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“When you cease to make a contribution, you begin to die.” – Eleanor Roosevelt

CHAPTER 2 Factors That Influence Learning ----------------------------- CHAPTER 3 Research on Teaching Physical Education. “When you cease to make a contribution, you begin to die.” – Eleanor Roosevelt. CHAPTER 2. Process vs. Product Skill Evaluation

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“When you cease to make a contribution, you begin to die.” – Eleanor Roosevelt

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  1. CHAPTER 2Factors That Influence Learning-----------------------------CHAPTER 3Research on Teaching Physical Education “When you cease to make a contribution, you begin to die.” – Eleanor Roosevelt

  2. CHAPTER 2 • Process vs. Product Skill Evaluation • Is whole or part skill instruction better?

  3. CHAPTER 3 • PETE Research • 30-35 years old • Began with descriptive, quantitative studies of “teacher behaviors” –why? • Physical Education Journals • Journal of Physical Education, Recreation and Dance (JOPERD) • Strategies • Teacher Education in Physical Education (TEPE- Discontinued 2006) • Research Quarterly for Exercise & Sport (RQES) • Journal of Teaching in Physical Education (JTPE) • The Physical Educator • Perceptual and Motor Skills

  4. Is it more beneficial to study teacher behaviors or student behaviors? • How can teachers do research on their own teaching?

  5. The Basics: What do we know so far? • Many teachers provide varying amounts & different types of FB to certain groups of students (is this good/bad?). • Effective classroom managers have “withitness.” • Withitness- the ability of the teacher to know what is going on in the classroom and to target behavior accurately & timely. *TIP: Purchase as a combo with “the look” & “eyes in the back of head.” • Effective teachers exhibit specific core teaching behaviors. • More opportunity to practice (i.e., less wasted time) ALT; ESLT = more learning.

  6. What we know about how students spend class time • 25% waiting • 20-70% management and transition • 15-30% receiving information • Remaining time = ALT • Typically less than 1/3 of class time (Siedentop & Tannehill, 2000)

  7. Student Engagement: The Funnel Effect Total Class Time Allocated Practice Time (ALT) Engaged Time/ALT ALT Success (Adapted from Siedentop & Tannehill, 2000)

  8. Critical Variables Related To TeachingAcademic Learning Time – ALT • ALT - The amount of time students practice (are engaged in the activity). • Appropriate level? • Success? • Increased practice time = Increased learning • Most Essential Component of this class: To learn to minimize management for the purpose of increasing ALT.

  9. How do we judge if the task is at an appropriate level? • Success Rate • What’s a good success rate? • Depends on the difficulty of the task. • 80% • 50%

  10. What variables alter skill learning? • Quantity/Opportunity to participate • Success rate/Developmental appropriateness of the task • Quality (performing the skill correctly) • Perceptions of competence • Motivation

  11. Ways to Decrease Inappropriate/Disruptive Behaviors • Proactive: • “developmentally appropriate content” • “well-planned” • “maximum participation” • “organizational arrangements” • “equipment protocols”

  12. Ways to Decrease Inappropriate/Disruptive Behaviors • Reactive: • “ignore???” • “the look” • “proximity” • “touch” • “use students name” • “pinpointing” (positive? negative?) *Address the behavior, Not the student.

  13. Teacher Expectations • How can “teacher expectations” alter learning? • What do we know about basic expectation theory? • How can we use this info?

  14. Teacher Feedback • What’s the purpose of FB? • General vs Specific • Motivational & Performance • Should FB always be positive?

  15. What’s the best way to group students? Keys to Cooperative Groups: • Ability to work together productively. • Task requires participation and cooperation by all. • consider goals • Include various roles. • Clear expectations & accountability.

  16. Curriculum Diamond High School (Developing Expertise) Middle School (Exploring Possibilities) Elementary (Building a Foundation)

  17. ACTIVITY • TASK 1: Pick a sport skill. Describe how you would integrate all 3 domains in your lesson. • TASK 2: Using the same sport skill, select a skill and list an appropriate and logical teaching progression. • What basic elements (movement concepts) are altered to vary skill difficulty.

  18. Is Competition Appropriate in Physical Education?

  19. ASSIGNMENTS • Read Chapter 5 • TB; AU Collared Shirts order

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