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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
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Cognitive: learning and application of knowledge Psychomotor: the development of physical and neuromuscular skills Affective: acquisition of attitudes, values, and appreciation
Knowledge Comprehension Application Analysis Synthesis Evaluation
Remember your characteristics of precontrol, control, utilization, proficiency? Remember Fitts and Posner and Gentile from Motor Learning
Perceiving Patterning
Accommodating Refining
Varying Improvising & composing
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
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
How would you organize your practice opportunities using massed and distributed practice? What factors influence your decision to use one more than the other?
Cognitive Development
Construction of new learning:
Higher level thinking activities Portfolio tasks Fitness concept research Integration of concepts to real world physical activity
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 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
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
