Pedagogical Strategies Flashcards
(58 cards)
1
Q
What is pedagogy?
A
The interactions between the instructor, the learner, the content and the context in which interaction occurs
2
Q
How is coaching viewed?
A
Coaching as an educational or pedagogical enterprise. Learning connects the two
3
Q
What is a strategy?
A
A plan of action, tactic, approach or what we do. Also known as ‘practice’
4
Q
What is a pedagogical strategy?
A
A plan of action that takes into consideration the interaction that occurs between the ‘teacher, learner, content and context’. It can scaffold learning
5
Q
What do you need to keep in mind regarding pedagogical strategies?
A
- That one pedagogical strategy is not necessarily better than another
- Context is always changing so one pedagogical strategy may be more appropriate
- There are always consequences of adopting a particular strategy
- A coach’s previous experiences will influence what strategies are adopted
6
Q
What is important in regards to pedagogical feedback?
A
What the athlete does with the information is almost as important as what the information is
7
Q
What is intrinsic feedback?
A
- Information individuals receive immediately vis their sensory receptors
- It’s not easy to identify what intrinsic feedback learners are receiving because it can not be easily observed
8
Q
What are the types of sensory receptors?
A
- Chemoreceptors - respond to chemicals eg. taste. smell, blood pH
- Photoreceptors - respond to light energy eg. vision
- Mechanoreceptors - are stimulated by mechanical forces eg. gravity, motion, body position, hearing
- Thermoreceptors - are stimulated by changes in temperature eg. located in skin
9
Q
What can a coach do to encourage intrinsic feedback?
A
- Design activities that require learners to explicitly focus on their sensory receptors
- Use words that cue learners to sensory receptors eg. feel, listen, observe
- Design activities that encourage the learners to reflect on their actions
10
Q
What is augmented feedback?
A
- Information provided to a learner from an external source that described the outcome of performance and/or the quality of the performance
- Can be provided visually, audibly or through touch
- Can help athletes by improving motivation, providing more information about how to execute a task and could help with learning and skill acquisition
11
Q
What is knowledge of results?
A
- The outcome of the performance
- eg. a national record or personal best
12
Q
What is knowledge of performance?
A
- The quality of the performance
- eg. run speed and take off point was exactly where it should have been
13
Q
What is the purpose of augmented feedback?
A
- Encourage
- Motivate
- Guide player’s exploration
- Educate players as to where, and on what, to place their attention
- Target learning preferences
- Correct errors
14
Q
What are the 6 complexities of providing verbal augmented feedback?
A
- Verbal message can change depending on accompanying non-verbal message
- The kind, amount and timing of feedback may have different effects on athletes
- An instructor’s perception of athlete’s ability to influence type of feedback
- Athlete’s interpretation of feedback can influence his/her perception of competence
- Verbal feedback plays a role in the construction of masculinity and femininity
- Feedback is gendered, behavioural vs performance
15
Q
What is non-verbal augmented feedback?
A
- Body language eg. gestures, facial expressions and silence
- Technology eg. computers and associated tools
16
Q
What do you need to consider when providing feedback?
A
- Need to give space and time to process the feedback so you don’t end up confusing them
- Don’t expect them to implement it immediately
- Early stages of learning require general feedback and then more precision can be provided
- Verbal augmented feedback is more than KR and KP
17
Q
What feedback should be provided?
A
- Task-specific
- Information that can be understood by performers/learners
- Very rarely is there an ‘optimal movement pattern’
- Focus on outcomes not the dynamics
18
Q
How much feedback should be given?
A
- Depends on context
- Be careful of ‘paralysis by analysis’ (the more you think about it, the worse it goes)
- Encourage a ‘discovery environment’ by manipulating task and environmental constraints to guide learner
- Maybe less feedback is better
19
Q
When should feedback be provided?
A
- The answer is not conclusive
- It depends on the learner, the content and context
20
Q
New skill vs maintain behaviour of scheduling of feedback?
A
New skill
- Provide continuous positive reinforcement…reinforcing every occurrence
Maintain Behaviour
- Not reinforced on every occasion, instead the behaviour should be reinforced intermittently and unpredictably
21
Q
What is the game-sense approach?
A
- Uses games rather than drills
- Coach takes a back seat and lets it play out
- Focus is on understanding, problem-solving and decision making
22
Q
What are 8 pointers about game sense feedback?
A
- Provide specific feedback
- Sandwich correction between positive feedback
- Encourage players to become active problem solvers
- Match the game difficulty to the learner’s skill level
- Consider the dimensions of the playing area
- Consider the risks
- Consider the time
- Consider the stage of the game
23
Q
What is immediate feedback?
A
When given immediately after an event it can act against the learner developing their own mechanisms for detecting errors
24
Q
What is summary of results feedback?
A
- It is provided after several trials
- Has greater impact in the retention phase of skill learning than immediate feedback does
25
Why ask questions?
- Assess understanding
- Encourage self-reflection
- Facilitate dialogue/interaction between player and coach
- Foster athlete engagement
- Shift the focus from the coach to the athlete
- Fosters crucial thinking and decision making
- Broaden perspectives
- Enhance knowledge retention and cognitive abilities
26
What is the Socratic Method?
- Socrates believed that the best way to learn and achieve wisdom was through rigorous questioning and self-reflection
- Encourage people to 'think for themselves'
27
What are the three components of 'Bloom's Domains of Learning?'
- Affective: feeling/emotions
- Cognitive: thinking/analysing
- Psychomotor: doing/acting
28
What is now thought about learning styles?
That we engage in multiple 'styles' or intelligences and that the best learning happens when we have opportunities in each
29
What are the different learning styles?
- Visual
- Kinesthetic
- Cognitive
- Aural/Auditory
30
What are examples of a visual learner?
- Demonstrate
- Model
- Chart
- Picture
- Graph
- Video
31
What are examples of a kinesthetic learner?
- Move
- Touch
- Simulate
- Guidance
- Trial and error
- Compare
32
What are examples of a cognitive learner?
- Analogy
- Principles
- Research
- Test
- Compare
- Analyse
33
What are examples of an aural learner?
- Clapping
- Music
- Focus
- Rhythm
- Accentuate
- Sound
34
What are the different levels words in the inner circle of the pedagogy wheel?
- Remember
- Understand
- Apply
- Analyse
- Evaluate
- Create
35
What are 10 ways to make questioning more effective?
- Prepare the learners for questions
- Use pre-planned as well as emerging questions
- Mix up the questions
- Open-ended questions
- Avoid trick or rhetorical questions
- Phrase the questions clearly
- Select volunteers and non-volunteers
- Remember the needs and preferences of the learners
- Use probing or follow up questions
- Be prepared to wait
36
How do some people view modelling?
As observational learning and view it as the most important mechanism through which behaviour changes
37
What is observational learning?
Occurs by observing the behaviour of other people
38
What are the different forms of modelling?
- Direct eg. appear in person
- Symbolic eg. represented in books, movies & TV
- Synthesised, which is combination of direct and symbolic eg. siliconcoach
39
What are the 3 learning domains that modelling can effect?
- Cognitive domain
- Psychomotor domain
- Affective domain
40
What are the four processes involved in learning from models?
- Attention
- Retention
- Production
- Motivation
41
What is the attention process of learning from models?
Learners need to be discriminatory about where they place their attention
42
What is the retention process of learning from models?
Learners need to be active agents who transform, classify and organise stimuli into easily remembered schemes
43
What is the production process of learning from models?
Requires observers to translate modeled events into overt behaviours
44
What is the motivation process of learning from models?
Is important if the learned behaviour is to be enacted on a regular basis
45
Should you rely on 1 form of model?
No, don't rely on one form of model - several models may be better than a single model however, models perceived as competent rather than those perceived as less competent are considered more effective
46
What is PALs?
A programme that empowers students to become leaders and are good examples of peer tutoring in action
47
What is peer tutoring?
- Sessions are designed so that peers are working together
- Sometimes grouped in mixed ability clusters
- Doesn't mean that the formal instructor gives all the responsibility to the learners
- The formal instructor needs to be mindful of the interaction that occurs between the peers
- Disagreements can be an opportunity for them to develop skills needed to resolve conflict
48
What else can peer tutoring be used for other than to learn content?
- Encourage empathy
- Build relationships
- Make links between what can be done alone and what needs assistance
- Develop communication and social skills
- Scaffold learning
49
What are the benefits of peer tutoring?
- Increased academic learning time in PE
- Increased moderate-to-vigorous PA
- Enhanced motor performance
- Improved social interaction
- Increased motivation, self-efficacy and performance
50
How can peer tutoring scaffold learning?
- Providing explanations
- Asking appropriate questions
- Allowing sufficient time for answers
- Listening attentively
- Providing feedback and encouragement
51
What's in it for the more able learning in peer tutoring?
Explanation improves understanding because it requires the explainer to clarify concepts, recognise and reconcile inconsistencies
52
How to develop feedback and social skills in peer tutoring?
All learners need to be aware of how to negotiate the dynamics of social interactions and provide appropriate feedback in ways that support the learning needs of peers
53
What is the Tuakana-Teina relationship?
A maori concept that fosters a two way learning environment and challenges traditional western ideas of the 'expert' teacher being the only one with the knowledge. Flattens the hierarchy given both the opportunity to learn
54
What are the two principles that the Tuakana-Teina concept is derived from?
- Whanaungatanga (blood linked relationships
- Aki (teach and learn)
55
How do we use tuakana-teina concept in NZ education contexts?
- Peer to peer
- Younger to older
- Older to younger
- Able to less able
56
What does tuakana-teina look like in sport?
- The tuakana could be a more experienced athlete, coach or team member who mentors a teina
- The tuakana can help the teina develop their skills, build confidence and navigate the challenges of sport
- This relationship can also foster a sense of community and belonging within the team or sporting organisation
57
What are the benefits of a tuakana-teina approach?
- Increased learning
- Enhanced skills
- Improved confidence
- Stronger team bonds
- Two-way learning
58
Why might a cultural norm be effective?
When the learning contexts closely matches the cultural contexts of home the learner is more secure therefore may be more prepared to take risks in their learning
