Task Presentation (Part 2)

Question 1

learning cue

Answer 1

word or phrase that identifies and communicates to a performer the critical features of a movement skill or task

Question 2

selection and organization of learning cues

Answer 2

key aspect of task presentation

Question 3

personalized learning cues

Answer 3

can come up with own cues that work for particular students

Question 4

who benefits from effective learning cues? who requires them?

Answer 4

all learners benefit
essential for beginning learners

Question 5

what makes effective learning cues essential for beginning learners

Answer 5

interdependence of cognition and motor performance

Question 6

what will make critical contribution towards increasing possibility beginner will progress

Answer 6

what teacher focuses on

Question 7

5 characteriitcs of good learning cues

Answer 7

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

Question 8

what is imperative teachers know to create effective learning cues

Answer 8

know their material

Question 9

what can identify to help instructors make them into effective learning cues

Answer 9

critical features of motor skill

Question 10

what do selection of learning cues need to based on

Answer 10

critical skill componenents

Question 11

what is an effective learning cue designed to give the learner

Answer 11

clear mental picture of motor skill

Question 12

for complex motor skills what can be broken down to help divide actions into manageable parts

Answer 12

body actions into preperation, execution, and follow through

Question 13

when learners are new to motor skill or inexperienced what do learning cues need to do

Answer 13

cater to this

Question 14

as students skill elevates

Answer 14

nature of learning cues may change

Question 15

begginner learners, regardless of age

Answer 15

are in cognitive stage

Question 16

with learners in cognitive stage what do learning cues need to do

Answer 16

center on giving the learner a broad, general understanding of the skill (brief as possible)

Question 17

what is the focus for cues for beginners called

Answer 17

“gross action” of the skill

Question 18

before detailed feedback becomes helpful

Answer 18

learner needs to gain some experience with the motor skill

Question 19

what can teachers do so feedback is not too detailed for beginners

Answer 19

use demonstrations and environmental design approaches

Question 20

when are learners ready to benefit from more detailed motor skill instruction

Answer 20

when learners progress to associative stage

Question 21

what should the learning cues be for associative stage

Answer 21

• carefully selected and prioritize most important to least
• should be more process-oriented rather than “gross framework”

Question 22

what do teachers need to be careful of for advanced learners

Answer 22

not provide an overabundance of feedback

Question 23

even if learner is more advanced in terms of motor skill development

Answer 23

still foes not benefit from being overloaded with learning cues

Question 24

what 2 challenges must instructors be aware of with young learners

Answer 24

• 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

Question 25

when can young learners progress toward more detailed, refined, and more specific features of task

Answer 25

when have feel for “gross action” of movement

Question 26

challenged with older learners

Answer 26

• may have experienced limited success with movement task in past, may be unmotivated
• may have learned incorrectly, so have to overcoome negative transfer

Question 27

what must teachers do for older learned to not provide too many learning cues

Answer 27

try and limit the number of cues to 3 or 4 at any one moment in time

Question 28

what to do if older learner had not learned the basic motor skills needed for a more advanced task

Answer 28

needs to view as beginner learner
help develop the basic skills

Question 29

what is effective for demonstration and cues for closed skills

Answer 29

• freeze critical spatial aspect to draw attention to body-space relationships that move body from one position to next

Question 30

if teacher can use cues in way that also communicated dynamic qualities of movement

Answer 30

motor plan of student willl be more accurate

Question 31

when can teach open skill as closed skill initiially

Answer 31

if working with beginner
transition asap

Question 32

what should cues reflect for open skills

Answer 32

changing environmental conditions in which skills are executed`

Question 33

what are critical to open skills

Answer 33

perceptual cues

Question 34

what are perceptual cues

Answer 34

guide learner in appropriate selection of an action for given situation

Question 35

if learner does not demonstrate consistency of motor skill execution for an open skill

Answer 35

more closed skill intructional approaches should be revisited

Question 36

what can help communicate learning cues more efffectively

Answer 36

put cues in phrase and reduce to word or two
put words in proper sequence
give students time to rehearse sequence

Question 37

what makes it easier for studetns to use learning cues

Answer 37

if sequenced in logical order

Question 38

process of reducing learning cues to bare essentials

Answer 38

creating summary cues

Question 39

advantage of summary cues

Answer 39

learner gains benefit of learning cue without having to manage long cue descriptions

Question 40

benefits of summary cues

Answer 40

1. capture main features of skill, helps learner recall and create images
2. put actions in proper sequence, and help with explaining rhythm
3. function as an observation checklist for teachers to help provide effective feedback