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Department
Human Biology
Course
HMB472H1
Professor
Philip Goodman
Semester
Fall

Description
Teaching for student learning in PE What do these sayings mean? You haven’t taught until they have learned Never mistake activity for achievement - Just because teachers are teaching and children are moving does not mean that children are learning - Goal of teaching à learning (requires more than just activities - Model of five components that work together in classrooms 1.Student aptitude or skill level 2.Ability of students to understand the teacher’s instructions 3.Perseverance – amount of time the student is willing to engage in learning (motivation) 4.Opportunity to learn which we can think of as time devoted to instruction 5.Quality of instruction ▪ These components differs for each student and that students learn at different rates - Degree of learning à ration of time spend on learning and the time needed for learning - Attitude has three components: 1.Affect (feeling) 2.Beliefs (knowledge) 3.Behaviour - Motor skill learning: ▪ Time spent with the subject matter is related to student achievement ▪ The more time devoted to instruction, the more students learn – allocation of time ▪ The more time that students spend in tasks where the teacher is actively teaching and monitoring how the students are progressing, the more students learn ▪ Scrimmage – strongly and negatively related to achievements ▪ The more time spent learning a team sport in game-life situations, the less skill development occurred ▪ Does not involve skill practice or the execution of skilled movement for many students. Many students are not ready to execute skills in a game setting, because they have not yet developed the needed skill ▪ How individual students practice is the most important factor in motor skill learning in PE - Appropriate practice – practice that is neither too difficult nor too easy à most important variable in student learning of motor skills ▪ Depends on his/her skill level ▪ Inappropriate practice is more than just a neutral affect on learning à creates negative consequences on learning ▪ High appropriate practice during individual/partner work ▪ Higher amounts of touches ▪ Less appropriate practice, even in small groups ▪ Larger groups à limited equipment, each student will get less individual practice and it is harder to make it specific to each individual ▪ Never mistake activity for achievement - Stop…modify/feeback..resume: ▪ Practice tasks can be changed often, and this is preferable to small number of tasks where students get bored and stray off tasks or perhaps worse, start practicing a skill that is too difficult and fail to persevere with the task for ve
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