Teaching Physical Education For Learning Outline
Chapter 1 Teaching Physical Education: An Orientation
Teaching as a Goal-Oriented Activity
-Instruction is guided by curriculum
-National Content Standards:
1. Competency in motor skills and movement patterns
2. Understanding of movement concepts, principles, strategies, and tactics
3. Regular participation in physical activity
4. Achieves and maintains a health-enhancing level of physical fitness
5. Responsible personal and social behavior in physical activity settings
6. Values activity for health, enjoyment, challenge, expression, and interaction
Types of Goals
-Goals are outcomes of educational programs
-Objectives refer to specific outcomes
-Psychomotor objectives are goals dealing with motor and physical abilities
-Fundamental skills (skipping, throwing) & Complex (lay-ups…)
-Cognitive Objectives describe knowledge or abilities in processing information
-Outcomes relate to knowledge students should have and problem solving
-Affective Objectives describe student feelings, attitudes, values, social behaviors
Establishing Realistic Goals
-Develop and maintain fitness
-Develop skills for participation in 6 team sports, 4 individual, gymnastics and dance
-Teach students how to be independent learners and problem solvers
-Teach students how to value themselves and interact with others in positive ways
-Develop skills, attitudes and knowledge that will transfer to new skills and life
-Students should be able to design personal goals with assistance by the end of school
-Students should be able to attain a participant level of competency in 2 sports
-Students should be able to design and safely conduct a weight training program
Choosing Instructional Processes to Meet Goals
-Fitness is developed when criteria for workload, duration, and intensity are met
-Open Skills (changing environment) assists in transfer of learning
Achieve Goals Through Processes
-Goals can be achieved through an emphasis on learning
-Teach experiences rather than the skill itself (meaning)
-Be aware that negative results can be achieved through carelessness in teaching
Criteria for a Learning Experience
-Learning Experience is a set of instructional conditions and events that gives structure
to student experience and is related to a particular set of teacher objectives
Criterion One
-The learning experience must potentially improve motor performance skills of students
Criterion Two
-Learning experience must provide maximal activity time for all students at their ability
Criterion Three
-Learning experience must be appropriate for the experiential level of all students
-Success Rate should be around 80%
-Individualization allows each student to function at their level
Criterion Four
-Learning experience should have potential to integrate goals whenever possible
Understanding the Instructional Process
-Lessons need Start/end, demo and response, behavior will indicate the taught skill
Prelesson and Postlesson Routines
-Before the lesson begins and closure at the end
Movement Task-Student Response Unit of Analysis
-Set induction: teacher orients the class
Movement Task
-Movement Tasks are motor activities assigned to the student are related to content
Organizational Arrangements
-Communicate the tasks and arrangements for such tasks
Student Response
-Content behaviors- describe task, teacher helps during task, task modified
-Management behaviors- directions given, students organize, punish one student
Looking to the Future: Becoming a Professional Teacher
Value Positions and Beliefs in Teaching
-Teaching beliefs come from theories, contrasting ideologies offer viewpoints
Personal Characteristics of a Teacher
-How motivation occurs is irrelevant, so long as students are motivated
-Clarity is essential in explanations
Chapter 2 Factors That Influence Learning
What is Learning?
-Learning is a relatively permanent change in behavior
-Consistent observable performance is necessary to see if learning has taken place
How Do People Learn Motor Skills
-Basic skills are acquired through maturation, complex through teaching
-Environmental Design- teacher can elicit motor responses
-Behaviorist orientation- stresses the role of external environment in learning
-Information processing- internal cognitive of the learner is stressed
-Cognitive Theorists- holistic approach to problem solving, teaching, learning
Stages of Motor Learning
-Cognitive Phase focuses on how the movement should be performed
-Associative Phase has the learner focus on skill dynamics
-Automatic Phase requires no concentration on the skill
Requirements for Learning a Motor Skill
Prerequisites
-May need to mature, may need flexibility or strength
Clear Idea of the Task
-Motor Programs are an executive plan for the skill
Motivational/Attentional Disposition to the Skill
-Students must actively take part in the learning process to learn a skill
Practice
-The reproduction of motor skills requires practice to increase consistency
Feedback
-Feedback is the information the learner receives from performance
-Categorized as Knowledge of results (KR) and knowledge of performance (KP)
The Nature of Motor Skill Goals
-Motor skills: fine/gross, simple/complex, fundamental/specialize,
discrete/serial/continuous, self-paced/externally paced, open/closed
Open and Closed Skills
-Open Skills are regulated by changes in the environment
-Closed Skills allow environmental conditions to remain constant
Discrete, Serial, and Continuous Skills
-Discrete skills are performed once with clear beginning and end
-Serial skills are combined discrete skills
-Continuous skills have arbitrary beginning and ending points
Issues of Appropriateness in Skill Development and Learning
-Texts often demonstrate mature results, not what a child should be able to do
Environmental Conditions
-Games are adapted to fit the environment
Learner Abilities
-Texts describe what students should be able to do, but not actual abilities
Practice Profiles and Success Rates
-Practice is need to achieve success
Whole or Part
-Do you break each activity into aspects of a skill or practice it all at once?
-Safety is usually the determining factor
Practice Variability
-Varying Practice Conditions is the opposite of drill and repetition
-Varying Skills are necessary for contextual interference
Massed and Distributed Practice
-Distributed practice spreads learning and practice out over unit
-Massed practice throws it all into a short amount of time
-Distributed > Massed
Motivation and Goal Setting
-Ideas for the practitioner:
1. Attribution theory – what attributes to success and failures?
2. Mastery of Orientation
3. Ego orientation, outside of control
4. Experiences provided affect success and failure
5. Participation is affected by students’ competence
Transfer of Learning
-Transfer of learning refers to using one skill to perform another
-Bilateral Transfer reflects the skill to the opposite limb
-Intratask Transfer reflects the skill under new conditions
-Transfer
1. The more practice resembles game situation, the more transfer occurs
2. More learning results in more positive transfer
3. Transfer can be facilitated by the teacher
Learner Characteristics
Intelligence and Cognitive Development
-Piaget’s Stages of Cognitive Development
1. Sensorimotor Intelligence
2. Pre-op Intelligence (2-7 years)
3. Concrete Op Intelligence (7-11 years)
4. Formal Op Intelligence
Chapter 6 Content Analysis and Development
Process of Content Development
-Sequencing movement tasks in a manner that has the potential to facilitate learning is
the nature of content development
-Content development is learning through lessons to perform tasks
Establish a Progression (Extension)
-Simple to complex, Easy to hard = progression
-Intratask development = development of content
-Different, unrelated skills linked by large groups = intertask development
-Extension tasks manipulate the level of difficulty
Demonstrate a Concern for Quality of Performance (Refinement)
-Tasks to refine a performance are refining tasks
Give Students an Opportunity to Apply/Assess Their Skills
-Effective Progressions all developing skills to apply to develop experiences
-Application/assessment tasks allow students to apply and assess skills
-Informing task- initial task in a sequence of development for a skill in a lesson
-Informing- initial task in a progression of a skill
-Extension- A teacher move communicating concern for changing complexity/difficulty
-Refinement- A teacher move that communicates a concern for quality
-Application/assessment- A teacher move allowing students to improve on how to do
something or apply it to another skill
Planning for Content Development: Developmental Analysis
-Developmental analysis- process of selecting sequences of experiences is facilitated on
content being taught
Developing Extension Tasks- The Teacher’s Progression
-Factors can be manipulated to change the experience (Practice parts, modifying
equipment, spatial arrangements, focus of intent, numbers involved, conditions, changing rules, number of combined skills or actions, expansion of number of different responses)
Establishment of sequences of Experiences
Adding the Qualities of Refinement
-Refinement:
1. Identifies cues teacher can use
2. Identifies what teacher needs to focus on
3. Provides information to use in feedback
4. Can correct individual mistakes
5. Can make to task easier or more difficult
6. Can stop the whole class to critique
Designing Application/Assessment Experiences for Content
-Application informs how to do the skill to accomplish the goal
-Self-testing (Peer/group), Competitive, Assess
-Application focus dominates most of the time
-Application experiences should be congruent with the level of extension/refinement
What Content Development Looks Like in a Real Lesson
-There is no set sequence of extending, refining, and application assessment tasks
Guidelines for Developing Different Types of Content
Developing Closed Skills
-Intent is to produce consistent and efficient performance
Whole-part Question
-Teach the whole whenever possible
-Break down skill into parts after providing students an opportunity to see or practice
the whole
Modifying Equipment
-Modify equipment to make easier or more difficult
Changing Conditions of Practice
-Change to ensure success, build difficulty gradually
-Work on form and movement, remove knowledge of results
Establishing a Progression of Intent
-Modify the goal or intent to ensure success
Accuracy versus Force Production
-High degrees of accuracy should be required only after force production abilities have
been established
Environmental Design
-Design the environment to elicit a response when possible
Developing Closed Skills Performed in Different Environments
-Introduce the skill in simplest environment, extend practice into all environments
-Alert learners to modifications needed to perform in different environments
Developing Open Skills
-Intend to develop skills to complex environments and conditions
Teaching Open Skills Initially as Closed Skills
-Practice of open skills in closed environments should be limited
-A skill can not be performed effectively unless student has acquired it in both the
response and selection of the response (adjustment)
Practicing the Execution (response) and Use of Response
-Progressions for open skills should include opportunities to practice the execution of a
response and to practice selecting the appropriate response
Chapter 12 Assessment in the Instructional Process
Role of Assessment in Physical Education Programs
-“Plan – Teach – Evaluate” Model
-Consequences of Assessment +/-
-Alternative and Authentic Assessments
-Info translated into judgment is Assessment, not Evaluation
Formative & Summative
-Formative is Progressive and Ongoing
-Summative is Overall, End Result, Final
-F would be individual assignments and tasks
-S would be the equivalent of a report card
Validity and Reliability Issues of Assessment
-Valid tests measure what is being assessed
-Reliability focuses on the consistency of the measurement
Collecting Information
-Formal and Informal
-Graded “Work” v. Progress and Development
Alternative Assessment
-Time consumption is no reason not to assess
-Focus on meaningful, real life learning
-Checklists
-Rating Scales
-Rubrics
Types of Student Assessment
-Observation allows to produce feedback and monitor
-Event Tasks can be instructed & completed in short amount of time
-Journals allow students to reflect on progress
-Portfolio represents progress
-Written Test shows knowledge instead of physical development for understanding
-Skill Tests
-Projects and Reports Promote Progress
-Logs allow students to document Progress
-Interviews and Surveys
-Parental Report keeps the home involved and informed
Making Assessment Practical and Important
-Establish Criteria
-Use Self-testing tasks
-Use Simple Assessments
-Use Peer Assessment
-30-second wonders
-Use Technology
-Sample Good Behavior
Preparing for Formal and High-Stakes Behavior
-Know Assessment Procedures
-Make sure students know
-Keep Class Organized During Testing
-Practice the Assessments
-Score Performances
-Follow Protocol
-Use as Learning Experience
Student Grading
-Achievement
-Improvement
-Effort
-Conduct
