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Transcript

WHY??

WHY?

Students will be able to demonstrate their prior and adapted knowledge on the skill being performed.

As asked in the syllabus the students will demonstrate appropriate practice methods for the learners in order for them to progress through the different stages of skill acquisition, focusing on - instruction, characteristics of the learner and feedback

AIMS:

- allows students to relate their adopted knowledge on key issues, such as improving performance.

- with the use of a stimuli and importance of an extensive and detailed reponse outlining the different characteristics of each skill and whether or not the teaching could have bettered. Allows the student to make a decision to support and contribute to the healthy and active lifestyle of individuals within the community.

Factors affecting performance -

How does the acquisition of a skill affect performance?

QT elements

By: Sarah Battistella

7069

- Deep knowledge

- Deep understanding

- Higher order thinking

- Metalanguage

- Substantive communication

- Engagement

- Social support

- Student direction

- Background knowledge

- Inclusivity

- Connectedness

Content focus -

Performance elements

HOW??

Nature of skill -

- open/closed

- gross/fine

- discrete,serial & continuous

- self and internally paced skills

Practice methods - 4 types.

- Massed

- Distributed

- whole

- part

- peer learning through group work

- visual stimulus, for 'different learners'

- practical activities for 'different learners.

- class discussion and case studies encouraging large involvement therefore developing interest.

FOCUS:

the learning environment

LEARN TO:

- nature of the skill

- performance elements

- practice method

- feedback

LEARN ABOUT:

- DESIGN A SUITABLE PLAN FOR TEACHING BEGINNERS TO ACQUIRE A SKILL THROUGH TO MASTERY. THE PLAN SHOULD REFLECT:

- appropriate practice methods for the learners

- the integration of relevant performance elements

- an awareness of how instruction may vary according to characteristics of the learner

- how feedback will be used as learners progress through the stages of acquisition.

Feedback -

- Internal

- External

- Concurrent

- Delayed

Stages of skill acquisition

- cognitive

- associative

- autonomous

Direct links to syllabus

- Incomplete definition sheet and mind map on important terms eg nature of skill - open/closed.

- Individual mind map. Focus: feedback & its four categories

- case study on feedback. Involving questions that assesses the knowledge of the student and their understanding on what the focus points are.

- Developmental stages mind map/ class discussion - cognitive, associative & autonomous

- Match up ICT activity - match up the characteristics seen in each developmental stage.

- Linear and plateau progressions demonstrated through theory and practical session (Ball throws)

- mind map and definition sheet on the characteristics of a skilled and unskilled performer.

- Blank diagram SKILLED performer.

- YouTube clip - expert and novice performance.

- class discussion on the elements and characteristics of both performers.

Assessment task

students asked to record either a PDHPE lesson or a skills session at a sporting club.

They were asked to assess the skills being taught focusing on all the contributing elements of skill acquisition. However focusing greatly on feedback and whether or not it was effective for that particular skill being taught.

After assessing the skill and the effectiveness of the feedback. Closely focusing on the nature of the skill, practice and performance methods as well as feedback - create a plan or program that can be placed within class or a sporting club to better the performance of the skill being taught.

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