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

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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