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Motor Learning

Motor Learning. Characteristics of Curriculum Models. Physical Education Roots in ancient Greek civilization Technique that helps in promoting the physical fitness and well being of a body Aim

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Motor Learning

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  1. Motor Learning

  2. Characteristics of Curriculum Models Physical Education • Roots in ancient Greek civilization • Technique that helps in promoting the physical fitness and well being of a body • Aim • Equip students with the knowledge, skills, capabilities and values along with the enthusiasm to maintain a healthy lifestyle into adulthood regardless of their physical abilities

  3. Physical Activities • Promote physical fitness • Develop motor skills • Instill knowledge and understanding of rules, concepts and strategies • Teach students to work as part of a team • Competitive activities

  4. Curriculum Models • Meaning of human movement • Physiology of exercise • Sport sociology • Aesthetic appreciation of movement • Acquisition of skills

  5. Basic Experiences Provided by Physical Education • Aquatics • Physical conditioning • Gymnastics • Individual/dual sports • Team sports • Rhythm and dance

  6. Physical Education as a Subject • Taught in all states • K-12 • Implemented by a self-contained classroom teacher

  7. Characteristics of Curriculum Models • Physical activity • Competent by many • Proficient by few • Physical activities  human movement • Students learn and apply principles of human movement, develop motor skills • Fitness • Health related components • Skill related components • Responsible behavior • Personal • Social • Respect for and value of differences • Students indentify and understand how physical activity promotes: • personal enjoyment • Challenge • Self expression • Social interaction

  8. Principles Used in the Selection and Maintenance of Equipment and Facilities

  9. Equipment Selection • Based on • Quality • Safety • Goals of physical education and athletics • Selected by knowledgeable personnel • Continuous process • What’s best in the year of purchase may not be best in the year of replacement • Service and replacement considerations • Reconditioning vs. purchasing new equipment • Participant interests • Age, sex and limitations of intended users • Current trends

  10. Equipment Selection Guidelines • Follow purchasing policies • Reputable manufacturers • Competitive purchasing regulations • Use district forms • Consult with administration when equipment and supplies are needed • Relate purchasing to programming, budgeting and financing • Best value for money spent • Additional considerations • Legal • Brand/trademark • liability • Administration considerations • Maintenance • Participants own equipment

  11. Maintaining Equipment • Regular inspection • Inventory control • Issue/return policies • Proper cleaning, storage and care

  12. Facility Selection • Bond issues for construction • Title IX/ADA • Energy costs • Community involvement • Multi-purpose facility • Aesthetically attractive, practical and comfortable • Complies with public health codes

  13. Facility Maintenance • Maintenance team • Custodial staff • Participants • Physical Education and Athletic Departments • Issues • Free of dust and dirt • Daily cleaning and disinfecting • Regular inspection for hazards

  14. Class Management • Initiated at the beginning of the school year • Rules • Compliance • Penalties for violation • Develop routines for a productive use of class time • Goals • Safety • Most effective instruction • Promote self discipline and self motivation • Develop a sense of responsibility • Creates group camaraderie • Uses time and energy effectively

  15. Planning • Time Frames • Yearly • Seasonal • Weekly • Daily • Goals • Precision • Arranged in advance • Maximized activity time for students

  16. Measurement and Evaluation • Reasons • Determine student progress • Effectiveness of teaching • Needs to be planned in advance • Think “reliability” and “validity” • Reflects objectives previously taught

  17. Florida High School Graduation Requirements • 1 credit in physical education including the integration of health • Curriculum framework • Broad guidelines • Instructional consistency in curriculum offerings • Student achievement is related to the intended outcomes of curriculum frameworks

  18. Key Legislation • Title IX (1972) • Prohibits sex discrimination • PL 94-142 (1975) • Educational services for handicapped students • House Bill 967 (2007) – FL • 150 minutes of Physical Education each week in grades K-5 • All instructional personnel are approved to teach Physical Education in grades K-5 regardless of certification • Don Davis Physical Education Act (2008) - FL • Grades 6-8 • Students take Physical Education of one semester each year • At least 30 minutes daily

  19. Impact of Educational Reforms • Increased enrollment • Increased administrative, parental, and student support • Equal opportunities • Equitable expenditure of funds • All federal aid must be in compliance with Title IX • Scholarships must be awarded equally

  20. Maximizing Learner Participation

  21. Cooperation and Competition • Cooperation • Working together with agreed upon goals and methods • Competition • Striving against another force for the purpose of achieving dominance or attaining a reward or goal • Need/desire to compete • Common impetus • Motivates individuals to organize into a group and cooperate with each other in order to form a stronger competitive force

  22. Problem Solving • Higher order cognitive process • When one moves from a given state to a desired goal state • Provides students with • Self-confidence • Sense of accomplishment

  23. Trust Building • Accept vulnerability based upon positive expectations of the intentions or behavior of another • An individual's belief in, and willingness to act on the basis of, the words, actions, and decisions of another • Arises from interdependence with others • Break down barriers • Create reliance within small groups

  24. Risk Taking • Can be a positive tool for discovering and developing personal identity • Role of teacher in risk taking • Encourage students to participate in something that may stretch their abilities • Within the student’s capabilities, in a safe environment

  25. Common Concepts and Content within Physical Education and Other Curriculum Areas That Promote Interdisciplinary Learning

  26. Physical science • Study non living systems • Biological science • Study living systems • Mathematics • Search for fundamental truths in pattern, quantity, and change • Reflected in sports through measuring speed, momentum, height/distance Common Themes Explain the whole system from fundamental parts “Hard science”

  27. Social Sciences • Whole system is more than the sum of its parts • Study human aspects of the world • Diverge from arts and humanities • Emphasize the use of the scientific method • Soft science

  28. Kinesiology • Interdisciplinary • Encompasses: human anatomy, physiology, neuroscience, biochemistry, biomechanics, exercise physiology, and sport sociology • Can include: psychology, sociology, anthropology • Relationship between quality of movement and overall human health • Applied to: physical therapy, occupational therapy, chiropractic, osteopathy, exercise physiology, massage therapy, physical education, and coaching • Approaches: therapeutic, preventative, high performance

  29. Review • Hard sciences • Physics, Math, Biology, Chemistry • Explain the whole system from fundamental parts • Social sciences • Psychology, Sociology • The whole is greater than the sum of its parts • Soft sciences • Kinesiology • Interdisciplinary • Approaches: therapeutic, preventative, high performance

  30. National Association for Sport and Physical Education Standards(NASPE) A physically educated person: • Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities • Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities • Participates regularly in physical activity • Achieves and maintains a health enhancing level of physical fitness • Exhibits responsible personal and social behavior that respects self and others in physical activity settings • Values physical activity for health, enjoyment, challenge, self expression and/or social interaction

  31. The Relationship Between Human Growth and Development and Appropriate Physical Activity • Understanding the developmental growth process • Educators become aware of students who adhere to the norm and those who might mature early or late • Puberty growth spurt • Individual response • Varies greatly • May affect participation in physical activity and sports

  32. Implications for the Educator • Pay attention to varying body sizes and maturity • Co-educational classes • Middle school & high school team sports can accommodate the needs of both genders’ changing maturities • Non-contact physical activities that rely on lower body strength and agility (capture the flag, ultimate Frisbee) • Activities that require upper body strength • Teams based on individual skill level to prevent injury • Matching teams evenly based on skill • Individual skill levels are not as apparent • Activity remains fun for participants

  33. Role of the Teacher • Monitor and adjust physical activity • Ensure positive, competitive experience • Sample appropriate activities • Doubles tennis • Flag football

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  35. Teaching Methods That Facilitate Cognitive Learning • Problem solving • Instructor presents the initial task and students come to an acceptable solution in unique and divergent ways • Conceptual theory • Focus on acquisition of knowledge • Guided inquiry • Instructor as a leader/facilitator • Sequential experiences for the learner

  36. Implications for the Educator • Initial performance • Vary in quality • Inconsistent • Error-prone • Student focus  remembering what to do • Focus on • Teaching significant elements of the skill • Biomechanics • One or two key elements at a time • Motivation occurs with supportive and encouraging comments

  37. Techniques that Facilitate Cognitive Learning • Transfer of learning – indentifying similar movements of a previously learned skill • Plan slightly longer instructions and demonstrations • Use appropriate language • Conceptual thinking – give students more responsibility for their learning

  38. Aids to Facilitate Cognitive Learning • Frequent assessment • Incorporate principles of biomechanics • Videotape student performance • Expert demonstrations • technology

  39. Teaching Methods to Facilitate Psychomotor Learning • Task/reciprocal – task learning through stations • Command/direct – teacher centered, clear goals, skills explained and demonstrated, time allocated for practice, performance is closely monitored • Contingency/contract – task completion is rewarded

  40. Teaching Methods that Facilitate Psychomotor Learning • Reflex movements – flex, extend, stretch, postural adjustment • Basic fundamental movements – instinctive patterns of movement • Perceptual abilities – interpret auditory, visual and tactile stimuli to coordinate adjustments • Physical abilities – develop the 5 components of fitness • Skilled movements • Nondiscursive communication – expression as movement

  41. Motor Learning • Unique to each individual • Follows a general sequential pattern • Begin instruction at a level where most children are successful and progress where frustration hinders the activity • Stress: 1) fundamentals, then 2) advanced concepts • 20 minute time limit • Primacy/recency

  42. Visualization • Break skill down mentally • Picture steps involved • Physical practice • Standing still • Add movement • Add opponents

  43. Body Awareness • Kinesthetic Awareness • Imprint of body parts • Capability of movement • Spatial awareness • Location of objects in relation to one’s own body • Locating more than one object in relation to each other & independent of one’s own body • Effort qualities • Balance • Time • Force

  44. Fundamental Movement Patterns Locomotor • Walk • Run • Jump • Vault • Leap • Hop • Gallop • Slide • Body roll • Climb Nonlocomotor • Bend • Dodge • Stretch • Twist • Turn • Swing • Sway • Push • Pull Manipulative • Bounce/Dribble • Catch • Kick • Roll • Strike • Throw • Trap

  45. Acquiring Skills & Performance Strategy • Control object • Increase difficulty • Combine skills • Interaction • Offense/defense • Complex activity • Continuous play

  46. Cues • Majority of students should be successful • Students respect the teacher, fellow students, the sport, the equipment & the facilities • Students follow directions

  47. Prompts • The facilities • The equipment • Whistle • Kinesiology principles • Teacher demonstrates first • Students practice & teacher motivates • Movements are refined & practiced

  48. Strategies • Demonstrate good form • Use a teaching progression that systematically adds details • Physical education provides for group instruction, but individualize instruction when learner becomes engaged • Pace of skill development varies widely • View physical education as both art and science • Give all students the opportunity to lead  build self esteem • Keep groups as small as possible • Use all available equipment and space • Keep practice sessions short • 20 minute rule • Reinforce sequentially

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