ped test 2

Which of the following statements best describes instructional, or informative feedback?

"Bill, make sure to step with your opposite foot first."

Which of the following would NOT be the best way to check for understanding after a demonstration?

"Do you all have any questions

instructional tasks/ Demonstrations

-*Show it*: entire skill R&L handed, teacher, video, student, expert -*Tell it*: explain 1 or 2 skills at a time -*Use teaching cues*: short, catchy -*Provide the whys* -*Check for understanding*: be specific.. "Show me how to..."; "Tell me what..."

feedback delivery

1. reemphasize error correction to entire class 2. Give group specific feedback 3. Be mindful of individuals; know whats going on 4. Talk to ears (verbal prompts & reminders) 5. Monitor the periphery (backside to wall)

self-efficacy

A belief in one's ability to accomplish a certain task or skill.

task orientation

A motivational focus that describes someone who is intrinsically motivated by hard work and effort to improve.

wait time

A period of silent observance by the teacher, indirectly sending a message to the class to stop talking and pay attention.

closed and opened skill practice

A practice in which skills are practiced in a stable and predictable environment so that dynamic factors do not affect the performance.

application activities

Activities that involve employing (applying) skills in a variety of situations.

instructional tasks-feedback

Augmented feedback-external, knowledge of results, knowledge of performance General, positive feedback Corrective, specific feedback informative evaluative instructional feedback sandwich feedback use combinations

Practice Considerations: Closed-and Open- Skill Practice

Closed-skill practice-Performed in a predictable environment •Open-skill practice-Performed in changing, unpredictable environments-Helpful to initially learn in a closed-skill environment, working toward more open-skill situations

Teaching Styles: Teacher-Centered Continuum

Command style (most direct style)-Teacher in charge of all aspects of the lesson-Good for control and safety•Practice style-Student choice within teacher-directed tasks-Poster or cards used outlining tasks -Teacher designates time limit before moving on to other tasks Self-check style: Students choose tasks from a list

Preventive Safeguards

Develop a routine-Beginning of class: warm-up or instant activity-Use of stop signals•Be organized and prepared-Thoughtful lesson planning: transitions, challenges, and choice•Use effective instruction: time-on-task Use effective instruction: time-on-task-Use short demonstrations and explanations-Plan for efficient grouping and equipment strategies-Maximize individual and partner work and equipment use-Use small-sided games (2v2; 3v3)-Modify playing areas (half court, width of field)-Avoid elimination or waiting in long lines Create a motivating environment-Concepts from chapter 5•Develop and post class rules-Have clear expectations-Be consistent in upholding rules-Demonstrate with-it-ness-Learn names

Which type of practice setting involves shorter bouts of skill practice over an extended period of time?

Distributed

dos and don'ts

Do's: -Get to know your students-Be organized and prepared-Create challenging and meaningful lessons-Use student names as much as possible-Acknowledege positive behavior-Use positive and sincere praise-Be firm and consistent-Expect students to behave Don'ts-Use coercion-Downgrade students-Engage in confrontation-Give threats-Ridicule-Use group punishment for only a few-Use corporal punishment

Addressing time-on-task factors during a lesson does little to curb misbehavior.

False

Allowing students some say in the development of class rules is not a suggested behavior management method.

False

Beginning teachers are generally most effective using the guided discovery teaching style.

False

Demonstrating a caring attitude does not contribute to the development of a positive motivational climate.

False

Demonstrating a skill once is sufficient for students if done correctly.

False

Enforcing classroom rules and issuing consequences is usually the sign of an uncaring teacher.

False

Extrinsic motivational strategies are not considered effective for use in physical education

False

Having students count off by numbers is an efficient and effective way to get them into groups.

False

It is important to move students toward practicing skills in a more closed-practice setting.

False

Most students learn better by listening to a teacher explain how to perform a skill than by watching a skill demonstration.

False

Physical education teachers should avoid using competition as a motivational tool.

False

Positive feedback is used to help students improve or make corrections to their performance.

False

Standing in the middle of a class is the best position to take when monitoring skill practice

False

Tasks that engage students to think do little to increase motivational levels.

False

Teachers can make students be motivated to learn and be active.

False

Teachers should develop at least six class rules to guide appropriate classroom behavior.

False

Teachers should focus on positive feedback when students are learning how to perform a skill.

False

Which of the following is the best example of a closed-skill practice setting?

Fielding a stationary ground ball

All of the following are examples of extensions when practicing a forearm pass EXCEPT

Forearm passing of three on three

All of the following are considered noninstructional tasks EXCEPT:

Giving a skill demonstration

Which level of responsibility addresses the ability to help others during a lesson?

Level 4

Practice Considerations − Massed Versus Distributed

Massed practice-Longer bouts of skill repetitions practiced in fewer lessons•Distributed practice-Shorter bouts of skill repetitions practiced across more lessons-Shorter and more frequent skill practice throughout an instructional unit is usually preferred

What factor least likely contributes to the decision of whether to use the whole or part method?

Motivational level of the students

In an effective demonstration, a teacher explains ____ skill elements at a time.

One or two

common theoretical factors

Perceived ability, self-confidence, self-efficacy-Based on previous success and encouragement•Challenging tasks-Need to be challenging, yet attainable -Need to provide challenges for all ability levels•Choice

Practice Considerations: Whole versus part skill practice

Practice the whole skill or parts?-Consider skill complexity•Skills with many complex parts may best be taught in parts•Basketball layup, volleyball spike, breaststroke-Consider skill organization•Skills that rely on rhythm, timing, or speed to execute should be taught as a whole •Basketball set shot, shooting an arrow, forearm pass

Student-Centered Teaching Styles

Reciprocal style-Peer teaching of skills, tasks, rules-Peer assessment•Guided discovery style: Teacher-directed activities that guide students to answering a question-How to do a skill correctly-Game strategies and tactics Divergent style-Students come up with a solution to a teacher-directed question or problem-Many answers are acceptable-Promotes creativity and problem-solving skills•Create an aerobic dance using five different steps•Find a way to keep the ball in the air without using your hands

Which of the following is NOT a recommendation to follow when enforcing class rules?

Restrict the use of warnings

What teaching style is being used when students are allowed to choose learning tasks to perform while at various stations?

Self check

Which motivational theory suggests that students are motivated to try when they believe they have what it takes to be successful at the task?

Social learning theory

Motivational Theories

Social learning theory (Bandura)-Based on perceived self-efficacy -Motivated by expectations: •Is it meaningful or worth trying? •Will it be fun? •Can I do it? Competence motivation theory (Harter)-Motivated because of high mover (skill) confidence-Many factors affect mover confidence:•Friends•Parents •Teachers•Coaches •Siblings Interest-based motivation theory-Motivated if a task appears interesting-Motivated if cognitively engaged-Motivated if there is a personal interest Self-determination theory-Motivated to satisfy a need-Intrinsic needs: To be competent, to choose-Extrinsic needs: To be included, to be recognized, to win a prize Attribution theory-Motivated by perceptions (attributes) of success, such as hard work, effort, and ability-Attributes of failure (i.e., no control, bad luck, poor officiating) cause the opposite effect•Learned helplessness: A belief that no amount of effort or practice will lead to success, so why try Attribution theory-Motivated by perceptions (attributes) of success, such as hard work, effort, and ability-Attributes of failure (i.e., no control, bad luck, poor officiating) cause the opposite effect•Learned helplessness: A belief that no amount of effort or practice will lead to success, so why try (

TARGET

Task authority reward group evaluation timing

Attributing success to hard work, effort, and ability reflects _______.

Task orientation

Strategies to Enhance Motivation

Teachers need to do the following:•Play an active role-Care about students-Value what they teach•Promote intrinsic motivation-Provide choice and challenging tasks -Allow students to modify their environment Teachers need to do the following:•Enhance perceived competence-Use student demonstrators-Allow enough time for students to improve•Give high-quality feedback-Positive, corrective/specific, instructional/informative Foster a mastery-oriented climate-TARGET•Tasks: Encourage effort and success•Authority: Encourage personal and group choice•Rewards: Provide recognition for improvement•Grouping: Allow students to select their own groups•Evaluation: Consistently evaluate progress•Timing: Give students time to practice and complete tasks Play music-Use upbeat, familiar music-Make sure language of songs is appropriate•Provide competition-During game play, stress something other than winning•Teamwork, game tactics, technique, effort, team improvement, fair play

Which of the following is an example of knowledge of results?

The ball has no spin after a float serve

time on task

The time students are actively engaged or involved in productive learning-task activities.

Which of the following does NOT describe a benefit of using teaching cues during a demonstration?

They offer additional skill information for students to consider.

A teacher's lack of interest in or devaluing of a lesson will negatively affect student motivational levels.

True

An effective stop signal helps reduce noninstructional task time.

True

Direct styles of teaching are more teacher centered.

True

Having an individual conference with a student who has misbehaved is preferable to reprimanding the student in front of the class.

True

One of the most effective ways to prevent misbehavior is planning meaningful and challenging tasks.

True

One way to extend a task is to modify the playing space.

True

Some students are motivated to try or participate in physical activities because they believe they are skillful movers.

True

Students who exercise because they think it will help them lose weight are extrinsically motivated by the value placed on the behavior.

True

The reciprocal teaching style is a form of cooperative learning.

True

All of the following contribute to a positive motivational climate EXCEPT

Using tournament play to crown a champion

Behavior Management Strategies

Waiting techniques-Proximity control: positioning near a problem-Prompts: eye contact, quick use of names-Wait time: peers often help quiet others-Ignore with a purpose: annoying behavior may disappear Positive behavior management-Acknowledge appropriate behaviors•Verbal: "Thank you for putting the equipment away."•Pinpointing: "I like the way this group is ready to listen."•Thumbs-up sign-Be selective: Too much becomes meaningless-Be sincere: Behavior must be worthy of the praise Enforce rules and consequences-Issue a warning•Give students an opportunity to redeem poor behavior-Uphold consequences•Follow through; otherwise, consequences are meaningless•Examples: Time-out, loss of points or privileges, detention, call parent, send to the office (usually a last resort)-Be fair and consistent Rewards and contingencies-Extrinsic rewards: tokens, recognition on board/wall-Rewards contingent on good behavior = Premack principle: "If you try hard and participate, I'll let you play a fun game."•Student responsibilities-Allow class to develop some rules (empowerment)-Incorporate a model of responsibility Individual conference-Do not yell, reprimand, or punish in front of the class-Get the class involved; then deal with the student one on one•Move away from the class, yet maintain eye contact•Determine what is going on•Express your disapproval or disappointment•Negotiate what should occur as a result Fighting-Use with-it-ness to help stop a potential fight-Refer to school policies when a fight occurs•Call for help if violence or weapons are present•Use a loud voice or whistle to distract attention •Suspension is often a consequence of fighting-Safety of the class should be your main concern

Which of the following statements best demonstrates an attitude of learned helplessness?

What's the use of trying

instant activity

a fun, quick, low-organized game or activity used at the beginning of class to help increase heart rate and motivate students to be active

ego orientation

a motivational focus that describes someone who is extrinsically motivated by self-comparison and outperforming others

Which of the following is the best way to encourage good behavior?

allow free time if students stay on task during skill work

with-it-ness

an attitude that demonstrates that the teacher is alert and aware of what is happening during the lesson.

Content progression

applications: activities used to further develop skills -Assess skill in a more competitive setting: "How many times can you . . . in 30 seconds?"-Use lead-up games (apply skills in games that are far different from the actual game)•Pig/horse, keep-away, pepper, relays, sharks and minnows-Modify games (use modified versions of the real game)

Pinpointing

behavior management strategy whereby teachers verbally recognize those students or groups who are demonstrating appropriate behaviors.

noninstructional tasks/class organization

changing clothes, taking attendance, stop signal, teaching positioning, grouping of students, equipment distribution and collection,

Content progression-extensions

extensions change the difficulty or complexity of, or add variation to, a task-Modify the skill-Modify the space-Modify the number of students-Modify the equipment-Modify the rules

Which of the following is the best example of positive behavior management?

noticing and acknowledging positive behavior

Which of the following is least likely to contribute to helping students develop skill confidence?

playing energetic music during skill practice

Which of the following is a behavior of an intrinsically motivated student?

shows effort to improve a previous score

Which of the following class formations would not be good to use when addressing a large class?

students standing along a basketball court sideline

Feedback

the response to a message

Which of the following is the best example of a lead-up game?

three-on-three keep-away

Which of the following would not be an acceptable choice to offer students?

whether to change clothing for class