final Flashcards
nWhat are the three components of the physical literacy circle?
Motivation, physical competence and confidence
Definition of physical literacy - Individuals who are physically literate ____?
Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person
Physical literacy is _____?
Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.
Skill + confidence = _____ = _______________
Skill + confidence = fun = active for life
5 core principles of physical literacy?
Inclusive/ accessible to all
Unique to each individual
Cultivated and enjoyed in a range of experiences, environments and contexts
Needs to be valued and nurtured throughout life
Contributes to the development of the WHOLE PERSON.
Rob’s input for teacher styles?
Use command to introduce a skill, then use reciprocal to get feedback and get good, use discovery for gameplay
Command teaching?
In Style A, students learn to perform a task accurately and quickly when and as presented by the teacher (Mosston and Ashworth 2008). There is but one standard of performance to be met—that which is being demonstrated. In this style, the teacher provides the command signal for the movement, and the learners move according to the signal or cue provided. Students “follow the leader.” All decisions in Style A are made by the teacher. Following is a Style A scenario that includes two episodes (warm-up exercises and overhand throw against a wall). An episode is defined as the time period in which the learner and teacher are engaged in the same teaching style for a given task (Mosston and Ashworth 2008).
Reciprocal teaching
- peer-tutoring structure
- learners are paired, while one performs the modelled task and the other observes
- the role of the observer is to evaluate the performance of the doer and to give feedback based on the criteria
- Steps: 1. Know the critical skill elements. 2. Observe the doer’s performance. 3. Compare and contrast the doer’s performance against the critical skill elements. 4. Draw a conclusion about the accuracy of the doer’s performance. 5. Communicate this result to the doer. Once the doer completes the task as prescribed, the doer and observer switch roles.
- student must carefully listen to feedback
Discovery
- The guided discovery (F), convergent discovery (G) and divergent discovery (H) styles revolve around learners discovering knowledge as evoked by a stimulus (a single or series of questions, or a problem) presented by the teacher
- In guided discovery, the teacher leads students to discover a predetermined response through a series of logically designed questions.
- In convergent discovery, the teacher presents students a single question or problem that leads them to discover the predetermined response (convergent discovery).
- In divergent discovery, the teacher presents a question or problem that leads the students to discover multiple answers to the presented problem (divergent discovery).
Choices of style of teaching is based upon?
The environment the lesson is occurring in
The learning needs of the student(s)
The activity or task
The learning outcome(s)
The equipment being used
Observational Learning (Modeling)
demonstration being a particular effective way to illustrate correct performance in physical education
Constructivist learning (Discovery)
children are encouraged to create their own solutions to problems and gain insights for themselves
What are two questions to consider when creating a lesson or choosing an activity?
Will my lesson/activity engage the student now?
WIll my lesson/activity encourage and support future experiences?
Motor learning
- How do we learn skills and appropriate practice structure?
- Motor learning and teaching styles go hand in hand
- Certain practice structures are better for different things
- Learning to throw a frisbee might be better for black structure
- Don’t stay in black style for too long. (They get bored) Think about why this is. What is the most efficient way to retain a skill? Variable type structure. Causes brain stimulation, contextualization, problem-solving.
- Want things that help with retention. Retention needs cognition
- Learning/reinforcing teaching cues
Motor Learning principles and the PE teacher, the main takeaways are about what leads to ____ ________ ___ _______
Skill retention and transfer
Learning results from _____ __ ________
practice or experience
Learning changes are ______ _________, not transitory
relatively permanent
Learning changes are ________ from certain performance changes.
- learning is not directly observable
Inferred
Learning involves a set of processes in the _____ ______ ______.
central nervous system
Three stages of motor learning? (hint: CAA)
Cognitive: questioning personal performance, creating mental plans for change, uncoordinated attempts at a skill
Associative: highly engaged in problem-solving, less dependent on external cues, utilizing internal cues
Autonomous: performing skills effortlessly, automatic skill performance, minimal conscious effort
Cognitive phase?
Give a good picture of what you want done, have teaching cues (describe what is being done (BEEF) and organizes skill description, reinforces the skill, guide our feedback)
Associative phase
Start to refine skill
Now is when feedback is really important
Help them think about skill but not have them dependent on feedback
Autonomous phase
Can apply skills to any environment
Won’t spend much time here as physical educator, mostly other two
Activity progressions or regressions for inclusion
Use a progression of rules, tactics, concepts and skills
i.e. a 3 v 3 basketball game using only passing to advance the ball (no dribble)
Equipment modifications for inclusion
Change the ball, racquet, net etc. to develop confidence.
i.e. a beach ball in a volleyball activity
Learning groups for inclusion (& grouping considerations)
Use a variety of strategies for activity groups; smaller groups are often best to provide maximum opportunities for developing skills
Grouping Considerations:
- similar skill levels
- mix of skill levels (peer teaching, leadership opportunities; advanced game control)
- student choice (find a partner) and teacher selection (planned pairing)
Large Groups
Many large group activities do not provide an opportunity to practice and develop physical skills. Students can easily be “lost” in large group activities:
● timidness/ shy
● board/ unengaged/ unmotivated/ uninterested
● fear
● confidence in abilities/ skills?
3 factors of Newell’s model of constraint
Individual (Structural-Functional)
- internal
- related to body structure (height, muscle mass)
- functional constraints (attention, motivation)
Task
- external
- goal of task, rules, equipment
Environmental
- outside, properties of the world around. us
- global (not task-specific)
- sociocultural (gender roles, cultural norms)
Socioeconomic Constraints of Newell’s Model
Sometimes we put rules in that affect socioeconomic constraints
ex) pass to a girl before shooting
Reinforces a stereotype
Instead everyone has to be passed to - good for inclusion
Strength-based approach
encourages teachers to focus on developing a program and ways of instruction that will serve the whole child. This approach “…lies in the space or zone of teachers identifying what a child can or could achieve when provided with educational support and motivation”
Example of a strength-based approach
a student is good at running so include in the activity
- To deliver an effective physical education program for students, teachers must first recognize an individual’s strengths, consider their interests, and identify their talents. Highlighting students’ positive attributes and abilities allows teachers and students to concurrently understand the potential, interests, abilities, and capacities of learners rather than the deficits individuals may experience.
Utilizing a strength-based approach applies?
Utilizing a strength-based approach applies pedagogical strategies that focus on student choice and offer multiple opportunities. It strives to provide students with a sense of confidence and competence to support their overall well-being and therefore is very consistent with the goals of physical literacy
Being holistic means?
Promoting student growth and learning
Having pedagogical strategies that connect and engage to student lives
Being supportive of students’ varied needs
Providing a balanced program with choice and variety minimizing barriers to participation
A holistic approach emphasizes?
A holistic approach specifically emphasizes creating conducive opportunities for students who feel or seem to be ‘outsiders’ to participate in physical education with meaningful and developmentally appropriate activities.
Should fitness testing be used in physical education classes for adolescents? Defend your answer.
Skill related and health related fitness
Normative data- standard scores for age and gender
Individual differences
Goal setting
3 elements of transfer learning?
Movement Elements → (ie underhand throw and bowling)
Perceptual Elements → (ie tracking and catching a throw in football and baseball)
Conceptual Elements → (ie defending an opponent in basketball and soccer)
Advantages of a TGFU unit?
Transfer of learning
Student-centered
The art of teaching a motor skill
Experienced coaches and teachers understand the impact of feedback. Not only does the FB have to be delivered effectively, the learner has to be ready and open to receive the FB.
What are the pre-requisites for good feedback?
Practice without interruption
Provides specific information …That was great because …
Feedback must be:
– Accurate and specific
– Have clear teaching or reference points
– Presented in a fashion that catches the performers interest
– Prompts buy-in from the performer
– Helps create independence not dependence
– Has a balance between positive and critical comments
It is important to correct skills and not just give good feedback all the time
Principle of feedback:
Providing our students with external feedback as well as opportunity for peer feedback will allow them to feel the confidence to internally learn the skill taking place. Whether using self-talk or correction after every practice, students can effectively take accountable action on their own to be successful. Student ownership of tasks and skill development is the end goal!
Categories of augmented feedback?
Knowledge of results (descriptive feedback-KR) and knowledge of performance (prescriptive feedback-KP)
Knowledge of Results (descriptive feedback)
externally presented information about outcome of performing a skill or about achieving goal of the performance (KR)
Motivation can come with it and can assess if you are getting better
Knowledge of Performance (prescriptive feedback)
information about movement characteristics that led to the performance outcome (KP)
This is where we should spend most of our time
Why is learner-determined feedback effective?
Motivational / positive
individualized / student-centred
Definition of fitness?
something you do to improve your health
Health related fitness
Society focuses on. This is the fitness we measure to see if we are healthy
Skill related fitness
this is important for the activities you do. This is genetically influenced
Generally, it is not as influential as health-related fitness
