Teaching Strategies/Planning (Part 2) Flashcards
(26 cards)
what is key question to ask oneself before begin teaching
in terms of knowledge, skills, and values, how is the student going to be influenced because of their connection with you?
what always needs to take priority
the person you are teaching
teachers need to first think
“teaching students material” not “teaching material to students”
what is one of teacher’s biggest challenges when working with students
student performance anxiety/fear of failure
what has research shown that performance anxiety/fear of failure is
frequently worrying about and fear of the aversive consequences of failure
in PE context, the worry and fear is not
about the motor skill attempt itself but of what will come from the failing in the skill attempt
5 aversive consequences associated with performance anxiety/fear of failure in individuals
feeling shame and embarrassment
feel a decline in self-esteem
feeling they have disappointed important others
feeling important others are less interested in them
feeling they have negatively affected their future prospects
what do teachers need to be aware of for student performance anxiety
be aware of the aversive consequences of failure, as perceived by students, and intentionally structure their class experience to minimize these potential consequences
as students work to become more proficient at a particular motor skill
- they should not experience ridicule or hurtful comments
- should not experience isolation or situations where they are on public display
- not be subjected to be the challenge of social comparison
example of being the challenge of social comparison
students selecting teams
teacher should always select teams for competitive activities- so not one selected last
In PE what is performance anxiety/fear of failure generated by for students
the thoughts of the students
what has a frequent inverse relationship
students’ levels of performance anxiety/fear of failure and their motor skill execution levels
higher the students’ levels of performance anxiety/fear of failure
the lower their level of motor skill execution
according to dr. jean M. Williams et al., what is the fundamental question individuals should be asking themselves
am I really thinking in a way that will give me the best chance of success?
negative outcome thoughts are
a source of performance anxiety/fear of failure and this can compromise motor skill execution for several reasons
examples of reasons performance anxiety/fear of failure can compromise motor skill execution
can cause bracing (muscle tightness), problems with distraction control and decision making, cause students to try and execute motor skills at a pace beyond their manageable limits
where does performance anxiety/fear of failure not exist
in a world of positive process thoughts
positive process thoughts focus on
things in student’s experience over which they have control
if students think positive process thoughts instead of negative
their performance anxiety/fear of failure will go down and their motor skill execution will go up
when negative outcome thoughts appear
the students shouldn’t wrestle them to the ground
research has shown that trying to suppress negative outcome thoughts
often give the thoughts greater strength
teachers should encourage students to use negative outcome thoughts as a
reminder to re-direct to positive process thoughts
what is one way for a student to close their window to negative thoughts
mastery goal orientation
mastery goal orientation embraces
a world where individuals assess their progress relative to themselves, as opposed to getting caught up in a world of social comparison with other people
