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Preparing Beginning Teachers to Analyze and Correct Motor Skill Performances

Preparing Beginning Teachers to Analyze and Correct Motor Skill Performances. ~ Matthew Cummiskey ~ Nicole Alati West Chester University. Fact Finding. NASPE/NCATE Standard 1.5 1.5 Analyze and correct critical elements of motor skills and performance concepts.

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Preparing Beginning Teachers to Analyze and Correct Motor Skill Performances

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  1. Preparing Beginning Teachers to Analyze and Correct Motor Skill Performances ~ Matthew Cummiskey ~ Nicole Alati West Chester University

  2. Fact Finding • NASPE/NCATE Standard 1.5 • 1.5 Analyze and correct critical elements of motor skills and performance concepts. • What are you doing at your schools?

  3. History of Skill Analysis at WCU • Motor Development (KIN 186) • Classify K-12 student level of motor development • Project - teach, record and analyze a K-12 performance (one learner) • Not comprehensive enough to meet NCATE standard on its own • TCs have not taken skill courses yet • Activity classes • Analyze a demonstration by instructor that may/may not include errors • Classes: Contemporary, Dance/Gymnastics, Fitness & Wellness, Invasion, Net/Wall • Not systematic

  4. Skill Analysis Assessment • Steps at WCU • Selected courses where skill analysis would be conducted • Selected skillsTCs were to analyze in consultation with instructor • Recruited video participants • Shot video using a pocket video camera (Kodak Zi8) • All participants did the same skill several times. For example, each participant completed 5 frisbee forehands and so on. • Selected skill executions to be included • Edited videos to create final products

  5. Final Product Videos • Gymnastics • Self-produced • Participant – undergraduate gymnastics team member • Fitness Wellness • Professionally produced • Participant - adults • Invasion Games • Self-produced • Participants – middle school students • Net/Wall Games • Self-produced • Participants – middle school students

  6. Assessment Procedures • Watch video segment three times, each followed by a 10-second title screen. • If skill was performed correctly, indicate so. If not, must indicate what cues were performed incorrectly. • Answers may only come from cues presented in class • Cues not provided to TCs, had to know them • Source of DEBATE!! • Instrument • Score incorporated into final grade (10%)

  7. NCATE Results • Spring and Fall 2011 data • Submitted to NCATE 3/15/2012

  8. Intervention • Assessment and Tech (KIN 347) • TCs create psychomotor assessments and then use them in the gym with their peers. • Skill courses • Faculty create “practice” videos exactly same as test video except instructor and TCs process/debrief results afterwards • Instructor “quizzes” TCs by demonstrating skills incorrectly. • Motor development • Embed more skill analysis practice into motor development, however this course is typically taken before the skill classes

  9. Thanks for coming • Matthew Cummiskey • mcummiskey@wcupa.edu • Nicole Alati • NA665258@wcupa.edu • Materials available at: • http://thenewPE.com

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