Content Analysis and Development (Part 1)

Question 1

what is a very important pedagogical skill

Answer 1

ability to break down content into easy to understand and properly sequenced learning experiences

Question 2

what embodies the primary content of most PE classes

Answer 2

movement tasks presented by instructor and attempted by learner

Question 3

how do effective teachers link movement tasks

Answer 3

in a logical and student-friendly way to gradually lead learner to higher and higher levels of skill proficiency

Question 4

how do teachers establish progressions of content

Answer 4

instructional objectives, knowledge of nature of content, ability to analyze content, assessment of student needs in relation to content

Question 5

what characteristics does good content development have

Answer 5

sequences learning experiences from simple to complex or easy to hard
focuses learner on achieving good performance
provides opportunities to apply skills

Question 6

progression

Answer 6

describes pedagogical process of sequencing learning experiences from simple to complex or easy to hard

Question 7

intratask development

Answer 7

process of a teacher developing content within the same skill learning experience

Question 8

intertask development

Answer 8

process of a teacher developing content by transitioning from one skill learning experience to a different skill learning experience

Question 9

example of extending task

Answer 9

throwing from further away

Question 10

when should students progress to the next stage of a sequenced learning experience

Answer 10

when they exhibit consistent competency at their current level

Question 11

what should instructors emphasize the importance of

Answer 11

learners working to execute movement tasks correctly

Question 12

what is essential for proficient motor skill execution and enhanced positive transfer in future motor skill learning experiences

Answer 12

development of quality motor skill neural pathways

Question 13

what is the quote associate with the pedagogical concern for quality

Answer 13

practice makes permanent, perfect practice makes perfect

Question 14

what is the meaning of practice makes permanent, perfect practice makes perfect

Answer 14

so little focus on quality and large focus on quantity today
won’t get better if practicing more without good coaching

Question 15

refining tasks

Answer 15

tasks that seek to facilitate improved student performance of skills

Question 16

when can refining tasks have powerful impact on student performance

Answer 16

• teacher keeps focus of improvement narrow
• students held accountable for working within the focus of refining task

Question 17

what is important for instructors to be very intentional about when refining tasks

Answer 17

encouraging learners to pursue their best selves in whatever movement task they are working on

Question 18

what is important for teachers to give students opportunities to do

Answer 18

apply their skills

Question 19

what do students tend to be less interested in and more interested in

Answer 19

skills in isolation
usefulness of skills as they relate to success in competition (game please)

Question 20

when should students be allowed and encouraged to use skill in a competitive situation

Answer 20

when reasonably competent and confident in the motor skill

Question 21

when extending skills what should be incorporated

Answer 21

skill application opportunities throughout the skill development experience

Question 22

example of incorporating skill application opportunities when extending skills

Answer 22

not avoid playing soccer in PE class until all soccer skill are learned
soccer-like games can be interspersed through skill development experience

Question 23

what is important for the application/assessment task the instructor plans

Answer 23

does not require motor skill function beyond what the students have currently learned

Question 24

What is the initial task presented by the instructor

Answer 24

the informing task

Question 25

what emanates from the informing task

Answer 25

the content development sequence

Question 26

what 3 things is the instructor mindful of when creating a content development sequence

Answer 26

1. extension 2. refinement 3.. application/assessment

Question 27

extension

Answer 27

the gradual progression of difficulty and complexity ex) throwing further away

Question 28

refinement

Answer 28

a concern for the quality of student performance from efficiency perspective

Question 29

what is often an extension task

Answer 29

a refinement task

Question 30

application/assessment

Answer 30

the integration of application experiences

Question 31

what may an instructor have for assessment

Answer 31

a checklist of what assessing to see what happening or see if they learnt

Question 32

if instructors carefully analyze the content ahead of time what can they be more proficient in

Answer 32

properly sequencing movement task learning experiences

Question 33

when analyzing content what should instructors keep in mind

Answer 33

the concepts of extension, refinement, and application/assessment

Question 34

what is very important for an instructor to carefully design

Answer 34

a sequence of movement tasks that reflect a justifiable order

Question 35

what does a proper sequencing of movement tasks need to reflect

Answer 35

proficiency in certain parts of a movement task sequence is necessary before proficiency in other parts can be obtained

Question 36

if not extending,

Answer 36

reducing

Question 37

what is first step in creating a sequence of learning experiences

Answer 37

reducing a movement task to its simplest form and determining how best to extend the task through increasing levels of difficulty

Question 38

what are things an instructor can manipulate to make movement tasks more (or less) difficult or complex

Answer 38

- practice of parts - modification of equipment - spatial arrangements for practice - focus of intent of performance - number of people involved - conditions of performance - changing the rules

Question 39

what can be achieved through practice of parts

Answer 39

movement task content development

Question 40

unless safety is an issue, when does the practice of parts only happen

Answer 40

after learners have a general understanding of the entire movement task

Question 41

when is practicing the parts of a motor skill particularly advantageous

Answer 41

when working with complex skills

Question 42

when are instructors not encouraged to break a skill into parts

Answer 42

if entire skill is very simple or there is a significant rhythmic component to the entire skill

Question 43

what is a consideration for instructors when breaking a skill into parts

Answer 43

backward chaining

Question 44

backward chaining

Answer 44

practicing the main action first before practicing the preliminary action ex) teaching the putting action of shot put first, then footwork later

Question 45

what can teaching the main action of a motor skill first sometimes do

Answer 45

gives more meaning to the preliminary action

Question 46

what can practice of parts be

Answer 46

refinement, regression, extension

Question 47

what is one of the most useful ways to reduce the difficulty or complexity of performance

Answer 47

modify the equipment or its arrangement

Question 48

how can skills that manipulate objects or use implements be simplified

Answer 48

reducing the size and weight of the objects and implements - ex) shooting smaller basketball, hitting with lighter tennis racquets

Question 49

if equipment alteration can more efficiently enhance skill proficiency without....

Answer 49

compromising neural pathway development, it may enhance learner engagement and motivation

Question 50

what can modification of equipment be

Answer 50

extension or refinement

Question 51

examples of modifications of equipment

Answer 51

- targets modified (lowering baskets, altering size of soccer goals) - gymnastics equipment altered (reduced height) to increase safety and efficiency

Question 52

when should changing the equipment be seriously considered

Answer 52

if equipment encourages less than mature and efficient patterns

Question 53

how can level of difficulty be modified for skills involving throwing, catching or striking projectiles

Answer 53

varying the distance and therefore skill force requirements

Question 54

how can instructors vary the difficulty of skills involving moving in space (e.g., dribbling)

Answer 54

varying the amount of space

Question 55

what is the eventual outcome for spatial arrangements of practice

Answer 55

game-like distances and in game-like spaces is desired

Question 56

example of changing focus of intent (purpose)

Answer 56

hitting baseball with bat becomes more difficult when learner is asked to try and hit the ball to a certain area of the field as opposed to just making contact

Question 57

what should instructors make sure the focus of intent is

Answer 57

corresponds with the skill level of the learners

Question 58

how is it almost always easier to practice a skill

Answer 58

individually

Question 59

when you incorporate more participants, what does the individual attempting the skill have

Answer 59

less control and have to start adapting based on what other people are doing

Question 60

when is working with other essential

Answer 60

working with partners (throwing a ball) team sport participation competing against others

Question 61

examples of motor skills that involve manipulative patterns

Answer 61

receiving, striking, throwing

Question 62

how can instructor make things less difficult for a motor skill that involves a manipulative pattern (conditions of performance)

Answer 62

low speed, low force, stationary sender, stationary receiver, movement forward, and medium level of trajectory

Question 63

how can make things more difficult for motor skill that involves a manipulative pattern (conditions of performance)

Answer 63

high speed, high force, moving sender, moving receiver, movement backward or sideways, and high or low level of trajectory

Question 64

what can manipulating rules of sporting experience do

Answer 64

increase or decrease its difficulty

Question 65

what should not do when changing rules

Answer 65

compromise safety

Question 66

what should instructors avoid when modifying rules

Answer 66

in way that would generate incorrect ways of practicing that are hard to alter

Question 67

what are times when altering a rule can help the beginning learning process

Answer 67

if there is not a risk to safety or correct practice