Chapter 12: SAM’s and IPI’s Plato’s Physical Education: A guide to teaching physical education at all levels and in all environments.

Levels of student skills Because students will all be at different levels, it is important to have ways for them to be able to understand and practice at their levels Dribbling a basketball Guard on the basketball team Unskilled student forced to take Physical Education

Skill Acquisition Markers (SAM’s) Same as Task Analysis or Teaching / Learning progression (TLP) A series of steps to completing a skill with correct form Usually 5-9 steps Dance is broken down into a series of 5-9 steps to complete the entire dance. 1-6, 7-12, 13-18, etc

Parts of a SAM Movement sequence Movement cues 4 most critical points Visual Description Variables Learner Environmental

Movement sequence Breakdown of skill into simple steps Use specifics words, such as “dominant” and “at target” Must be specific of what to do Bring foot up in front of you Which foot? How high? No more than 9 steps Cant remember more than 10 things at once.

Movement cues 1-3 words describing the movement sequence Must be easily understood and recognizable Used when walking around checking students who are practicing the skill

4 most critical points Used for students too young to remember more than four steps. Should be the most important steps only Give some symbol acknowledging them * # Underlined

Visual Description If you read the movement sequence and perform it as written, it is very robotic The movement sequence puts fluidity to the movement. Take the sequence and make it flow in paragraph form.

Variables Learner Environmental These are the skills needed to perform the task Such as speed, flexibility, timing, etc Can not perform the skill until these are taught Environmental These are the factors that affect the skills performance Such as weather, distance, obstacles, etc Proper form does not overcome these obstacles Skill can be performed correctly, but not have a positive result based on these variables.

Dribbling a basketball VISUAL DESCRIPTION: Student will start in the ready position. They will keep their head up and begin to move forward with the ball in their dominant hand. They will gently push down with the fingertips of their dominant hand with their hand above the ball at all times. While pushing the ball down, it should also be gently pushed forward, allowing the ball to rebound back to your hand. Repeat skill until student must pass or shoot. Movement Sequence Movement Cues 1. Ready position “Ready” 2.* Head Up “Head” 3. Begin to walk (or run) forward “Move” 4.* Push down with fingertips of dominant hand “Push” 5.* Gently push down (not too hard) “Gentle” 6.* Keep hand above “Hands” 7. Push ball forward (to keep you moving) “Forward” 8. Continue movement until you pass “Repeat” * 4 Most Critical Points. Variables Learner – Hand-eye Coordination, Balance, General Coordination, Tactile Touch, Mobility, Vision Environmental – Size of Basketball, Court Size, Spacing, Defense, Obstacles

Individually Prescribed Instruction (IPI) IPI’s allow for the students at different levels to complete a practice routine at the same time, but at different levels A progression in the skills that is based on difficulty and changing intensities

Steps to writing an IPI Include IPI’s for each skill Dribbling Passing Shooting As well as at least as many stations of support Fitness Quiz, video, current event, etc Game

How to write an IPI Take your objective Break down the restrictions Each restriction should have a set of conditions that lead up to the most difficult. For example, dribbling while (1) alternating hands, (2) being guarded and (3) to half court and back all have easier levels Hand Difficulty Distance Dominant Straight short Non-dominant weaving medium Alternating guarded long

Adding steps to the IPI Assign a difficulty level to each of the conditions Hand Difficulty Distance Dominant 1 Straight 1 Short 1 Non-dominant 2 Weaving 2 Medium 2 Alternating 3 Guarded 4 Long 3

Steps to the IPI Next, cross the skills so that all matches are made. Next, set the values determined earlier in accordance with the three criteria that are labeled. Then multiply to get a number. Label each accordingly Multiply to add variance between scores This leaves us with our levels of difficulty.

More steps to IPI’s The next aspect is to rank the different skills by their overall level of difficulty. The smallest number, or the easiest skill is the first skill and the largest number, or the most difficult skill is the last skill. Finally, put them in order from easiest (rank 1) to hardest (highest number) Any with the same value should be randomly placed.

Advancing in the IPI Students now have a series of activities to complete. The way to move up to the next level is to complete them as the objective states 2 out of 3 times 4 out of 5 times Success moves you up to the next level.