Chapter 7 Instructional Strategies for Adapted Physical Education 7 Instructional Strategies for Adapted Physical Education Douglas H. Collier C H A P T E R

Philosophical Approaches to Adapted Physical Education and Sport Humanistic philosophy Important figures Abraham Maslow (1908–1970)

Maslow’s Theory of Self-Actualization

Philosophical Approaches to Adapted Physical Education and Sport Humanistic philosophy Important figures Carl Rogers (1902–1987) agreed with the main assumptions of Abraham Maslow but added that for a person to "grow", they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood).

Philosophical Approaches to Adapted Physical Education and Sport Carl Rogers identified five characteristics of the fully functioning person: 1.Open to experience: both positive and negative emotions accepted. Negative feelings are not denied, but worked through (rather than resorting to ego defence mechanisms). 2.Existential living: in touch with different experiences as they occur in life, avoiding prejudging and preconceptions. Being able to live and fully appreciate the present, not always looking back to the past or forward to the future (i.e. living for the moment).

Philosophical Approaches to Adapted Physical Education and Sport Carl Rogers identified five characteristics of the fully functioning person: 3. Trust feelings: feeling, instincts and gut-reactions are paid attention to and trusted. People’s own decisions are the right ones and we should trust ourselves to make the right choices. 4. Creativity: creative thinking and risk taking are features of a person’s life. A person does not play safe all the time. This involves the ability to adjust and change and seek new experiences. 5. Fulfilled life: person is happy and satisfied with life, and always looking for new challenges and experiences.

Philosophical Approaches to Adapted Physical Education and Sport Humanistic philosophy Important figures Carl Rogers (1902–1987) dex=2&list=PL9PpbKj2b_Jr26bvLvGhtQX7sVe5yP4 6T

Philosophical Approaches to Adapted Physical Education and Sport Applied behavior analysis Important figure B.F Skinner (1904–1990) A behaviorist theory based on the fundamental idea that behaviors that are reinforced will tend to continue, while behaviors that are punished will eventually end.

Motor Skill Tenets 1.Growth and maturation influence the ability to learn a movement skill. 2. Mechanical and physiological principles of movement strongly influence the best way to perform a given skill. 3. Reinforcement and repetition are important when learning a new skill. (continued)

Motor Skill Tenets (continued) 4. Emotion affects the process of learning motor skills. 5. Success at a given task leads to improved learning. 6. Learning takes place more quickly when practice sessions are separated by adequate rest periods. 7. Motor skills that are overlearned are retained longer.

Categories of Activity Modifications Equipment Rules Environment Instruction

Effective Teachers Adapt Their Instruction To the nature of the content being taught To their personal skills and preferences To the characteristics of the learners To the teaching context

Teaching Styles Reproductive styles Command This style can be described in two ways. One is based on the teacher leading an exercise or a skill while the students follow. Then there is also the teacher (or designate) providing direct instructions which the students immediately follow. This teaching style is very effective, efficient, and safe especially when the skill being learned has the ability to be broken down into smaller parts. For example, the various grips used in squash will be taught using the command style as they are easily learned and basic skills. (continued)

Teaching Styles Practice/task The teachers role with this style is to provide a demonstration of a skill or task followed by a individual or small group session. It provides the student with the opportunity to individually and privately make decisions, while the teacher can offer feedback in a personal and direct manner. This style works well with squash as it is an individual sport, and in a grade ten class skill level will vary and,therefore it allows students to practice skills at their own ability level. A skill such as the "squash serve" could effectively be taught using this style, as it would allow the student to individually explore and practice the skill. In the meantime the teacher would be observing and providing corrective feedback to the students. One way to allow for different abilities while practicing the same skill would be to change the ball or racket being used. (continued)

Teaching Styles Reciprocal The purpose of this style lies in the individual student themselves. This style not only allows students to work in partners, but gives them the opportunity to give constructive feedback to their peer during the skill practice of a lesson. It designates one student as the "doer" and the other as the "observer." It also relieves the pressure of teacher observation that is quite often a problem with students who are unfamiliar with a sport such as squash.. The "observer" watches the "doer's" performance and based on the criteria sheet for the skill, given by the teacher will give performance feedback. While the students are fulfilling their roles, it gives the teacher the chance to circulate, and only if necessary, (safety concerns) communicate with the "observer." If the teacher were to communicate with both students the teaching style would be compromised. Some other great parts of this style is that it promotes social interaction on a specific educational task as well as further social bonds with peers. (continued)

Teaching Styles Self-check Self-Check style allows the student to choose the tasks that they want to do. Once a task is chosen, they must decide their entry level capability, and be able to feel comfortable starting at that point. The student also has to practice comparing, contrasting, and drawing conclusions to analyze their own performance level. The teacher prepares the variety of subject matter and criteria based on the material covered in class. In class, the teacher observes everyone for organization, safety and then gives feedback to individual students. The student is given a task card describing all theactivities, their progressions to choose from, and ways of evaluating if they can advance to another task. This style will often could be used when the students are circulating through practice stations. (continued)

Teaching Styles Inclusion/invitation Inclusion style creates an environment where everyone can be included into the activity or task. This style allows for multiple levels of difficulty by allowing students to work within a progression themselves and choose to work on the skill that they feel they should. This way all students with varying levels of ability will be able to work on the progression. (continued)

Teaching Styles (continued) Productive styles Guided discovery Convergent discovery Divergent discovery (after Mosston and Ashworth, 2002)

Teaching Styles (continued) Guided discovery The purpose of this style is for students to discover a concept by answering a sequence of questions given by the teacher. The teacher guides the students to discover the one correct answer by asking a chain of questions with a predictable chain of answers that lead to the final concept. Convergent style is very closely tied into this style and it will sometimes be used where guided discovery is planned to be used if the students seem like they could handle it. The specific chains of questions can not be designed for guided discover opportunity in the unit ahead of time, however, there are some possible lists of questions in the lesson plans and task progressions. (after Mosston and Ashworth, 2002)

Teaching Styles (continued) Convergent discovery The convergent style also involves the discovery of a single pre-planned concept. The difference is that it only involves asking one question and allowing the student to come up with the necessary line of thinking to arrive at the concept. An example could be, "why is it so important that players return to the "T" after they make a shot?". Intending for the discovery of the principle of being in the best position to get any shot. Divergent discovery (after Mosston and Ashworth, 2002)

Teaching Styles (continued) Divergent discovery The divergent style involves asking a question which will have many correct responses. The divergent style will be used to help students make rules for games to make them playable on their own and in the given context.

Teaching Formats One-to-one instruction Small-group instruction Large-group instruction Mixed-group instruction Peer teaching or tutoring (continued)

Teaching Formats (continued) Self-paced independent work Cooperative learning –Groups based on social and academic Reverse mainstreaming –Opposite of norms for learning Teaching stations