Task Presentation (Part 2) Flashcards
learning cue
word or phrase that identifies and communicates to a performer the critical features of a movement skill or task
selection and organization of learning cues
key aspect of task presentation
personalized learning cues
can come up with own cues that work for particular students
who benefits from effective learning cues? who requires them?
all learners benefit
essential for beginning learners
what makes effective learning cues essential for beginning learners
interdependence of cognition and motor performance
what will make critical contribution towards increasing possibility beginner will progress
what teacher focuses on
5 characteriitcs of good learning cues
accurate
brief and critical to the skill being performed
appropriate to skill level and age
appropriate for different kinds of content
more effective if sequentially organized and learners have opportunity to rehearse them
what is imperative teachers know to create effective learning cues
know their material
what can identify to help instructors make them into effective learning cues
critical features of motor skill
what do selection of learning cues need to based on
critical skill componenents
what is an effective learning cue designed to give the learner
clear mental picture of motor skill
for complex motor skills what can be broken down to help divide actions into manageable parts
body actions into preperation, execution, and follow through
when learners are new to motor skill or inexperienced what do learning cues need to do
cater to this
as students skill elevates
nature of learning cues may change
begginner learners, regardless of age
are in cognitive stage
with learners in cognitive stage what do learning cues need to do
center on giving the learner a broad, general understanding of the skill (brief as possible)
what is the focus for cues for beginners called
“gross action” of the skill
before detailed feedback becomes helpful
learner needs to gain some experience with the motor skill
what can teachers do so feedback is not too detailed for beginners
use demonstrations and environmental design approaches
when are learners ready to benefit from more detailed motor skill instruction
when learners progress to associative stage
what should the learning cues be for associative stage
- carefully selected and prioritize most important to least
- should be more process-oriented rather than “gross framework”
what do teachers need to be careful of for advanced learners
not provide an overabundance of feedback
even if learner is more advanced in terms of motor skill development
still foes not benefit from being overloaded with learning cues
what 2 challenges must instructors be aware of with young learners
- will often be building movement chains for first time as opposed to adding or combining established movement chains
- lack capacity to consistently interpret strictly verbal instruction
when can young learners progress toward more detailed, refined, and more specific features of task
when have feel for “gross action” of movement
challenged with older learners
- may have experienced limited success with movement task in past, may be unmotivated
- may have learned incorrectly, so have to overcoome negative transfer
what must teachers do for older learned to not provide too many learning cues
try and limit the number of cues to 3 or 4 at any one moment in time
what to do if older learner had not learned the basic motor skills needed for a more advanced task
needs to view as beginner learner
help develop the basic skills
what is effective for demonstration and cues for closed skills
- freeze critical spatial aspect to draw attention to body-space relationships that move body from one position to next
if teacher can use cues in way that also communicated dynamic qualities of movement
motor plan of student willl be more accurate
when can teach open skill as closed skill initiially
if working with beginner
transition asap
what should cues reflect for open skills
changing environmental conditions in which skills are executed`
what are critical to open skills
perceptual cues
what are perceptual cues
guide learner in appropriate selection of an action for given situation
if learner does not demonstrate consistency of motor skill execution for an open skill
more closed skill intructional approaches should be revisited
what can help communicate learning cues more efffectively
put cues in phrase and reduce to word or two
put words in proper sequence
give students time to rehearse sequence
what makes it easier for studetns to use learning cues
if sequenced in logical order
process of reducing learning cues to bare essentials
creating summary cues
advantage of summary cues
learner gains benefit of learning cue without having to manage long cue descriptions
benefits of summary cues
- capture main features of skill, helps learner recall and create images
- put actions in proper sequence, and help with explaining rhythm
- function as an observation checklist for teachers to help provide effective feedback
