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Kin 240 > Content Analysis and Development (Part 2) > Flashcards

Content Analysis and Development (Part 2) Flashcards

1
Q

what is often a component to application/assessment experiences

A

competitive or evaluative

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2
Q

evaluation=

A

assessment

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3
Q

when in an application/assessment experience what are the learners trying to do

A

use particular motor skills for a desired purpose

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4
Q

what can learners do when immersed in an application/assessment experience

A

readily assess their level of skill proficiency in a competitive environment

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5
Q

what do application/assessment column of the developmental analysis describe

A

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

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6
Q

what do application/assessment experiences have natural way of doing

A

elevating the engagement of learners

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7
Q

what has potential to enhance or diminish the confidence of learners

A

application/assessment experiences
- instructors must be continually sensitive to this fact

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8
Q

as teachers observe their students, what are 6 options available based on what they observe

A
  • restate task
  • skip steps in progression
  • reduce difficulty or complexity
  • use refining task
  • use extending task
  • use an application task
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9
Q

when should you restate task

A

when it is obvious that learners did not understand or choose not to work within the limits of the task

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10
Q

when should skip steps in the porgression

A

when the task is too easy

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11
Q

when should reduce difficulty or complexity

A

when learners are having little success

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12
Q

when use refining task

A

when learners are not exhibiting the performance cues identified in the refinement column for a task

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13
Q

what are refining tasks usually

A

individualistic, looking at specific studetns

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14
Q

when would use extending task, planned or unplanned

A

when learners are ready to increase or decrease the complexity of the skill (can be given to group)

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15
Q

when use an application task

A

when learners are confident and competent enough with the task presented

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16
Q

in terms of content development, what should teachers focus on

A

3 broad categories: open skills, closed skills, and closed skills in differing environments

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17
Q

what do the 3 broad skill categories require

A

are sufficiently unique so need varied developmental approaches

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18
Q

what are instructors looking for when hoping to develop closed skill proficiency in students

A

consistency of student skill execution in a fixed environment

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19
Q

what are 7 things instructors consider when developing closed skills

A
  • prerequisites to learning
  • whole-part question
  • modifying equipment
  • changing conditions of practice
  • establishing a progression of intent
  • accuracy vs force production
  • environmental design
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20
Q

changing conditions of practice

A

modify conditions of where practicing to make easier or harder
ex) golf swing on grass, sand, off tee

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21
Q

accuracy vs force production

A

work on force first
- broad body movement
- body, space, force
- don’t have to worry about the refinement

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22
Q

when do you refine movement (accuracy vs force)

A

refine movement to become accurate

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23
Q

example of environmental design

A

what do groups look like

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24
Q

what do learners bring to their learning experiences

A

existing physical abilities and motor abilities

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25
Q

what are existing abilities learners bring to experiences

A

necessary prerequisites for learning closed skills

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26
Q

what are examples of physical abilities brought as necessary prerequisites

A

include strength and flexibility

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27
Q

what happens if learners are deficient in some physical abilities

A

some closed skills they are not yet able to attempt

28
Q

example of motor ability that learners bring to experiences as prerequisites

A

throwing

29
Q

what are motor abilities a product of

A

maturation and experience

30
Q

what does level of learner’s motor abilities dictate

A

what closed skills they are ready to learn
- learners who can throw are more ready to learn how to serve in vball

31
Q

when possible how should instructors teach closed skills

A

in their entirety, not in parts

32
Q

why is rhythm of a whole skill important

A

rhythm of movement in parts is often not the same as the whole
- one part is preparation for another

33
Q

what may students not be able to perform even if they can execute each separate part

A

a whole skill proficiently

34
Q

example of compromising rhythm of whole skill

A

golf swing is compromised if strictly worked on in parts

35
Q

how can instruction of parts be incorporated into motor skill instruction

A

whole-part-whole progression

36
Q

when is the whole part whole progression particularly applicable

A

during teaching of complex closed skills

37
Q

when is having learner focus on one part an instructional option

A

if learner is struggling with a particular part of a skill

38
Q

when should equipment be modified

A

if learner can’t execute the proper movement pattern with regular equipment
ex) involving 2 hands shooting bball

39
Q

what is another reason to modify equipment

A

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

40
Q

when can conditions of practice be changed to ensure success

A

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

41
Q

what can teachers remove to change conditions of practice

A

knowledge of results

42
Q

what does removing knowledge of results do

A

frees up students to focus strictly on the skill technique and not fixate on the outcome

43
Q

examples of removing knowledge of results

A
  • taking away bowling pins while working on bowling delivery
  • hitting golf balls or kicking footballs into a net
44
Q

what do most closed skills have

A

a definite performance goal

45
Q

closed manipulative skills

A

usually target oriented
bowling, golf, archery

46
Q

closed non-manipulative skills

A

a form goal
dance, swimming, diving, gymnastics

47
Q

closed self testing skills

A

have an effectiveness goal (how fast, how high, etc)
high jump, javelin, hurdles

48
Q

what does standard for beginner learners need to be lower for than more advanced learners

A

in terms of effectiveness, accuracy or form of skill performance

49
Q

what should be moderated for beginning learners and then gradually elevated as learners progress towards advanced

A

skill effectiveness and skill efficiency goals

50
Q

what do many manipulative skills have

A

an accuracy orientation (tennis serves, free throws)

51
Q

when teaching manipulative skill that have accuracy orientation what do teachers have to determine

A

proper time to emphasize force production, and proper time to emphasize accuracy

52
Q

what should be prioritized, force production or accuracy

A

force production

53
Q

when does accuracy become a practice focus

A

only after some form consistency is demonstrated by the learner

54
Q

what happens if accuracy is emphasized by instructors too early in progression

A

learners feel pressure to alter the skill form in attempting to achieve the hoped for accuracy outocmes

55
Q

what is challenge for teachers with force production

A

giving students opportunities to generate appropriate force production

56
Q

what does the challenge of giving students opportunities to generate appropriate force production emanates from

A

the organizational difficulty of allowing students to let projectiles fly everywhere, without compromising student safety

57
Q

when force production is an essential component of motor skill execution

A

uncommon for skill to be learned properly if taught without opportunities for maximizing force production

58
Q

what is important to remember for practicing force

A

practice with minimal force possesses minimal transfer potential in terms of motor skill execution where force production is maximized

59
Q

what is first step for developing closed skill performed in different environments

A

develop the closed skill in its simplest form (forward roll)

60
Q

what is second step of developing closed skill

A

make sure the closed skill is introduced to all of the different environments it may be a part of

61
Q

what is the third step in developing closed skill

A

is to develop the closed skill in each of its unique environments (forward roll on a balance beam)

62
Q

what do instructors have to do when environments change

A

communicate to the learners how the closed skill will be modified

63
Q

how should closed skills in different environments be looked at

A

unique skills with their own place

64
Q

what is helpful way for instructors to help students understand the necessary changes for differing environments

A

providing key learning cue
ex) cues that highlight difference between hitting golf ball off of fairway and out of sand

65
Q

why can environmental design be an effective part of closed skill instruction

A

though performed in different environments, the environment itself is not changing when closed skill is performed

66
Q

example of using environmental design with gymnastics

A

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

67
Q

when are instructors implementing the teaching technique of environmental design

A

alter learning environment or specific equipment to increase the natural development of motor skill in their learners

Kin 240 (15 decks)

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