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Taxonomy - Teaching Physical Education I - Lecture Slides, Slides of Physical Education and Motor Learning

How to teach physical education? This course answers the core question of Physical Education. This lecture includes: Taxonomy, Cognitive, Psychomotor, Neuromuscular Skills, Appreciation, Development of Physical, Knowledge, Comprehension, Application, Analysis

Typology: Slides

2012/2013

Uploaded on 09/02/2013

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What is a taxonomy?
A system to classify what students should be able
to demonstrate after learning
Cognitive: learning and application of knowledge
Psychomotor: the development of physical and
neuromuscular skills
Affective: acquisition of attitudes, values, and
appreciation
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What is a taxonomy?

 A system to classify what students should be able

to demonstrate after learning

 Cognitive: learning and application of knowledge  Psychomotor: the development of physical and neuromuscular skills  Affective: acquisition of attitudes, values, and appreciation

Bloom’s Cognitive Taxonomy

 Each factor builds on the previous learning

 Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

Psychomotor Taxonomy

 Psychomotor learning has distinct stages that are

observable as the learner progresses

 Remember your characteristics of precontrol, control, utilization, proficiency?  Remember Fitts and Posner and Gentile from Motor Learning

 Students may be at one level in the psychomotor

taxonomy on one skill and another level on a different

skill

Bressan’s Taxonomy

 Skill construction

 Perceiving  Patterning

 Skill stabilization

 Accommodating  Refining

 Skill differentiation

 Varying  Improvising & composing

Why use the taxonomies?

 Use of the taxonomies encourages a progression of

learning outcomes from lower end through higher-order

objectives

 Without the taxonomy, teachers often:  Try to teach advanced skills before the pre-requisite skills are learned  Over emphasize lower-order objectives  Sacrifice higher-order objectives in the process of emphasizing the lower-order objectives  Higher order objectives will be necessary for students to apply knowledge to real-life situations

Factors that influence psychomotor

development

 Provision of a model of demonstration with verbal cues

for students to perceive the key points of the movement

skill

 Practice opportunities

 Learner involvement: ALT-PE  A high number of trials in quality learning will enable students to become proficient  Type of skill: teaching emphasis will differ depending on the type of skill to be learned: closed vs. open  Task appropriateness: challenging, but not too hard or too easy  Move from simple to more complex

Practice design opportunities

 If you are working with a learner who is in the skill

construction stage, would you use whole or part practice?

Why?

 If you are working with a learner who is in the skill

differentiation state, would you use whole or part

practice? Why?

 What factors would influence your decision to use part or

whole practice?

Practice organization

 You are teaching a one week unit on archery at

Desert Ridge MS

 How would you organize your practice opportunities using massed and distributed practice?  What factors influence your decision to use one more than the other?

Factors that influence retention

 Nature of the task

 Meaningfulness of the task

 Amount of overlearning

 Using these three factors, describe how you

would promote retention of learning across 10

lessons on the physical activity roller blading.

Impact of feedback on learning

 You are teaching a lesson on mountain biking.

Today is bike maintenance day. Summarize the

various kinds of feedback that you would give to

students and the possible effects of the feedback

on their learning.

Cognitive Development

 Construction of new learning:

 Higher level thinking activities  Portfolio tasks  Fitness concept research  Integration of concepts to real world physical activity

Teaching strategies for cognitive development

 Use of critical cues

 Address the ‘why’ as well as the ‘how’

 Bulletin board displays to reinforce concepts

taught

 Videotapes to analyze movement, game

strategies, officiate game play

 Data collection with HR monitors, pedometers

 Tactical game play

Positive Attitudes

 When teachers are aware of students’ feelings about

physical education, they can provide appropriate learning

activities

 Enjoyment is a pre-req to continued activity, teachers

should help develop favorable attitudes

 Positive conditions and consequences are necessary  As few negative conditions and consequences as possible are necessary  A supportive classroom environment where students are treated as individuals is important

Conditions and consequences

 Positive

 Content oriented conditions  A favorable curriculum that is of interest to students, not just what the teacher is good at or likes  Success most of the time  High ALT-PE; assessment informs students of learning  Grades on achievement  Student oriented conditions  Genuine interest in what students want to learn  Treated as individuals  Environment is supportive, yet challenging