discrete skills
one time with clear beginning and end.
example: throwing, jumping, leaping, hopping, shooting, bowling, cartwheel, etc
serial skills
a series of discrete skills (combing skills)
example: dribbling to shooting, catching then running, running than jumping
continues skills
no clear start or beginning
example: swimming, running, cycling
distributed practice
practicing multiple skills throughout an entire unit. no one and done.
Example: practicing shooting in basketball one day, then the next day practicing dribbling, the the next day practicing passing, then combining the skills making sure you revisit.
mass practice
practicing one skill then not revisiting it. one and done.
what is are positives to distributed practice over mass practice?
allows for repetition of skill to benefit learning.
better potential to enhance learning.
revisiting skills throughout the year is important for young learners.
environmental conditions
the skill looks different and is adapted differently to diverse environments.
example: the appropriate time for a bounce pass and chest pass. both are dependent on the learners environment.
putting learners in the best position to learn, giving the game l
learner abilities
learners adapt a skill to be performed within their own abilities, does not require a mature pattern.
Example: developmental issues, height of goal leading to learner doing what they can to get the ball to the net.
changing size of equipment size.
For both environmental conditions and learner abilities: Teachers need to:
�Make sure motor response asked is appropriate for that situation and student.
�Design progressions that include combining skills with a focus on transition.
�Critical for serial movements, open skills and externally paced skills.
Learner Characteristics
Over all body Coordination, Eye/hand or eye/foot, coordination, Strength ,Balance
Cognitive ability.
all students are made up of students with different abilities, they also progress at different rates.
Important not to tag as not capable of learning.
Neg
self-paced
body and the object are still before starting the execution of the skill
example: free throw,
externally paced
when the body and the object are both moving
example:
closed skill
environment is non-changing or at least relatively stable (non-dynamic)
example: free throw, first bowl in bowling
open skill
environment is changing (dynamic)
example: layup in basketball, throwing in football, bowling for a split
varying practice conditions
Changing conditions of practice, Not drill and repetition
Changing speeds, distances, directions, force, intent of practice (moving to catch or receiving a soccer pass to pass quickly)
Closed in the same condition; open in variable or they will not be abl
Bilateral learning
one side of the body to the other.
dominant first
example: dribbling with right then dribbling with left
ensure that student is competent with dominant before non dominant
intertask transfer
one skill or task transfers to the another skill or task (related tasks)
example: tennis serve transfer overhand throw
intratask transfer
what you learn from practices of a skill in one condition transfers to practice of that task in another condition.
Example: change of equipment, simple to complex
passing a different distances
resembling game-like situation
whole or part
Decision to break skill into parts and practice one part at a time or practice it as a whole.
best to do whole, part,whole
teach whole, break down into parts, then go back to the whole.
relationship between curriculum and instructuion must be:
clearly defined and programs must be printed toward clearly stated goals.
goals
educational program outcomes when referring to broad outcomes
objectives
educational program outcomes when referring to more specific outcomes
three domains of learning
cognitive, affective, and psychomotor
establishing realistic goals
must be appropriate instructional situation. can not be out of the students ability.
knowledge of results (KR)
associated with the outcome of the movement, knowing whether the ball went into the net
knowledge of performance (KP)
information learner receives on the execution of the movement, how the movement feels.
practice variability
changing the environmental conditions of practice or the skills involved in practice.
closed skills should be practiced in..
repetitive in the same conditions
open skills should be practiced in..
variable conditions
contextual interference
interfering with the rote characteristics of practice, you will encourage the learner to process the information more and learn more
transfer of learning
the influence of having learned one skill or ability on learning other skills or abilities
three stages of learning
cognitive, associative, automatic
cognitive phase of learning
intense concentration when processing movement, inconstant performance, can not adapt
usually elementary school students or new content for adults
associative stage of learning
can concentrate more on dynamics of skill (timing coordination), tries to refine quality of movement, can begin to cope with complex environments, concentrations on complexity, most learners stay here.
automatic stage of learning
...
during cognitive phase of learning teachers should
clear idea of task, demonstrations, limit information, verbal cues, sequence information,
during associative stage of learning teachers should
For Students at the Associative Stage, Teachers Should:Plan appropriate tasks for those at the associative stage, Refine the more specific part of skills (timing, speed, force, follow through, etc.), Gradually increase complexity, Provide specific feedbac
requirements for learning a motor skill:
prerequisites
clear idea of task
motivation and attention
practice
feedback: KR, KP
quality practice
increased consistency that will help move to the next stage of learning.
essential for developing and refining skills
Environmental design
elicits a motor response by designing the environment to bring out the skill.
example. net in volleyball, target or mat to jump too, hand prints and foot prints on their floor for a cartwheel.