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Human Biology
Philip Goodman

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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