Guidance is part of the learning process UNIT 1 - Information Guidance is part of the learning process Learning is affected by the guidance given and results in a more or less permanent change in behaviour Guidance is the help and instruction given to complete a task Guidance is required when new skills are being learnt and is used to improve performance There are three Types of Guidance – Visual, Verbal, Manual/ Mechanical Practical Application Visual: Demonstrations, videos, posters, wall charts. Especially useful when learning a new skill – shows the learner the pattern of movement. Verbal: Guidance listened to, instructional – can be repeated and changed to suit purpose, creating an image of the task. The amount and quality of information given is important. Effective with small groups/ individuals or advanced groups where tactics/ positional plays are important. Often used with visual. Manual/ Mechanical: Physical support/ artificial aids/ manipulative aids. Useful for complex or dangerous skills – reduce error, gives confidence. Especially good for the first time performance e.g. somersault in gymnastics MAIN MENU

Initiate discussion with whole group: UNIT 1 – Practical Application 3 groups – each delivering same task to same control group, but using a different type of guidance e.g. handstand in gymnastics. Record performances and discuss results and success of each of the 3 guidance groups and the control group. Initiate discussion with whole group: Control group – which type of guidance did they find useful and why? How easy did they find the skill to learn? What are the benefits and disadvantages of each of the 3 types of guidance? Guidance groups – would they have changed any part of how they presented the skill? If so, why? MAIN MENU

Characteristics of a skilled performance UNIT 1 - Links Characteristics of a skilled performance Type of learner – cognitive, associative, autonomous stages of learning Type of skill to be learnt – OPEN/ CLOSED, BASIC/ COMPLEX Type of PRACTICE used – WHOLE, PART, FIXED, VARIABLE FEEDBACK – Strengths/ Weaknesses, progression, confidence MOTIVATION – INTRINSIC/ EXTRINSIC

UNIT 1 – Diagrams and tables VISUAL

UNIT 1 – Diagrams and tables VERBAL

UNIT 1 – Diagrams and tables MANUAL

UNIT 1 - Activity 1. a) Why is visual guidance particularly suitable for learning a new skill? b) Why can verbal guidance be of limited use on its own? c) What are the benefits of verbal guidance? d) When is manual/ mechanical guidance best used? 2. Explain when each of the 3 Types of Guidance would be best used by a teacher/ coach to improve performance.

4. Do the students have a preferred way of learning (guidance)? UNIT 1 - Activity 3. APPLIED QUESTIONS Candidates should be able to use their OWN EXPERIENCES in physical activity to answer the following: Explain fully a Type of Guidance you have received which has helped you to improve your performance in a named sporting activity. 4. Do the students have a preferred way of learning (guidance)?

UNIT 1 - Activity “Learning results in a more or less permanent change in behaviour” Explain how learning can be affected by the guidance received. Drag and drop the types of guidance to complete the table below: Guidance Explanation Demonstrations, videos, wall charts, - particularly suitable for learners establishing an overall image or framework of what has to be performed. Demonstrations should match the stage of learning of performer. Description in words and actions of how to perform the activity. This guidance has limitations if used on its own. Physical support/ manipulation, can be used for learners, special needs and for more complete skills. Verbal Manual Visual

KEY FACTS UNIT 1 – Key Facts/ Glossary VISUAL – guidance by seeing/ watching VERBAL – guidance by listening MANUAL/ MECHANICAL – guidance by support GUIDANCE Learning is affected by guidance given to us VISUAL MANUAL VERBAL Type of learner/ type of skill influences When are they best used?