motor learning
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Motor Learning. Characteristics of Curriculum Models. Physical Education Roots in ancient Greek civilization Technique that helps in promoting the physical fitness and well being of a body Aim - PowerPoint PPT PresentationTRANSCRIPT
Motor Learning
Characteristics of Curriculum Models
Physical Education• Roots in ancient Greek civilization• Technique that helps in promoting the physical
fitness and well being of a body• Aim– Equip students with the knowledge, skills,
capabilities and values along with the enthusiasm to maintain a healthy lifestyle into adulthood regardless of their physical abilities
Physical Activities
• Promote physical fitness• Develop motor skills• Instill knowledge and understanding of rules,
concepts and strategies• Teach students to work as part of a team• Competitive activities
Curriculum Models
• Meaning of human movement• Physiology of exercise• Sport sociology• Aesthetic appreciation of movement• Acquisition of skills
Basic Experiences Provided by Physical Education
• Aquatics• Physical conditioning• Gymnastics• Individual/dual sports• Team sports• Rhythm and dance
Physical Education as a Subject
• Taught in all states• K-12• Implemented by a self-contained classroom
teacher
Characteristics of Curriculum Models• Physical activity– Competent by many– Proficient by few
• Physical activities human movement– Students learn and apply
principles of human movement, develop motor skills
• Fitness– Health related
components– Skill related components
• Responsible behavior– Personal– Social
• Respect for and value of differences
• Students indentify and understand how physical activity promotes: – personal enjoyment– Challenge– Self expression– Social interaction
Principles Used in the Selection and Maintenance of Equipment and Facilities
Equipment Selection
• Based on– Quality– Safety– Goals of physical
education and athletics• Selected by
knowledgeable personnel• Continuous process
– What’s best in the year of purchase may not be best in the year of replacement
• Service and replacement considerations
• Reconditioning vs. purchasing new equipment
• Participant interests• Age, sex and limitations
of intended users• Current trends
Equipment Selection Guidelines• Follow purchasing policies– Reputable
manufacturers– Competitive purchasing
regulations– Use district forms
• Consult with administration when equipment and supplies are needed
• Relate purchasing to programming, budgeting and financing
• Best value for money spent
• Additional considerations– Legal• Brand/trademark• liability
– Administration considerations
– Maintenance– Participants own
equipment
Maintaining Equipment
• Regular inspection• Inventory control• Issue/return policies• Proper cleaning, storage and care
Facility Selection
• Bond issues for construction• Title IX/ADA• Energy costs• Community involvement• Multi-purpose facility• Aesthetically attractive, practical and
comfortable• Complies with public health codes
Facility Maintenance
• Maintenance team– Custodial staff– Participants– Physical Education and Athletic Departments
• Issues– Free of dust and dirt– Daily cleaning and disinfecting– Regular inspection for hazards
Class Management
• Initiated at the beginning of the school year– Rules– Compliance– Penalties for violation
• Develop routines for a productive use of class time
• Goals– Safety– Most effective instruction– Promote self discipline
and self motivation– Develop a sense of
responsibility– Creates group
camaraderie– Uses time and energy
effectively
Planning
• Time Frames– Yearly– Seasonal– Weekly– Daily
• Goals– Precision– Arranged in advance– Maximized activity time for students
Measurement and Evaluation
• Reasons– Determine student progress– Effectiveness of teaching
• Needs to be planned in advance– Think “reliability” and “validity”– Reflects objectives previously taught
Florida High School Graduation Requirements
• 1 credit in physical education including the integration of health
• Curriculum framework– Broad guidelines– Instructional consistency in curriculum offerings– Student achievement is related to the intended
outcomes of curriculum frameworks
Key Legislation• Title IX (1972)
– Prohibits sex discrimination• PL 94-142 (1975)
– Educational services for handicapped students• House Bill 967 (2007) – FL
– 150 minutes of Physical Education each week in grades K-5– All instructional personnel are approved to teach Physical
Education in grades K-5 regardless of certification• Don Davis Physical Education Act (2008) - FL
– Grades 6-8– Students take Physical Education of one semester each year
• At least 30 minutes daily
Impact of Educational Reforms
• Increased enrollment• Increased administrative, parental, and
student support• Equal opportunities• Equitable expenditure of funds• All federal aid must be in compliance with
Title IX• Scholarships must be awarded equally
Maximizing Learner Participation
Cooperation and Competition• Cooperation– Working together with agreed upon goals and
methods• Competition– Striving against another force for the purpose of
achieving dominance or attaining a reward or goal• Need/desire to compete – Common impetus– Motivates individuals to organize into a group and
cooperate with each other in order to form a stronger competitive force
Problem Solving
• Higher order cognitive process• When one moves from a given state to a
desired goal state• Provides students with– Self-confidence– Sense of accomplishment
Trust Building
• Accept vulnerability based upon positive expectations of the intentions or behavior of another
• An individual's belief in, and willingness to act on the basis of, the words, actions, and decisions of another
• Arises from interdependence with others• Break down barriers • Create reliance within small groups
Risk Taking
• Can be a positive tool for discovering and developing personal identity
• Role of teacher in risk taking– Encourage students to participate in something
that may stretch their abilities – Within the student’s capabilities, in a safe
environment
Common Concepts and Content within Physical Education and Other Curriculum Areas That
Promote Interdisciplinary Learning
• Physical science– Study non living systems
• Biological science– Study living systems
• Mathematics– Search for fundamental truths in pattern, quantity, and change– Reflected in sports through measuring speed, momentum,
height/distance
Common ThemesExplain the whole system from fundamental parts
“Hard science”
Social Sciences
• Whole system is more than the sum of its parts
• Study human aspects of the world• Diverge from arts and humanities• Emphasize the use of the scientific method• Soft science
Kinesiology• Interdisciplinary• Encompasses: human anatomy, physiology, neuroscience,
biochemistry, biomechanics, exercise physiology, and sport sociology
• Can include: psychology, sociology, anthropology• Relationship between quality of movement and overall
human health• Applied to: physical therapy, occupational therapy,
chiropractic, osteopathy, exercise physiology, massage therapy, physical education, and coaching
• Approaches: therapeutic, preventative, high performance
Review• Hard sciences– Physics, Math, Biology, Chemistry– Explain the whole system from fundamental parts
• Social sciences– Psychology, Sociology– The whole is greater than the sum of its parts– Soft sciences
• Kinesiology– Interdisciplinary– Approaches: therapeutic, preventative, high performance
National Association for Sport and Physical Education Standards
(NASPE)A physically educated person:1. Demonstrates competency in
motor skills and movement patterns needed to perform a variety of physical activities
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities
3. Participates regularly in physical activity
4. Achieves and maintains a health enhancing level of physical fitness
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings
6. Values physical activity for health, enjoyment, challenge, self expression and/or social interaction
The Relationship Between Human Growth and Development and Appropriate Physical Activity
• Understanding the developmental growth process– Educators become aware of students who adhere to
the norm and those who might mature early or late• Puberty growth spurt– Individual response– Varies greatly– May affect participation in physical activity and
sports
Implications for the Educator• Pay attention to varying
body sizes and maturity• Co-educational classes– Middle school & high
school team sports can accommodate the needs of both genders’ changing maturities
– Non-contact physical activities that rely on lower body strength and agility (capture the flag, ultimate Frisbee)
• Activities that require upper body strength– Teams based on
individual skill level to prevent injury
• Matching teams evenly based on skill– Individual skill levels are
not as apparent– Activity remains fun for
participants
Role of the Teacher
• Monitor and adjust physical activity – Ensure positive, competitive experience
• Sample appropriate activities – Doubles tennis– Flag football
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Teaching Methods That Facilitate Cognitive Learning
• Problem solving– Instructor presents the initial task and students
come to an acceptable solution in unique and divergent ways
• Conceptual theory– Focus on acquisition of knowledge
• Guided inquiry– Instructor as a leader/facilitator– Sequential experiences for the learner
Implications for the Educator
• Initial performance– Vary in quality– Inconsistent– Error-prone– Student focus remembering what to do
• Focus on– Teaching significant elements of the skill– Biomechanics– One or two key elements at a time– Motivation occurs with supportive and encouraging comments
Techniques that Facilitate Cognitive Learning
• Transfer of learning – indentifying similar movements of a previously learned skill
• Plan slightly longer instructions and demonstrations
• Use appropriate language• Conceptual thinking – give students more
responsibility for their learning
Aids to Facilitate Cognitive Learning
• Frequent assessment• Incorporate principles of biomechanics• Videotape student performance• Expert demonstrations– technology
Teaching Methods to Facilitate Psychomotor Learning
• Task/reciprocal – task learning through stations
• Command/direct – teacher centered, clear goals, skills explained and demonstrated, time allocated for practice, performance is closely monitored
• Contingency/contract – task completion is rewarded
Teaching Methods that Facilitate Psychomotor Learning
• Reflex movements – flex, extend, stretch, postural adjustment
• Basic fundamental movements – instinctive patterns of movement
• Perceptual abilities – interpret auditory, visual and tactile stimuli to coordinate adjustments
• Physical abilities – develop the 5 components of fitness• Skilled movements • Nondiscursive communication – expression as
movement
Motor Learning
• Unique to each individual• Follows a general sequential pattern• Begin instruction at a level where most children
are successful and progress where frustration hinders the activity
• Stress: 1) fundamentals, then 2) advanced concepts
• 20 minute time limit• Primacy/recency
Visualization
• Break skill down mentally• Picture steps involved• Physical practice– Standing still– Add movement– Add opponents
Body Awareness• Kinesthetic Awareness• Imprint of body parts• Capability of movement• Spatial awareness
– Location of objects in relation to one’s own body– Locating more than one object in relation to each other &
independent of one’s own body• Effort qualities
– Balance– Time– Force
Fundamental Movement Patterns
Locomotor– Walk– Run– Jump– Vault– Leap– Hop– Gallop– Slide– Body roll– Climb
Nonlocomotor– Bend – Dodge– Stretch– Twist– Turn– Swing– Sway– Push– Pull
Manipulative– Bounce/Dribble– Catch– Kick– Roll– Strike– Throw– Trap
Acquiring Skills & Performance Strategy
1. Control object2. Increase difficulty – Combine skills – Interaction
3. Offense/defense4. Complex activity– Continuous play
Cues
• Majority of students should be successful• Students respect the teacher, fellow students,
the sport, the equipment & the facilities• Students follow directions
Prompts
• The facilities• The equipment• Whistle• Kinesiology principles– Teacher demonstrates first– Students practice & teacher motivates– Movements are refined & practiced
Strategies• Demonstrate good form• Use a teaching progression
that systematically adds details
• Physical education provides for group instruction, but individualize instruction when learner becomes engaged
• Pace of skill development varies widely
• View physical education as both art and science
• Give all students the opportunity to lead build self esteem
• Keep groups as small as possible
• Use all available equipment and space
• Keep practice sessions short– 20 minute rule
• Reinforce sequentially