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Effective Skill Instruction: Preparation, Practical Application, and Verbal Instructions, Slides of Physical Education and Motor Learning

Guidelines for effective skill instruction, including learner preparation, practical application, and the role of verbal instructions. Topics covered include creating a distraction-free environment, dynamic skill presentation, effective verbal instructions, and exploratory activities. The document also discusses the importance of internal and external focus, verbal cues, check for understanding, and theories of observational learning.

Typology: Slides

2012/2013

Uploaded on 09/02/2013

aapti
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Skill Presentation
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Skill Presentation

Learner Preparation

  • Need undivided attention before skill instruction begins - Distraction free background - Learners can clearly see and hear - Learners’ back to the sun - Place equipment away from gathering area
  • Present skill dynamically and emphasize its importance docsity.com

Practical Application

  • List characteristics of effective instruction.
  • How do these characteristics support learning?

Role of Verbal Instructions

  1. Introduce learners to new skill
    • Communicate general idea of the goal of the skill or strategy
    • Make the learners aware of major technical features or critical elements Use cue words
  2. Skill refinement
    • Develop learner's ability to perform skill under criterion conditions Transfer to different contexts

Exploratory Activity 7.

  • Activity 2
    • You will need a blank sheet of paper and a pencil
    • Sit with your back to your partner
    • The ‘facilitator’ should describe the drawing so the artist may replicate the diagram.
    • The first artist may ask questions but no gestures may be used to augment the questions. The second artist may not ask questions of the facilitator.
    • Once finished, compare the original and drawn diagram.
    • Answer questions on page 139

Locus of Attention

  • Internal focus
    • Focusing one’s attention to concentrate on a specific body movement (develop proprioception) - Cognitve/early associative stage (closed skills)
  • External focus
    • Focusing one’s attention to the effects of his or her actions on the environment - Associative stage
    • External focus may be better for skill refinement

Check for Understanding

  • Quick check for understanding avoids having to reassemble the learners to repeat or clarify instructions - Provide an opportunity for learners to ask questions following the skill presentation - Ask learners to restate the key elements of the skill to assess comprehension of instructions

Theories of Observational Learning

  • Social cognitive theory
    • Develops cognitive representation of the skill
  • Dynamic interpretation of modeling
    • Obtain information regarding the pattern of coordination of the limbs relative to one another
    • Information is directly perceived

Who Should Demonstrate?

  • Expert vs. learning model
  • Model-observer similarity
  • Alternative mediums

Expert vs Learning Demo

  • Expert model shows correct skill
  • Focus learner’s attention on correctness of performance
  • Demo will show fluidity and coordination
  • Learner is passive
  • Learner will imitate movement - “Learner” will show correct and incorrect components - Observer will focus on both correct and incorrect components - Instructor will be giving verbal feedback and cues during demo - Learner is active and will explore own movement

Alternative Mediums

  • Videotape
  • Illustrations
  • Still photos
  • Consequent sounds

How Should the Demonstration be

Organized?

  • All learners must be able to clearly see and hear
  • Explain how demonstration will proceed and what to watch for - Focus learners on key elements - Focus on the process of the movement - Avoid “product”/end result emphasis
  • Demonstrate for both right and left limb docsity.com

How Often?

  • Dependent on:
    • Complexity of skill
    • The extent to which the learner understands the information presented

Discovery Learning

  • Learner attempts to solve a movement problem through the exploration of a variety of possible task solutions
  • Practitioner’s role is as a facilitator
  • Active learning through problem solving
  • Guided discovery
    • More structured
    • Practitioner designs a sequence of questions, each of which elicits a single correct response todocsity.com