Chapter 2 questions
3) There are three stages when learning a motor skill.
- Cognitive stage- which means that the learner needs to see the skill done and think about it before he or she can attempt it.
- Associative stage- this is the stage where he learner is attempting to prefect the skill by performing it this is the stage where feedback is necessary from the teacher.
- Automatic stage- this is the stage where the learner has practiced and preformed the skill and it can be preformed automatically
4) -When teaching a closed skill the teacher needs to break down the skill and teach it in segments to focus on certain points of the skill. When a student shows proficiency with the progressions of the skill the teacher needs to but the learner in the actual environment that the skill is going to be performed.
-When teaching a open skill the teacher needs to slow down the skill have the learner perform the skill with no defenders or no time limit then eventually as the learner shows progress in learning the skill build up to game like practice.
-When teaching a discrete or serial skill the teacher needs to break down the skill because the learner needs to understand that there is more then one skill that needs to be learned in order to perform the entire skill. Once the teacher has broken down the whole skill to the learner the teacher can put the skill together and have the learner practice it in a game like environment.
Chapter 4 questions 2,3,5
2) One way to improve communication with the learners during class communication is to try to relate to the students some how. One way a teacher can do that is by using students in the lesson by saying Billy is very good and what ever it is you are teaching that day, one other way to improve communication is by linking the lesson with something that the students are interested like the NFL game that was on TV on Sunday or the MLB game or a good kids movie or show, something that will make the kids want to listen to what you are saying.
3)- information is accurate
- Student should perform skill if possible
- Teacher uses organizational format that students will use for practice
- Important information is emphasized
- Give information on why a skill is performed in a certain way
- Student understanding is checked
- The demonstration is repeated more then one time
5) A good learning cue given by a teacher should be short to the point but still explains enough of the task given to help the learner remember what he or she needs accomplish.
-Cues for closed skill: Free-throw
Younger students: -knees bent
-Make line (with foot arm and basket)
-Push to the sky (with ball)
- Make rainbow (with follow through)
Older Students: -Knees bent
-Elbow in line with basket
-Shoot for back of rim
-Cues for Open Skill: Volley Ball set
Younger Students: - Knees bent
-Make window above head
-push ball to sky
Older Students: - Track ball
- Diamond above head
- Push hands out and ball up