movement pattern with regular equipment
ex) involving 2 hands shooting bball
what is another reason to modify equipment
reduce the fear students may experience when learning a new motor skill
ex) hard baseballs replaced with softer ones, no worry of being hurt by ball
when can conditions of practice be changed to ensure success
as long as they don’t destroy the integrity of the skill
- ex) serving lines can be moved up in vball initially to decrease force production needed for success
what can teachers remove to change conditions of practice
knowledge of results
what does removing knowledge of results do
frees up students to focus strictly on the skill technique and not fixate on the outcome
examples of removing knowledge of results
- taking away bowling pins while working on bowling delivery
- hitting golf balls or kicking footballs into a net
what do most closed skills have
a definite performance goal
closed manipulative skills
usually target oriented
bowling, golf, archery
closed non-manipulative skills
a form goal
dance, swimming, diving, gymnastics
closed self testing skills
have an effectiveness goal (how fast, how high, etc)
high jump, javelin, hurdles
what does standard for beginner learners need to be lower for than more advanced learners
in terms of effectiveness, accuracy or form of skill performance
what should be moderated for beginning learners and then gradually elevated as learners progress towards advanced
skill effectiveness and skill efficiency goals
what do many manipulative skills have
an accuracy orientation (tennis serves, free throws)
when teaching manipulative skill that have accuracy orientation what do teachers have to determine
proper time to emphasize force production, and proper time to emphasize accuracy
what should be prioritized, force production or accuracy
force production
when does accuracy become a practice focus
only after some form consistency is demonstrated by the learner
what happens if accuracy is emphasized by instructors too early in progression
learners feel pressure to alter the skill form in attempting to achieve the hoped for accuracy outocmes
what is challenge for teachers with force production
giving students opportunities to generate appropriate force production
what does the challenge of giving students opportunities to generate appropriate force production emanates from
the organizational difficulty of allowing students to let projectiles fly everywhere, without compromising student safety
when force production is an essential component of motor skill execution
uncommon for skill to be learned properly if taught without opportunities for maximizing force production
what is important to remember for practicing force
practice with minimal force possesses minimal transfer potential in terms of motor skill execution where force production is maximized
what is first step for developing closed skill performed in different environments
develop the closed skill in its simplest form (forward roll)
what is second step of developing closed skill
make sure the closed skill is introduced to all of the different environments it may be a part of
what is the third step in developing closed skill
is to develop the closed skill in each of its unique environments (forward roll on a balance beam)
what do instructors have to do when environments change
communicate to the learners how the closed skill will be modified
how should closed skills in different environments be looked at
unique skills with their own place
what is helpful way for instructors to help students understand the necessary changes for differing environments
providing key learning cue
ex) cues that highlight difference between hitting golf ball off of fairway and out of sand
why can environmental design be an effective part of closed skill instruction
though performed in different environments, the environment itself is not changing when closed skill is performed
example of using environmental design with gymnastics
wanting students to perform very compact forward rolls
asking students to perform 3 rolls between 2 points on a mat that might normally accommodate 2 rolls
when are instructors implementing the teaching technique of environmental design
alter learning environment or specific equipment to increase the natural development of motor skill in their learners
