Chapter 12: Physical, affective, and instructional factors

suggestions for organizing learner-paced and reflective practices

-encourage self reflection during breaks -intentional discussion of performance -allow augmented feedback to be student driven -engage learners with problem-solving opportunities -having small-sided games and opportunity for dialog

4 major steps for designing an ecological task analysis model

1. instructor selects the task goal and structures the environmental constraints around the task goal 2. instructor should provide the learners with movement options rather than constrain their movement by instructing them to complete the movement pattern a particular way 3. after the learner has attempted the movement pattern, the instructor should manipulate the environment, task, or both 4. the instructor should then provide augmented feedback to the learner

5 strategies to move learners through hellison's social responsibility model

1.awareness talks- students are reminded about the levels of responsibility explicitly discuseed and posted in the learning environment 2.individual decision making- students are encouraged to be in control of their own actions and decision 3.group meeting- encourages discussion of what constitutes self control and responsbility and establishment of self control rules 4.reflection time- occurs at the end of each lesson.Students contemplate what went well or not in the session, may involve writing in a personal journal, completing checklists, and engaging in discussion with others 5.counseling time-time is devoted to discussion of problems indentified by the teach or students

steps for creating an ecological task analysis model

1.make a list of all the individual constraints associated with performing the motor skill 2.once the individual constraints have been established, list ther interactions with the task and the environment 3.develop a range from simple to complex for each task and environmental constraint

Hellison's social responsibility model

1.respecting rights and feelings of others (students are taught self-control and personal responsibility to prevent physical or psychological harm to others and to respect feelings of classmates. Conflict resolution and the right to be included are also components) 2.participation and effort (emphasis is on physical activity participation rather than nonparticipation and assuming responsibility for self motivation. success as a personal accomplishment or degree of effort is explored) 3.self direction (students take more responsibility for their choices and independence with task involvement when not supervised. They establish their own goals and plans to achieve the goals and evaluate the plans) 4.helping others and leadership (students are encourged to support and to assist others with compassion and sensitivity, helping those who want help, including conflict resolution. they take leadership roles such as reciprocal teaching an develop inner strength to make decisions that might not be popular) 5. outside the gym (students are encouraged to transfer responsibility for learning in their physical education classes to other areas such as teaching younger students, participating in service projects, etc.)

positive attributes of variability

It is good because each person will solve movement challenges in different ways due to their unique circumstances (experience, size, shape, etc.) it mirrors real situations in games and sports

promote achievement

The learning environment should provide opportunity for successful experiences create a positive affective environment, manipulate environmental and task constraints, and encourage learners to be actively involved

traditional task analysis

a method of analyzing movement performance by comparing the movement pattern to a correct model problems with the approach: 1.comparing learners with a particular model assumes that the structural constraints of the learner are similar enough to that of the model 2. everyone is placed on a continuum of performance ranging from incorrec to correct 3. does not account for the interaction between the task and the environment

practice environments

a more demanding learning environment because more emphasis is on proper execution of specific skills under increasingly demanding space and time constraints

storage problem

a problem with the idea of memory programming; if movements were stored in memory as simple motor programs, there would be almost unlimited variations of movements to be stored

free play

activites engaged in exclusively for intrinsic reasons, often variables such as motivation, arousal, and intellect

deliberate practice

activities designed to improve current levels of performance, requiring much effort and not necessarily enjoyable

structured practice

activities in which skill performance assumes a higher priority than in deliberate play

deliberate play

activities in which some rules are established and monitored by children or adults

investment years

adolescents want to achieve elite levels of performance. main focus is strategic, competitive, and skill development within a context of deliberate practice

variability in movement patterns

are due to different intrinsic dynamics, each person will solve movement challenges in different ways less time should be devoted to teacher-directed promotion of identical movement patterns and more time to problem solving, discovery learning, and self regulation

teaching games for understanding

belief that game tactics and decisions are best taught in modified games prior to movement techniques. This will enhance game tactics and skill as learners are prepared for real game play

sampling years

characterized by exposure to many fundamental motor skills and a wide range of sports with an emphasis on fun and excitement

provide choice

choices facilitate intrinsic motivation. Choice promotes autonomy and intrinsic motivation.

promote a mastery climate

climate that encourages participants to improve their skills and judge success by a positive change in individual performance, not in comparison to others

ego-involved climate

climate that encourages participants to improve their skills to outperform others. Success is defined in comparison to other people in the group or some idealized model. this is bad success is defined in comparison to others

teacher-mediated instruction styles

command practice reciprocal self check inclusion

generalized motor program (GMP)

contains the skeleton or abstraction of a movement pattern rather than a specific movement includes information about the sequence and relative timing and force of actions can be modified to meet specific environmental demands

physical factors of the environment that constrain movement patterns

control parameters that may cause a change in an attractor state ex. of hard to change factors: wind, temp, humidity ex.of easy to change factors: hardness, shape, or size of surface by manipulating different physical factors or task requirements you can cause a person to create a new attractor state

promote social interactions

creating social relationships in physical activity environments will enhance enjoyment of the activity

Cote's practice classifications

free play deliberate play structured practice deliberate practice

student-mediated instruction styles

guided discovery convergent discovery divergent discovery learner designed learner initiated self-teaching

3 environments to promote depth of knowledge and performance in physical activity

instructional practice competitie

practice teaching

learner is allowed to work individually and privately on the task selected by the movement educator, who provides individual feedback to the learner as time permits

guided discovery

learner is guided to discover a concept by responding to a sequence of movement educator questions. The concept is predetermined by the movement educator

reciprocal teaching

learners work on task selected by movement educator but provide feedback to each other based on criteria offered by movement educator

self check teaching

learners work on task selected by movement educator but provide their own feedback based on criteria offered by movement educator

decision making

making a selection from a variety of choices knowing the consequences of the choice

command teaching

movement educator makes all decision and the learner responds on cue, reproducing a performance

divergent discovery

movement educator presents a question and learners engage in producing multiple responses, which are then assessed as feasible and desirable outcomes

convergent discovery

movement educator presents a question that has a single correct answer. Learners engage in reasoning and critical thinking to discover the answer

inclusion teaching

movement educator presents several tasks that differ in difficulty. Learners select the level that is self challenging and decide when to move to the next level of difficulty

novel movements

new movements never before practiced; trademark of exceptional sport performers

tactics

organized actions by individuals, pairs, or groups to acquire an advantage over an opponent

provide positive feedback

positive feedback to learners promotes learning, intrinsic motivation, and self confidence with the given task verbal feedback should be realisitc negative feedback decreases intrinsic motivation insincere praise can also have negative feedback feedback should also convey autonomy

factors increasing intrinsic motivation

promote achievement promote a mastery climate provide positive feedback provide choice promote goal setting use competition wisely provide a rationale for activites promote social interactions use rewards wisely

ecological task analysis model

provides a method of designing appropriate programs by accounting for individual differences. Accomplishes this by manipulating the environment and task on a progression of complexity, allowing learners to increase their level of complexity on one or more levels of a motor skill at a time

provide a rationale for activites

providing reasons for some activities should provide knowledge about the activites and facilitate a sense of competence and autonomy

body-scaled

referring to making decisions about the size and mass of equipment relative to the person's body one of the most important and easily manipulated task constraints is the size and mass of equipment relative to the person simply by changing equipment size relative to the learner, practitioners can modify movement patterns and attractor states

instructional environments

relatively closed and supportive environments with instruction, feedback, and encouragement of children to explore their movement options

use rewards wisely

rewards undermine autonomy can decrease intrinsic motivation if they are presented for participating or completing an activity or for reaching a certain level of performance

hands off practitioner

role of teachers and coaches consistent with dynamic systems theory. This practitioner incorporates problem solving, self discovery, and self regulation into the learning environment, allowing greater opportunity for each learner to find appropriate personal motor patterns within practice creates a learning environment for the discovery of optimal solutions by manipulating constraints, interpreting movement variability, and nurturing learners in their search activities allows greater opportunity for each learner to find appropriate personal motor patterns within practice

Cote's developmental framework of sports expertise

sampling years (ages 6-12) specializing years (ages 13-15) investment years (16 plus)

promote goal setting

set realistic and specific goals is consistent with a mastery climate in which personal improvement is emphasized and is supported as a means to improve performance

use competition wisely

should try to use practice that emphasizes personal skill improvement for losers in competition intrinsic motivation is decreased

Ideas leading to the GMP theory

storage problem novel movements

gold standard

the assumption that everyone should strive for the gold standard and the instructor's feedback should be directed at making everyone similar

nonlinear pedagogy

the foundation of instruction based on dynamic systems learning is often characterized by rather sudden changes in performance rather than by linear increments as traditionally proposed by most other learning theorists

learner designed

the learner designs, develops, and performs a series of tasks in a personal program. This is done in concert with the movement educator, who has selected the general subject matter.

self teaching

the learner has a clear desire to learn and makes all decisions about this learning experience. this would not occur in a classroom with a movement educator but in other situations in which tenacity and intrinsic motivation to learn are evident

learner initiated

the learner independently initiates the learning experience as well as evaluation decisions. The movement educator supports and accepts the learners' decisions

competitive environments

the performance expectations and social pressure increase as individuals or teams compete against each other

traditional approach to teaching tactics and decision making

would teach the movement techniques of the activity before implementing decision making and tactics

specializing years

young adolescets begin to spend more time on one or two sporting activities. development of skill takes on higher priority