Content Analysis and Development (Part 3) Flashcards
what should the intent of progressions of experiences for open skills be
help learners adapt skills to the complex changing environment in which skill is performed
what is important for the instructors to understand about open skills
how the open skills are used in various situations and games
why is it more challenging to develop learning content for open skills (then closed)
because student must be taught how to make skill adaptations due to environmental variations
What is quite possible for learners to perform open skills
better or worse depending upon the situation
what factors are considered in open skill content development that parallel closed skill development
- modifying conditions
- choosing between whole and part progressions
- changing practice conditions
- encouraging force production before accuracy
how does setting up an open skill movement task progression (extension) become easier
if instructors thinks of open skills as consisting of 2 independent abilities
what are the 2 independent abilities of an open task progression
1: involves correct execution of the motor skill itself
2: involves correctly adapting the motor skill to the changing environmental reality
example of ability #1 for open skill progression
being able to swing a baseball bat with correct form
example of ability #2 when setting up open skill progression
deciding whether or not to swing at a particular pitch and then swinging appropriately
what does proper execution of an open skill require
the proper selection of a movement response (adjustment) followed by the proper movement response
with complex open skill why type of instruction is justifiable
some closed skill instruction
what happens with too much closed skill instruction for an open skill
compromises the learner’s ability to adjust
overall, what does proper open skill practice require
practicing the skill in a changing environment
when teaching open skills what must instructors teach
not only proper motor skill execution but also proper motor skill selection
what are instructors adding when practicing the selection of a response for open skill
perceptual complexity to the learner’s environment
example of adding perceptual complexity to leaners open skill environment
teaching basketball ball-handlers how to find open teammates when the ball-handlers are being double teamed
what precedes the development of student response selection
development of reasonable student skill proficiency
What is a complex team sport more than
just a summation of skills
what may complex team sports have
closed skill features (ex: vball serve) but will be primarily open skill in nature
what must the open skills in complex team sports be
acquired but used in conjunction with one another (skating, stick handling, passing, and shooting in hockey)
what do students need to develop in preparation for sport game scenarios
ability to properly incorporate motor skills into different systems of offense and defense
- pushes beyond the more straight forward learning
what does preparation for complex game play require
the individual be able to combine skills, use skills in more complex ways, and relate to others in both offensive and defensive relationships
what does developing game participants involve
a four-stage progression
what were the 4 stages for developing game participants developed as a product of
research into the game usage of motor skills
what happens in stage one of game play development
teacher concentrates on helping students gain control of their bodies and whatever objects are a part of the game (e.g., a soccer ball)
in stage one, what is a real challenge for beginning learners
making the objects in a game do what they want them to do
what is one goal for instructors at stage one of game play development
helping the learners establish at least minimal control of their bodies and the objects
in stage one- what is control for sending actions
individual can consistently direct the object to a place with the intended force qualities
what is definition of control for receiving actions (stage one)
individual can obtain possession/control of an object coming from any level, direction, or speed
definition of control for carrying and propelling actions (carrying football, dribbling) - stage one
individual can maintain possession of the object while moving in different ways and at different speeds
stage two of game play development
complex control and combination of skills
what does combining of skills emphasize
rules that govern action, and the practicing of skills that require cooperation (e.g., tennis ground strokes between 2 players)
Example of combining of motor skills being insufficiently addressed in basketball
a learner may be able to shoot a bball, and may be able to dribble a bball, but may not be able to combine the dribbling and shooting of a bball
during stage 2 when skills are combined what happens
a transfer phase between skills and it’s frequently overlooked
during phase 2 what is the transition phase essential for
skill execution
- transition has teaching focus in stage 2
In stage 2, what will many students naturally develop
the ability to efficiently transition between skills
in stage 2, what will some students need to transition between skills
teacher assistance to develop transition proficiency
an example of skill transition phase in stage 2
dribbling and shooting in soccer
before shooting, the learners need to (while moving) execute a dribbling maneuver that puts the ball in the proper shooting position (as opposed to stopping to properly position ball)
what do skills need to be eventually practiced in
a manner that parallels their game usage
At stage 2 what is the object of the game
still mastery and control of the object, not competition against those with whom you are working
in stage 2 what are activities in one sense
group cooperative activities where the focus is mastery of control of the object
focus of stage 3
basic defensive and offensive roles or strategies with skill usage
what is assumed in stage 3
certain degree of student skill proficiency
what does student skill proficiency in stage 3 allow for
frees students to focus more on using their skills in offensive and defensive roles
what is introduced in stage 3
fundamental tactical (strategic) considerations
what does the complexity of the tactical considerations elevate
the further students progress in the stage
what are two sport activities that possess strategy complexity
invasion games and net activities
examples of invasion games
football, soccer, hockey, basketball
both offensive and defensive players are on same field, court or ice surface with roles determined by which team posesses the object
in invasion game what is goal of offense
object possession and scoring
in invasion games what is the goal of defense
gaining object possession and preventing scoring
what do both offensive and defensive players have
individual roles and responsibilities
what are the skills and abilities that need to be taught at stage 3
how to maintain and obtain possession of the object in a variety of numbered situations (one-on-one, two-on-two, etc)
what does teaching individual roles in advance of increased game complexity allows for
learners to get a feel for what their responsibilities and realities will be in the more sophisticated game experience
what are net activity examples
badminton, tennis, volleyball
- players don’t occupy the same space simultaneously
what is goal of net activities
generate scoring by causing the opponent to fail to return the object
what do defensive and offensive strategies of net activities focus on
defending one’s own space and making opponents miss the object
how can instructor elevate the complexity of stage 3 game experiences
adding regulations, a system to keep score, boundaries, and participants
stage four of game play development
involves the complete game and possesses the most complexity (complex game play)
what does stage 4 see for the majority of games
the beginning of defensive and offensive player specialization
full number of players, more skills, and more rules
before learners participate in stage 4 of game play they should be
reasonably proficient in the motor skills the game requires, and a reasonable tactical understanding of game
what is important for stage 4
teacher keeps the flow of the game continuous
what is the goal for stage 4
teacher keeps teaching but goal is for teacher to help students play games properly
what is stage 4 considered
an application experience
how can a teacher extend the stage 4 game play
varying its difficulty
how can the teacher incorporate refinement
by asking students to concentrate on certain areas while playing (e.g., reminding students to keep their heads up while dribbling the bball in bball game)
