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Kin 240 > Content Analysis and Development (Part 3) > Flashcards

Content Analysis and Development (Part 3) Flashcards

1
Q

what should the intent of progressions of experiences for open skills be

A

help learners adapt skills to the complex changing environment in which skill is performed

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2
Q

what is important for the instructors to understand about open skills

A

how the open skills are used in various situations and games

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3
Q

why is it more challenging to develop learning content for open skills (then closed)

A

because student must be taught how to make skill adaptations due to environmental variations

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4
Q

What is quite possible for learners to perform open skills

A

better or worse depending upon the situation

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5
Q

what factors are considered in open skill content development that parallel closed skill development

A
  • modifying conditions
  • choosing between whole and part progressions
  • changing practice conditions
  • encouraging force production before accuracy
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6
Q

how does setting up an open skill movement task progression (extension) become easier

A

if instructors thinks of open skills as consisting of 2 independent abilities

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7
Q

what are the 2 independent abilities of an open task progression

A

1: involves correct execution of the motor skill itself
2: involves correctly adapting the motor skill to the changing environmental reality

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8
Q

example of ability #1 for open skill progression

A

being able to swing a baseball bat with correct form

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9
Q

example of ability #2 when setting up open skill progression

A

deciding whether or not to swing at a particular pitch and then swinging appropriately

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10
Q

what does proper execution of an open skill require

A

the proper selection of a movement response (adjustment) followed by the proper movement response

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11
Q

with complex open skill why type of instruction is justifiable

A

some closed skill instruction

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12
Q

what happens with too much closed skill instruction for an open skill

A

compromises the learner’s ability to adjust

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13
Q

overall, what does proper open skill practice require

A

practicing the skill in a changing environment

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14
Q

when teaching open skills what must instructors teach

A

not only proper motor skill execution but also proper motor skill selection

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15
Q

what are instructors adding when practicing the selection of a response for open skill

A

perceptual complexity to the learner’s environment

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16
Q

example of adding perceptual complexity to leaners open skill environment

A

teaching basketball ball-handlers how to find open teammates when the ball-handlers are being double teamed

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17
Q

what precedes the development of student response selection

A

development of reasonable student skill proficiency

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18
Q

What is a complex team sport more than

A

just a summation of skills

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19
Q

what may complex team sports have

A

closed skill features (ex: vball serve) but will be primarily open skill in nature

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20
Q

what must the open skills in complex team sports be

A

acquired but used in conjunction with one another (skating, stick handling, passing, and shooting in hockey)

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21
Q

what do students need to develop in preparation for sport game scenarios

A

ability to properly incorporate motor skills into different systems of offense and defense
- pushes beyond the more straight forward learning

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22
Q

what does preparation for complex game play require

A

the individual be able to combine skills, use skills in more complex ways, and relate to others in both offensive and defensive relationships

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23
Q

what does developing game participants involve

A

a four-stage progression

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24
Q

what were the 4 stages for developing game participants developed as a product of

A

research into the game usage of motor skills

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25
Q

what happens in stage one of game play development

A

teacher concentrates on helping students gain control of their bodies and whatever objects are a part of the game (e.g., a soccer ball)

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26
Q

in stage one, what is a real challenge for beginning learners

A

making the objects in a game do what they want them to do

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27
Q

what is one goal for instructors at stage one of game play development

A

helping the learners establish at least minimal control of their bodies and the objects

28
Q

in stage one- what is control for sending actions

A

individual can consistently direct the object to a place with the intended force qualities

29
Q

what is definition of control for receiving actions (stage one)

A

individual can obtain possession/control of an object coming from any level, direction, or speed

30
Q

definition of control for carrying and propelling actions (carrying football, dribbling) - stage one

A

individual can maintain possession of the object while moving in different ways and at different speeds

31
Q

stage two of game play development

A

complex control and combination of skills

32
Q

what does combining of skills emphasize

A

rules that govern action, and the practicing of skills that require cooperation (e.g., tennis ground strokes between 2 players)

33
Q

Example of combining of motor skills being insufficiently addressed in basketball

A

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

34
Q

during stage 2 when skills are combined what happens

A

a transfer phase between skills and it’s frequently overlooked

35
Q

during phase 2 what is the transition phase essential for

A

skill execution
- transition has teaching focus in stage 2

36
Q

In stage 2, what will many students naturally develop

A

the ability to efficiently transition between skills

37
Q

in stage 2, what will some students need to transition between skills

A

teacher assistance to develop transition proficiency

38
Q

an example of skill transition phase in stage 2

A

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)

39
Q

what do skills need to be eventually practiced in

A

a manner that parallels their game usage

40
Q

At stage 2 what is the object of the game

A

still mastery and control of the object, not competition against those with whom you are working

41
Q

in stage 2 what are activities in one sense

A

group cooperative activities where the focus is mastery of control of the object

42
Q

focus of stage 3

A

basic defensive and offensive roles or strategies with skill usage

43
Q

what is assumed in stage 3

A

certain degree of student skill proficiency

44
Q

what does student skill proficiency in stage 3 allow for

A

frees students to focus more on using their skills in offensive and defensive roles

45
Q

what is introduced in stage 3

A

fundamental tactical (strategic) considerations

46
Q

what does the complexity of the tactical considerations elevate

A

the further students progress in the stage

47
Q

what are two sport activities that possess strategy complexity

A

invasion games and net activities

48
Q

examples of invasion games

A

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

49
Q

in invasion game what is goal of offense

A

object possession and scoring

50
Q

in invasion games what is the goal of defense

A

gaining object possession and preventing scoring

51
Q

what do both offensive and defensive players have

A

individual roles and responsibilities

52
Q

what are the skills and abilities that need to be taught at stage 3

A

how to maintain and obtain possession of the object in a variety of numbered situations (one-on-one, two-on-two, etc)

53
Q

what does teaching individual roles in advance of increased game complexity allows for

A

learners to get a feel for what their responsibilities and realities will be in the more sophisticated game experience

54
Q

what are net activity examples

A

badminton, tennis, volleyball
- players don’t occupy the same space simultaneously

55
Q

what is goal of net activities

A

generate scoring by causing the opponent to fail to return the object

56
Q

what do defensive and offensive strategies of net activities focus on

A

defending one’s own space and making opponents miss the object

57
Q

how can instructor elevate the complexity of stage 3 game experiences

A

adding regulations, a system to keep score, boundaries, and participants

58
Q

stage four of game play development

A

involves the complete game and possesses the most complexity (complex game play)

59
Q

what does stage 4 see for the majority of games

A

the beginning of defensive and offensive player specialization
full number of players, more skills, and more rules

60
Q

before learners participate in stage 4 of game play they should be

A

reasonably proficient in the motor skills the game requires, and a reasonable tactical understanding of game

61
Q

what is important for stage 4

A

teacher keeps the flow of the game continuous

62
Q

what is the goal for stage 4

A

teacher keeps teaching but goal is for teacher to help students play games properly

63
Q

what is stage 4 considered

A

an application experience

64
Q

how can a teacher extend the stage 4 game play

A

varying its difficulty

65
Q

how can the teacher incorporate refinement

A

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)

Kin 240 (15 decks)

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