Working with children to develop physical literacy Flashcards
developing physical literacy involves
creating a feeling of belonging, providing a level of challenge for every ability and interest, promoting physical development, prioritizing fun and enjoyment, creating space for autonomy of movement, and intentionally targeting the development of learner confidence
what should the physical literacy experiences be
positive and fun
why should the experiences be positive and fun
so that the children want to do them over and over again (motivation) and want to challenge themselves (confidence) and develop skills that enable children to participate actively (competence)
what to teach to develop skills that enable children to participate actively
10 basic movement patterns that each come with accompanying movement skill
10 movement patterns
sending, receiving, accompanying, evading, locomotion, landing, statics, swings, rotations, springs
accompanying movement skills for sending
throwing, striking
accompanying movement skills for receiving
catching, collecting
accompanying movement skills for accompanying
dribbling, carrying
accompanying movement skills for evading
dodging, faking, screening
accompanying movement skills for locomotion
displacement of body from one place to another
accompanying movement skills for landing
on feet, on hands, while rotating
accompanying movement skills for statics
balances, supports, hangs
accompanying movement skills for swings
from supports, from hangs
accompanying movement skills for rotations
about the axes of the body
accompanying movement skills for springs
from arms, from legs
first essential criteria when teaching physical literacy
focus is on student learning
goal is to increase motor performance
second essential criteria when teaching physical literacy
a plan for content development is essential
plan for progressions
use short focused cues and feedback on those cues
third essential criteria when teaching physical literacy
remember to teach the “whole” person
plan for outcomes in three domains (cognitive, psychomotor, affective)
fourth essential criteria when teaching physical literacy
remember that spending enough time is strongly correlated to learning
use a high volume of repetitions with knowledge of results
fifth essential criteria when teaching physical literacy
- develop learning experiences that are individualized and developmentally appropriate
- build in challenges as well as appropriate task and equipment modifications
what is a significant variable in teaching strategy selection
the degree to which a teacher wants to engage in direct or indirect instruction
direct instruction involves
a task-oriented learning environment with specific instructional goals and intentional monitoring of student progress
how are the learning activities structured in direct instruction
with intent of teacher feedback being immediate
in PE, direct instruction most often involves the teacher
being in total control of the learning experience
how are motor skills taught in direct instruction
broken down into manageable parts, clearly described and demonstrated, and practiced by students in a structured, active way
in a indirect instructional approach
teacher control of the learning experience is shared with the students
what is used for content presentation with indirect instruction
a more holistic approach and there is intentionality in not breaking skills down into subskills, but rather “chunking” content in ways considered more meaningful to the learner
in an indirect instructional approach students’
thoughts and feelings regarding the skill are prioritized in the learning experience to enable the students to take a more active role in the process of learning the skill
in indirect instruction what receives a heightened level of teacher consideration when learning experiences designed
the individual needs, interests, and abilities of the students
what is direct instruction preferred
when content is hierarchical in nature and basic-skill oriented, and when learning efficiency is a priority
when is indirect instruction preferred
when the goals of a lesson involve multiple learning domains (e.g., cognitive, psychomotor, affective) because there is a desire to help students feel they are an essential part of the learning process
why is the decision around using indirect an direct instruction made challenging
by fact that motor skill proficiency is developed primarily through practice and the cognitive processing that accompanies the practice
when writing learning outcomes it is important to
focus on student behaviour
use simple, specific action verbs
state desire performance criteria
focus on student behaviour
what can students demonstrate upon completion of the lesson
use simple, specific action verbs
the student will be able to (action verb)
state desired performance criteria
specific and measurable/observable terms
