1. Warm-up, Cognition and Teaching Styles.
17/1/ PE 352
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2. Review from last Friday’s class
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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
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4. Pedagogical unit
A Mosston and Ashworth term to refer to the complexity of this congruency
Objectives OB
Subject
matter
Objectives
Behaviour
Objectives T L OU
Subject
Matter
Outcomes
Behaviour
Outcomes
Outcomes
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5. Task Analysis Observation cycle
Act
Observe
Interpret
Make Decision
Plan/Re-plan
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6. TO STRETCH OR NOT DURING WARM UP ? A CONTROVERSIAL ISSUE
Based on principles of static stretching as traditionally used in warm up.
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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
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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 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
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9. Stretching during warm-up: Do we have enough evidence By 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)
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10. Cognitive Question What comes first moving or thinking? Why?
What is learning?
How do you maximize student learning?
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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)
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12. Introductory activity assignment
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13. 11/24/2018 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.
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14. Introductory 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
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15. Teaching Styles
Brief Overview
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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
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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)
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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
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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).
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20. DRAW FOR TEACHING
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21. Tues - Jan 21st Time Draw Number 2.30 - 2.45 1 2.45 - 3.00 2 3 4 5 6
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22. Tues - Jan 28th Time Draw Number 2.30 - 2.45 7 2.45 - 3.00 8 9 10 11 12
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23. Listserv Review
A B C
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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?
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