Content Analysis and Development (Part 3)

Question 1

what should the intent of progressions of experiences for open skills be

Answer 1

help learners adapt skills to the complex changing environment in which skill is performed

Question 2

what is important for the instructors to understand about open skills

Answer 2

how the open skills are used in various situations and games

Question 3

why is it more challenging to develop learning content for open skills (then closed)

Answer 3

because student must be taught how to make skill adaptations due to environmental variations

Question 4

What is quite possible for learners to perform open skills

Answer 4

better or worse depending upon the situation

Question 5

what factors are considered in open skill content development that parallel closed skill development

Answer 5

• modifying conditions
• choosing between whole and part progressions
• changing practice conditions
• encouraging force production before accuracy

Question 6

how does setting up an open skill movement task progression (extension) become easier

Answer 6

if instructors thinks of open skills as consisting of 2 independent abilities

Question 7

what are the 2 independent abilities of an open task progression

Answer 7

1: involves correct execution of the motor skill itself
2: involves correctly adapting the motor skill to the changing environmental reality

Question 8

example of ability #1 for open skill progression

Answer 8

being able to swing a baseball bat with correct form

Question 9

example of ability #2 when setting up open skill progression

Answer 9

deciding whether or not to swing at a particular pitch and then swinging appropriately

Question 10

what does proper execution of an open skill require

Answer 10

the proper selection of a movement response (adjustment) followed by the proper movement response

Question 11

with complex open skill why type of instruction is justifiable

Answer 11

some closed skill instruction

Question 12

what happens with too much closed skill instruction for an open skill

Answer 12

compromises the learner’s ability to adjust

Question 13

overall, what does proper open skill practice require

Answer 13

practicing the skill in a changing environment

Question 14

when teaching open skills what must instructors teach

Answer 14

not only proper motor skill execution but also proper motor skill selection

Question 15

what are instructors adding when practicing the selection of a response for open skill

Answer 15

perceptual complexity to the learner’s environment

Question 16

example of adding perceptual complexity to leaners open skill environment

Answer 16

teaching basketball ball-handlers how to find open teammates when the ball-handlers are being double teamed

Question 17

what precedes the development of student response selection

Answer 17

development of reasonable student skill proficiency

Question 18

What is a complex team sport more than

Answer 18

just a summation of skills

Question 19

what may complex team sports have

Answer 19

closed skill features (ex: vball serve) but will be primarily open skill in nature

Question 20

what must the open skills in complex team sports be

Answer 20

acquired but used in conjunction with one another (skating, stick handling, passing, and shooting in hockey)

Question 21

what do students need to develop in preparation for sport game scenarios

Answer 21

ability to properly incorporate motor skills into different systems of offense and defense
- pushes beyond the more straight forward learning

Question 22

what does preparation for complex game play require

Answer 22

the individual be able to combine skills, use skills in more complex ways, and relate to others in both offensive and defensive relationships

Question 23

what does developing game participants involve

Answer 23

a four-stage progression

Question 24

what were the 4 stages for developing game participants developed as a product of

Answer 24

research into the game usage of motor skills

Question 25

what happens in stage one of game play development

Answer 25

teacher concentrates on helping students gain control of their bodies and whatever objects are a part of the game (e.g., a soccer ball)

Question 26

in stage one, what is a real challenge for beginning learners

Answer 26

making the objects in a game do what they want them to do

Question 27

what is one goal for instructors at stage one of game play development

Answer 27

helping the learners establish at least minimal control of their bodies and the objects

Question 28

in stage one- what is control for sending actions

Answer 28

individual can consistently direct the object to a place with the intended force qualities

Question 29

what is definition of control for receiving actions (stage one)

Answer 29

individual can obtain possession/control of an object coming from any level, direction, or speed

Question 30

definition of control for carrying and propelling actions (carrying football, dribbling) - stage one

Answer 30

individual can maintain possession of the object while moving in different ways and at different speeds

Question 31

stage two of game play development

Answer 31

complex control and combination of skills

Question 32

what does combining of skills emphasize

Answer 32

rules that govern action, and the practicing of skills that require cooperation (e.g., tennis ground strokes between 2 players)

Question 33

Example of combining of motor skills being insufficiently addressed in basketball

Answer 33

a learner may be able to shoot a bball, and may be able to dribble a bball, but may not be able to combine the dribbling and shooting of a bball

Question 34

during stage 2 when skills are combined what happens

Answer 34

a transfer phase between skills and it's frequently overlooked

Question 35

during phase 2 what is the transition phase essential for

Answer 35

skill execution - transition has teaching focus in stage 2

Question 36

In stage 2, what will many students naturally develop

Answer 36

the ability to efficiently transition between skills

Question 37

in stage 2, what will some students need to transition between skills

Answer 37

teacher assistance to develop transition proficiency

Question 38

an example of skill transition phase in stage 2

Answer 38

dribbling and shooting in soccer before shooting, the learners need to (while moving) execute a dribbling maneuver that puts the ball in the proper shooting position (as opposed to stopping to properly position ball)

Question 39

what do skills need to be eventually practiced in

Answer 39

a manner that parallels their game usage

Question 40

At stage 2 what is the object of the game

Answer 40

still mastery and control of the object, not competition against those with whom you are working

Question 41

in stage 2 what are activities in one sense

Answer 41

group cooperative activities where the focus is mastery of control of the object

Question 42

focus of stage 3

Answer 42

basic defensive and offensive roles or strategies with skill usage

Question 43

what is assumed in stage 3

Answer 43

certain degree of student skill proficiency

Question 44

what does student skill proficiency in stage 3 allow for

Answer 44

frees students to focus more on using their skills in offensive and defensive roles

Question 45

what is introduced in stage 3

Answer 45

fundamental tactical (strategic) considerations

Question 46

what does the complexity of the tactical considerations elevate

Answer 46

the further students progress in the stage

Question 47

what are two sport activities that possess strategy complexity

Answer 47

invasion games and net activities

Question 48

examples of invasion games

Answer 48

football, soccer, hockey, basketball both offensive and defensive players are on same field, court or ice surface with roles determined by which team posesses the object

Question 49

in invasion game what is goal of offense

Answer 49

object possession and scoring

Question 50

in invasion games what is the goal of defense

Answer 50

gaining object possession and preventing scoring

Question 51

what do both offensive and defensive players have

Answer 51

individual roles and responsibilities

Question 52

what are the skills and abilities that need to be taught at stage 3

Answer 52

how to maintain and obtain possession of the object in a variety of numbered situations (one-on-one, two-on-two, etc)

Question 53

what does teaching individual roles in advance of increased game complexity allows for

Answer 53

learners to get a feel for what their responsibilities and realities will be in the more sophisticated game experience

Question 54

what are net activity examples

Answer 54

badminton, tennis, volleyball - players don't occupy the same space simultaneously

Question 55

what is goal of net activities

Answer 55

generate scoring by causing the opponent to fail to return the object

Question 56

what do defensive and offensive strategies of net activities focus on

Answer 56

defending one's own space and making opponents miss the object

Question 57

how can instructor elevate the complexity of stage 3 game experiences

Answer 57

adding regulations, a system to keep score, boundaries, and participants

Question 58

stage four of game play development

Answer 58

involves the complete game and possesses the most complexity (complex game play)

Question 59

what does stage 4 see for the majority of games

Answer 59

the beginning of defensive and offensive player specialization full number of players, more skills, and more rules

Question 60

before learners participate in stage 4 of game play they should be

Answer 60

reasonably proficient in the motor skills the game requires, and a reasonable tactical understanding of game

Question 61

what is important for stage 4

Answer 61

teacher keeps the flow of the game continuous

Question 62

what is the goal for stage 4

Answer 62

teacher keeps teaching but goal is for teacher to help students play games properly

Question 63

what is stage 4 considered

Answer 63

an application experience

Question 64

how can a teacher extend the stage 4 game play

Answer 64

varying its difficulty

Question 65

how can the teacher incorporate refinement

Answer 65

by asking students to concentrate on certain areas while playing (e.g., reminding students to keep their heads up while dribbling the bball in bball game)