1 / 28

Practice

Practice. USSF Referee Instructor Course ITIP United States Soccer Federation. Practice. Practice Makes… ??. Practice. Practice Makes Perfect Actually this is NOT true!!. Practice. Practice Makes Permanent!. Practice. Perfect Practice Makes Perfect!. Practice.

devika
Download Presentation

Practice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Practice USSF Referee Instructor Course ITIP United States Soccer Federation

  2. Practice Practice Makes… ??

  3. Practice Practice Makes Perfect Actually this is NOT true!!

  4. Practice Practice Makes Permanent!

  5. Practice Perfect Practice Makes Perfect!

  6. Practice Lesson Objectives • You will accurately write a list of the (2) kinds of practice and define each. • You will write an accurate definition of the (3) M’s to practice theory.

  7. Practice Two Kinds of Practice • Guided • Independent

  8. Practice Guided Practice When you, as the instructor, are satisfied that you have covered the information in the teaching process, then you can move the students into guided practice. This should only be done after the students have demonstrated (using the “Check for Understanding” techniques) that they are ready to move on.

  9. Practice Guided Practice This is the student practice of learning that is directly monitored by the instructor using the three behaviors of guided practice.

  10. Practice Guided Practice Behaviors Praise Prompt Leave

  11. Practice Guided Practice Make a quick circuit of the class PRAISE those who are on the money PROMPT those who need guidance LEAVE immediately, so you can make quick contact with the entire class. Never allow a student to continue practice, if they are doing it incorrectly. This only reinforces incorrect learning.

  12. Practice Guided Practice Students who do not exhibit mastery of the learning need to be re-taught, then do a redo of the guided practice. Guided practice is NOT the time to assess mastery of the learning nor a time to give grades.

  13. Practice Independent Practice This is student practice of learning that is not directly monitored by the instructor.

  14. Practice Independent Practice Independent practice occurs after a student has demonstrated in guided practice that he/she can do the work. Ex. Flag work either at home in front of a mirror or in an actual game situation.

  15. Practice Independent Practice For independent practice to be effective, the student must have at least a 90% success rate during the practice. The assessment of the mastery of the learning and the grading is done at the independent practice level (game situations).

  16. Practice The 3 M’s of Practice Theory • Meaning • Modeling • Monitoring

  17. Practice Meaning Students need to: • See the value of what they are doing • Understand what they are doing • Understand why they are doing it

  18. Practice Modeling Students need a picture in their mind of what is to be accomplished Instructors must demonstrate the correct procedure

  19. Practice Monitoring The instructor can give close guidance by moving about class checking student performance.

  20. Practice Lesson Set Does repetition by “just doing it again” equate to a successful practice? Think about freeway drivers who “do it again” every day and do not get better. Are older teachers automatically better than younger teachers?

  21. Practice Successful Practice • How much? • How long? • How often? • How well? Formula: DOL + PRACTICE = RETENTION

  22. Practice How much at one time? A short, meaningful amount (i.e. Laws 1-4 and 7-9). Check understanding concepts before students practice independently. Review before going on.

  23. Practice How long at one time? A short time so that the students exert an intense effort and have a greater intent to learn. Several short, highly motivated practice periods will yield more improvement. Long practice periods frequently degenerate.

  24. Practice How often should the students practice? New Learning … many times as opposed to many examples. New learning is not very durable, so several practice periods scheduled close together will yield rapid learning. Old Learning … once a learning is mastered it can be rapidly forgotten if not practiced. Distributed practice opportunities at increased time between each will yield long remembering.

  25. Practice How well … when will students know they are practicing correctly? Give specific knowledge of results: Signaled responses Instructor monitoring of written work in progress Pre-supplied answers Immediate oral review

  26. Practice Lesson Closure • What are the four questions relative to a successful practice? • What is the formula for a successful learning?

  27. Practice Lesson Assignment Write down the following and bring to the in-class clinic sessions: • A list of the (2) kinds of practice and define each. • An accurate definition of the (3) M’s to practice theory and give a written example of each as it relates to the correct signaling by the AR for a DFK foul.

  28. Practice USSF Referee Instructor Course ITIP United States Soccer Federation

More Related