Enhancing Teaching through Motor Development and Biomechanics

1. How Motor Development, Motor Learning and Biomechanics Relate to Effective Teaching Linda M. Gagen, Ph.D. Gylton B. DaMatta, Ph.D. Norfolk State University University of Northern Colorado OPTIONALLOGO HERE OPTIONALLOGO HERE Teaching Keys Motor Development Example Using Teaching Keys for Throwing Volleyball Serve • Teaching keys should direct the mover to the correct form of the movement, moving through a logical progression toward a more proficient movement. • Teaching keys should direct the mover to proper positions throughout the movement to enhance the process (form) and protect the body from undue stresses. • Teaching keys should consider: • How the force for the movement is created • How balance is created for the movement • How the direction of the movement can be controlled • How body parts are alignedand move dynamically around each other • What constitutes the unique rhythm of body parts moving in concert with each other Side to the target Prepare to exert force with shoulder turn Direction of throw relative to target Arm way back Preparation to create force and aiming Step with the opposite foot Begins the exertion of the force sequence Step toward target for aiming Lengthens base of support to recreate balance Follow through to target Completion of force and aiming Developmental sequences of movement are available to guide many of the basic movements and shape the teaching keys needed to move a child to a more proficient movement form How can we modify movement to allow a child to practice a movement at an appropriate level? Set task goals to elicit the movements you want to occur Choose interesting equipment that fits the child’s size and strength that will allow the child to complete the desired task goals. UNDER HAND SERVE is easy to do but is not used often except by the youngest players. It is preferable because it allows easier and fuller participation for more students and has better alignment, preventing injuries. Throwing For this beginning thrower, what is an appropriate choices of ball and task definition to create the best possible practice? What teaching keys would you emphasize to correct this movement? OVERHEAD SERVE is simple and effective but often more difficult for younger players to accomplish. It also opens them up to misalignment and therefore, injury. Motor Learning Force Appropriate feedback should be based on teaching keys which correct the errors while moving the child to a higher proficiency. How can we organize practice for the best chance of learning the skill? Can we use other equipment such as this mat to frame a more meaningful target context for a movement practice? How do we create the force for this movement? What is the force sequence (beginning to end)? What has to strengthen to allow this movement? What throwing implement would be most effective for this child? Should we include another skill like catching with the movement? How can this child create more force to throw harder or longer? What alignment of body parts will create the best throw? When and how can this child move to a more proficient movement form? Balance What parts are moving forcefully? What issues of dynamic balance are created by the force? How is this movement (force) counterbalanced to allow the body to continue moving? JUMP SERVE is aggressive, sophisticated and complex. Players need to be more advanced to achieve this with correct alignment to maintain the integrity of the elbow and shoulder joints. Direction Aiming of the movement affects the direction of both ballistic and locomotor skills Striking Alignment Proper alignment of body parts provides the opportunity to move While maintaining joint integrity. Biomechanics For this beginning striker, what is an appropriate choice of bat and a good task definition to create the best possible practice? What teaching keys would you emphasize to correct this movement? How do we create the correct positioning of the body for biomechanical efficiency and joint safety by the language we use in our teaching keys and the demonstrations we provide? Learning and using appropriate movement forms maintains the integrity of joints Rhythm Every movement has sits own unique rhythm that shapes the task. Learning the rhythm makes the task flow more efficiently. Contact information How do we create the correct positioning of the body for biomechanical efficiency and joint safety by the language we use in our teaching keys and the demonstrations we provide? What characteristics should the bat have to be effective for this task? Lightweight for lesser arm strength? Smaller grip for smaller hands? Large batting surface for better chance of contact with the ball? Batting surface closer to the hands?

2. Using Motor Development, Motor Learning and Biomechanics to Promote Effective Teaching Practices Linda M. Gagen Ph.D.Norfolk State UniversityGylton B. Da Matta Ph.D.University of Northern Colorado

3. Breaking down skills into parts • When using the Whole-Part-Whole planning strategy, after showing the whole skill, break it down into individual parts or practice trials. • Example: Practice the approach, takeoff, contact and landing in the volleyball spike.

4. Modifying Equipment Change equipment to make the skill more age appropriate. Younger children’s motor skills are not fully developed, they need simpler or lighter equipment. • Example Begin with a light ball and then increase the weight of the ball in volleyball set.

5. Making the space larger or smaller Change the net height and boundaries of the court or field to make the game more successful. • Example: In a chasing game decrease the space to make it harder for the tagger

6. Changing the goal (intent) of practice: Situational & specific Changing the goal could simplify or complicate the outcome of the game. You can modify for the skill level of your students. • Example Practice underhand serve to increase playing success. Or overhead serve if your opponents use that serving style.

7. Adding or decreasing the number of people Adding or decreasing the amount of people changes the tactics involved in playing the game. • Example Practice dance steps first by yourself and then with a partner.

8. Changing the conditions of performance Most sports are complex, by taking out an element of a game, it makes it easier for students to grasp, rather than throwing them into the whole sport automatically. • Example: If you are having trouble getting the ball over the net, take a few steps in front of the service line.

9. Changing the rules • Example: You can use as many hits as you need to get the ball over the net. Changing rules allows for more successful attempts. 9 vs. 9 volleyball in Japan

10. Combining two skills Develops game-like situations where two or more skills will have to be combined. • Example Practice shooting in basketball, then practice dribbling and shooting.

11. Expanding the number of different examples of a concept It helps students apply what they have learned. Application is a higher level of learning and will reinforce memory and relationships. • Example Design 3 exercises to increase back flexibility.

12. Meaningful & purposeful movement Individual Characteristics of Teachers and Students Social & cultural context Of schools Physical-Mental Skills: Holistic views of the person Nature of tasks & its applications What to consider in modern physical education? Philosophy

13. Why people move?

14. Adolescents and Physical Activity in the New Millennium: Creating Positive Experiences • Thinking about technology vs natural physical activity (Wii) • Video games, computers and smart TVs vs. meaningful movement experiences. • Adolescent Growth, Maturation and Development (Siedentop, 1994) • How Adolescents Learn – The millennium generation • View technology and physical activity as a spectrum on a continuum (not as natural opposites).

15. The Acquisition of a Science-based Teaching Style (Berliner, 1976; Rosenshine, 1983) • Including students with disabilities and late mature students. • Presentation of content and reviews. • Modeling as critical demonstrators. • Teaching concepts as powerful tool. • Direct teaching, personalized system of instruction or an inquiry based approach into teaching sports? Why not?

16. The Teacher & the Content: Multiple roles in a multifaceted subject: Sports, Fitness & Physical Activity • Effective and reflective teaching • Teaching with expertise in mind • Teaching styles in physical education: • Mosston’s Spectrum • Pedagogical knowledge • Sociological knowledge • Cultural knowledge • Developmentally appropriate practice • Creating a positive learning environment • Scientific knowledge base using a research based approach (NASPE, 1992b; NASPE 2009)

17. Substantive Teaching Component: Competence & Expertise • Pedagogical continuum: sequence and scope • Skill analysis (observation and technology) • Prescription of learning progression • Teaching strategies (individualization) • Equipment use: effectiveness and safety. • Understanding tasks and learners (feedback) • How to teach plus “why” • reasoning, rationale • Flow, enjoyment and fun!

18. Knowledge is power! “Physical Education can provide a strong foundation for our school from which all education can rise.” George Leonard, 1974 “We need each other to enlighten ourselves.” St. Augustine Thank you, Linda and Gylton

19. Sources • Berliner, D.C. (1976) Impediments to the study of teacher effectiveness. Journal of Teacher Education, 27, 5-13. • Christensen, d. (1996) The professional knowledge research base for teacher education. In. J. Kijula, T. Buttery, & E. Guyton, eds. Handbook of research on teacher education (2nd ed., pp.38-52). New York: Macmillan. • Graham, G., Holt/Hale, S., & Parker, M. (2009) Children Moving. 8th Ed. Boston: McGraw Hill. • Hellison, D. (2003) Teaching responsibility through physical activity (2nd ed.) Champaign, IL: Human Kinetics. • Locke, L. F. (1970) The movement movement. In R. T. Sweeney, ed. Selected reading in movement education (pp.208-212). Reading, MA: Addison-Wesley. • National Association of Sport and Physical Education (1992b) Developmentally appropriate physical education practices for children. Reston, VA; NASPE Council on Physical Education for Children. • National Association of Sport and Physical Education (2006) 2nd.Ed., Moving into the future: National standards for physical education. 2nd Ed. Reston, VA: NASPE. • Manross, D. & Templeton, C. (1997) Expertise in Physical Education. Journal of Physical Education, Recreation & Dance, 68 (3), 29-35. • Metzler, M ( 2005) Instructional Models for Physical Education. 2nd Ed. Scottsdale, AR: Holcomb & Hathaway. • Rink, J. (1997) Teacher education programs: Te role of context in learning how to teach. Journal of Physical Education, Recreation & Dance, 68(1) 17-24. • Rink, J. (2003) Effective instruction in physical education. In S. Silverman & C. Ennis, eds. Student learning in physical education: Applying research to enhance instruction (2nd Ed.) (pp. 165-186). Champaign, IL: Human Kinetics. • Rosenshine, B. (1983) Teaching functions in instructional programs. Elementary School Journal, 83, 335-350. • South Carolina Physical Education Assessment Program (2005) Assessment rubrics for Physical Education Curriculum. Retrieved on Jan 20, 2009 from http://www.scahperd.org/scpeap.html • Siedentop, D. (Ed.) (1994) Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics • Shulman, L. (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 15 (2), 4-14.