Getting Ready to Teach

 Psychomotor: what students can physically do and decisions about skills  Cognitive: what students know about skills, rules, strategy  Affective: how students behave during physical activity and how they feel about activity

 Develop learning experiences that integrate or focus on all three learning domains whenever possible

 The L. E. must have the potential to improve the motor performance/activity skills of students.  The L. E. must provide maximal activity or practice time for all students at an appropriate level of ability.

 The L.E. must be appropriate for the experiential level of all students.  The L.E. should have the potential to integrate psychomotor, affective, and cognitive educational goals whenever possible.

 The Psychomotor Domain: teaching motor skills, movements, manipulative skills, and fitness necessary to competent movers (NASPE Standard 1)  Competence is defined as skillful enough to enjoy participation. That means competence is different for each student

 Open Skills: regulated by changing events in the environment  Examples: ??  Closed Skills: environmental conditions are relatively stable  Examples??

Closed Skills Open Skills Basketball Golf Putt Tennis BB Foul Shot Forehand Jump Shot

 Closed before open Environment is easier to handle Fewer variables to teach to Easier to focus on skill acquisition Attempting to get students to produce consistent skill performances  Open: Once consistent increase the level of complexity

 Cognitive Stage:  Learner uses information on skill performance to develop a motor plan.  Thought processes are heavily involved as learner consciously attends to task.  Student uses a high degree of concentration to perform the skill.

 Associative Stage:  Learners concentrate on temporal patterns and refinement of mechanics.  Complex skills have learners at this stage for long periods of time.  Feedback is helpful at this stage.  Learner can begin to attend to the environment.

 Automatic Stage:  Learner can perform automatically.  Movement itself does not require cognitive attention.  Performance is consistent.  Performance can adapt to the environmental requirements.

 Prerequisites: Learner must have prerequisite skills in order to learn new skills.  Clear idea of the task: Learner must have a motor program for executing the skill.

 Motivational/Attentional Disposition to the Skill: Learners must be actively engaged and find the learning meaningful in some way.

 Practice: Motor performance is usually inconsistent and variable.  Opportunities to respond

 Feedback: This can help with error detection. Feedback also maintains motivation and focus of the task.

 Be ready for Lab 1 (pip packet page )which will happen in the gymnasium (wear tennis shoes)  Read Ch 1-2 if you haven’t done so already. Begin to think about this material with regard to teaching students motor skills in physical education