very teacher-directed learning experience
if teachers are making all organizational decisions regarding people. time, space, and equipment
student-directed learning experience
teachers involve students where appropriate in decisions
the more experiences students become with a movement task
the more student-directed learning experience can be
the greater the ability of students to work independently with each other
the more student directed the learning experience can be
goal of movement tasks
to develop students’ motor skill proficiency to the point where they can use the skills as part of a physically active lifestyle
being proficient in a motor skill refers to what 3 things
- quality of effectiveness of skill performance
- quality of efficiency of skill performance
- quality of adaptation of skill performance
what is effectiveness measured by
whether the execution of the motor skill led to the desired result
ex) did the shooting technique lead to made jump shot?
if motor skills do what they were intended to do
considered effective
when is a skill performed efficiently
when action is mechanically correct for a given performer and situation
can be variation in way people perform efficiently- especially children
when is it difficult for most learners to be effective with a motor skill
if they do not execute it in an efficient manner
what does quality of adaptation refer to
ability of students to adapt their skill execution to changing conditions
what can play a role in skill that are externally paced and continuous
adaptation of skill performance
when must instructors be aware of skill adaptation
when assessing skills in externally paced or continuous skill situations
what do closed skills require a greater emphasis on
efficiency because environment is unchanging
focus for teacher instruction
what do closed skills require little of
adaptation
when specific closed skills are used in different environments how should they be taught
as closed skill first then practice in differing environments
what do open skills rely heavily on
ability of performer to rapidly process perceptual (mostly visual) cues
what skilled open skill performers do
can interpret the environment and can adjust the skill to changing conditions
what do instructors need to assess in an open skill
1) choose correct movement response in a changing environment
2) execute movement response efficiently and effectively
what is number one consideration when establishing goals, developing content and making organizational arangements
safety of students
what to teachers have a legal responsibility to do
keep students safe
all PE teachers must adhere to the following 4 safety principles
- confirm every student has necessary prerequisites to work on a skill
- make sure that students always work under control with any task
- make sure that students always work safely with any task 4. structure the environment so students can participate and practice safely
what do the courts emphasize PE teachers must do
all they can do to minimize the safety risks in class
if not they may be legally liable
another way to enhance probability of students staying safe
nurture a collective, collaborative feeling among students
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Teaching Physical Education (part 1)38
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Teaching Physical Education (part 2)70
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Factors That Influence Learning (part 1)42
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Factors That Influence Learning (part 2)62
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Factors That Influence Learning (part 3)57
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Factors That Influence Learning (part 4)28
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Designing Learning Experiences (part 1)42
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Designing Learning Experiences (part 2)47
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Designing Learning Environments47
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Task Presentation (part 1)40
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Task Presentation (Part 2)40
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Content Analysis and Development (Part 1)67
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Content Analysis and Development (Part 2)67
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Content Analysis and Development (Part 3)65
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Developing and Maintaining a Learning Environment (Part 1)52
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Teaching during Activity58
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Teaching During Activity (Part 2)72
