Guidelines for physical activity instruction

 

 

1. Use the information-processing model of learning to assist in the planning of learning experiences.

2. Match the type of instruction to the individual’s stage of learning.

3. Consider the individual’s level of readiness when teaching new skills and information.

4. Plan instructional experiences that take into account the individual’s level of development in all three domains – cognitive, affective, and psychomotor.

5. Use the powerful influence of motivation to facilitate learning.

6. Provide positive reinforcement to strengthen desirable responses.

7. Take individual differences into account when teaching by selecting approaches that accommodate a diversity of abilities and needs.

8. Structure practice sessions to promote optimal conditions for learning.

9. Help individuals gain an understanding of the task to be learned and its requirements.

10. Consider the nature of the skill or task when designing practice sessions.

11. Evaluate the task demands and assess the learner’s background in deciding whether to use the whole or part method to teach a skill.

12. Study the requirements of the skill to determine whether speed or accuracy should be emphasized in teaching.

13. Facilitate learning by using positive transfer.

14. Incorporate appropriate, meaningful feedback to help individuals correct their performance, motivate them, and reinforce their efforts.

15. Be prepared to deal with plateaus in performance.

16. Provide strong leadership that contributes to the attainment of the desired objectives.

 

4.1. Listen to the text and answer the question:

 

Which of the guidelines above do you consider the most important?

 

 

4.2. Discuss the text in class.

4.3. Give a talk on “Guidelines on Physical Activity Instruction”.

 

V. Retell the oral topic:

 

PSYCHOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORT Sport psychology as a study is a part of general psychology. It is based on information-processing theory. The physical educator needs to be aware that individuals pass through several stages when learning motor skills. This learning is influenced by several forces, such as readiness, level of development, motivation, reinforcement, individual differences, etc. Sport psychology is concerned with the application of psychological theories and concepts to sport and physical activity. It is used by the sport psychologists to help individuals attain their optimal level of performance. An individual’s personality, anxiety and arousal, and attention can influence his or her performance. And psychology can help solving all these problems.

 

UNIT XVIII

 

SELF-ASSESSMENT TEST # 7

 

These tasks are designed to assist you in determining if you have mastered the materials and competencies presented in the above studied information.

1. Give examples in the field of physical education and sport of cognitive, affective, and psychomotor learning.

2. Define motor learning. You are a teacher in a school setting, a community setting with students of all ages, or a corporate fitness program with adults. Indicate in your teaching methods how you would provide for each of the following: readiness, motor development, reinforcement, motivation, and individual differences.

3. Select a skill you are familiar with from your previous physical education experiences. Describe how you would teach this skill to a beginner. In your description include the information-processing model of learning as well as the stages of learning.

4. Justify the claim that participation in sport and physical education activities can have positive psychological benefits.

5. In recent years the field of sport psychology has expanded tremendously. As a practitioner, be it as a teacher, coach, adapted physical educator, athletic trainer, or exercise physiologist, you are concerned with optimizing individuals’ performance. Discuss the roles of anxiety, arousal, and attention in the performance of motor skills and the use of intervention strategies to enhance performance.

 

UNIT XIX

SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION AND SPORT

 

I. Read, translate and learn the key words and phrases of the unit:

 

a) pervasiveness, microcosm, spirit, competitiveness, presence, bureaucracy, medium, distribution, power, behavior, research, milieu, minority, mass media, community, circumstance, condition, opportunity, rebirth, addition, belief, excellence, accomplishment, friendship, competitor, competition, peace, attainment, supremacy, shooting, boycott, statement, opinion, billion, amateurism, eligibility

 

b) to pervade, to mirror = to reflect, to pint out, to dominate, to permeate, to believe, to receive, to face, to compete, to conduct, to ascribe, to establish, to foster, to bring together, to prevent, to further, to highlight, to capture, to stage, to cost, to found, to define, to pertain to, to present, to be allowed, to attain, to accomplish

 

 

c) inequitable, particular(ly), total, considerably, further, fully, annually, prestigious, competitive, lofty, commercialized, significant, certain, conductive, noble

 

d) in other words; in common; to have a large concern about; to be highly regarded; to extend their limits; in a quest of; to be highly valued; under the direction,

 

e) as such, among, throughout, within, however, likely

 

I. Text I