Warm-up, Cognition and Teaching Styles.

1. Warm-up, Cognition and Teaching Styles. 17/1/2003 - PE 352

2. Review from last Friday’s class

3. Outcomes - at the end of a teaching episode there is what happened • Subject matter outcomes - based on objectives but not necessary the same. • Behaviour outcomes- based on objectives but not necessary the same. Successful teaching comes from understanding the congruency between INTENT  ACTION

4. T L Pedagogical unit A Mosston and Ashworth term to refer to the complexity of this congruency Objectives OB Subject matter Objectives Behaviour Objectives OU Subject Matter Outcomes Behaviour Outcomes Outcomes

5. Plan/Re-plan Act Interpret Make Decision Observe Task Analysis Observation cycle

6. TO STRETCH OR NOT DURING WARM UP ?A CONTROVERSIAL ISSUE Based on principles of static stretching as traditionally used in warm up.

7. FOR • Increases flexibility of muscles around specific joints • Reduces the chance of injury to soft tissue • Even though children are already flexible, it teaches them good fitness habits for the future • Psychological preparation • Improves knowledge of anatomy and physiology

8. AGAINST • Flexibility is not increased because muscle temperature is not high enough (37 degrees Celsius) • Gains in flexibility can only be achieved after a vigorous workout in which muscle temperature reaches 39-43 degrees Celsius) • Muscle temperature is a greater factor in reducing injury to soft tissue • Warm muscles are more elastic than cold muscles • Takes up too much time in an already short class period

9. Stretching during warm-up: Do we have enough evidenceBy Duane Knudson (1999) “There is a lack of scientific evidence supporting the injury-preventing of performance benefits of stretching during warm-up for most activities. The primary injury-prevention benefit of a warm-up seems to be related to the increased temperature of the muscle…Light to moderate muscle actions of gradually increasing intensity are more appropriate than stretching as warm-up activities for most sports.” (p. 26) JOPERD 70 (7)

10. Cognitive Question What comes first moving or thinking? Why? What is learning? How do you maximize student learning?

11. Conscious Thinking - p .49 S = stimulus (the trigger) D = The state of cognitive dissonance (the need to know) M = Mediation (the search) R = The response (the answer of solution)

12. Introductory activity assignment

13. Suggested phases of a lesson plan Part 1: The Introduction The introduction of a lesson plan - should prepare the body mentally and physically - should be vigorous but with gradual increase in intensity - should serve as a review and be interesting - should stress continuity of action - should stress continuous movement and blend fitness components - should be individual before working in groups - should be simple and quick to organize. Part 2: Concept and Skill Development The concept and skill development of a lesson plan - should introduce/review concept - should include discussion to clarify concept if it is new - should involve application of concept - should stress continuity of action - should involve working in pairs or groups Part 3: Culmination The culmination of a lesson plan - - should stress consolidation of material covered should bring more meaning to skill and concept development.

14. The introduction of a lesson plan - should prepare the body mentally and physically - should be vigorous but with gradual increase in intensity - should serve as a review and be interesting - should stress continuity of action - should stress continuous movement and blend fitness components before working in groups - should be individual Introductory

15. Teaching Styles Brief Overview

16. Warm-up formats (NOTE: most effective warm-ups include a blend of two or more formats) • Minor Games- most of these focus on some sort of gradual increase in heart rate, with a "interest component" • Teacher-lead or student -lead, i.e. head-to-toe stretching • Partner tasks - usually involves partner stretching or partner assisted activity

17. Warm-up formats (NOTE: most effective warm-ups include a blend of two or more formats) • General fitness circuits/stations (timed or # of reps.) - usually blends different aspects of fitness • Fitness Blasts - skill component blended with an aerobic component • Group tasks- e.g. pursuit runs, group stretch • Aerobics (movement patterns to music)

18. Assignment • Groups of three or four • 10 (or 12) minutes • Purpose based on Dual and Individual activities • Objectives (CAPS) • Warm-up Format • Organization • Handout to be handed in on or before class of Tues. Feb 4th

19. Teaching Warm-Up • Task progression - simple to complex • Refinements - 3 to 4 main cues (review and focus) • Organization • Groupings and roles • Use of space - diagram • Word key directions • Feedback - draw on refinements, reinforce appropriate behaviour, encourage. • Teaching style and objectives (CAPS).

20. DRAW FOR TEACHING

21. Tues - Jan 21st

22. Tues - Jan 28th

23. Listserv Review A B C

24. Reflection Group A - What makes an activity worth doing? What is equal opportunity? Play to win or to play Group B - Automacity - Knowing how and knowing what Group C - What is knowledge in PE?