Warm-up, Cognition and Teaching Styles. 17/1/2003 - PE 352 11/24/2018

Review from last Friday’s class 11/24/2018

Outcomes - at the end of a teaching episode there is what happened Subject matter outcomes - based on objectives but not necessary the same. Behaviour outcomes- based on objectives but not necessary the same. Successful teaching comes from understanding the congruency between INTENT  ACTION 11/24/2018

Pedagogical unit A Mosston and Ashworth term to refer to the complexity of this congruency Objectives OB Subject matter Objectives Behaviour Objectives T L OU Subject Matter Outcomes Behaviour Outcomes Outcomes 11/24/2018

Task Analysis Observation cycle Act Observe Interpret Make Decision Plan/Re-plan 11/24/2018

TO STRETCH OR NOT DURING WARM UP ? A CONTROVERSIAL ISSUE Based on principles of static stretching as traditionally used in warm up. 11/24/2018

FOR Increases flexibility of muscles around specific joints Reduces the chance of injury to soft tissue Even though children are already flexible, it teaches them good fitness habits for the future Psychological preparation Improves knowledge of anatomy and physiology 11/24/2018

AGAINST Flexibility is not increased because muscle temperature is not high enough (37 degrees Celsius) Gains in flexibility can only be achieved after a vigorous workout in which muscle temperature reaches 39-43 degrees Celsius) Muscle temperature is a greater factor in reducing injury to soft tissue Warm muscles are more elastic than cold muscles Takes up too much time in an already short class period 11/24/2018

Stretching during warm-up: Do we have enough evidence By Duane Knudson (1999) “There is a lack of scientific evidence supporting the injury-preventing of performance benefits of stretching during warm-up for most activities. The primary injury-prevention benefit of a warm-up seems to be related to the increased temperature of the muscle…Light to moderate muscle actions of gradually increasing intensity are more appropriate than stretching as warm-up activities for most sports.” (p. 26) JOPERD 70 (7) 11/24/2018

Cognitive Question What comes first moving or thinking? Why? What is learning? How do you maximize student learning? 11/24/2018

Conscious Thinking - p .49 S = stimulus (the trigger) D = The state of cognitive dissonance (the need to know) M = Mediation (the search) R = The response (the answer of solution) 11/24/2018

Introductory activity assignment 11/24/2018

11/24/2018 Suggested phases of a lesson plan Part 1: The Introduction The introduction of a lesson plan - should prepare the body mentally and physically - should be vigorous but with gradual increase in intensity - should serve as a review and be interesting - should stress continuity of action - should stress continuous movement and blend fitness components - should be individual before working in groups - should be simple and quick to organize. Part 2: Concept and Skill Development The concept and skill development of a lesson plan - should introduce/review concept - should include discussion to clarify concept if it is new - should involve application of concept - should stress continuity of action - should involve working in pairs or groups Part 3: Culmination The culmination of a lesson plan - should stress consolidation of material covered should bring more meaning to skill and concept development. 11/24/2018

Introductory The introduction of a lesson plan - should prepare the body mentally and physically should be vigorous but with gradual increase in intensity should serve as a review and be interesting should stress continuity of action should stress continuous movement and blend fitness components should be individual before working in groups 11/24/2018

Teaching Styles Brief Overview 11/24/2018

Warm-up formats (NOTE: most effective warm-ups include a blend of two or more formats) Minor Games - most of these focus on some sort of gradual increase in heart rate, with a "interest component" Teacher-lead or student -lead, i.e. head-to-toe stretching Partner tasks - usually involves partner stretching or partner assisted activity 11/24/2018

Warm-up formats (NOTE: most effective warm-ups include a blend of two or more formats) General fitness circuits/stations (timed or # of reps.) - usually blends different aspects of fitness Fitness Blasts - skill component blended with an aerobic component Group tasks- e.g. pursuit runs, group stretch Aerobics (movement patterns to music) 11/24/2018

Assignment Groups of three or four 10 (or 12) minutes Purpose based on Dual and Individual activities Objectives (CAPS) Warm-up Format Organization Handout to be handed in on or before class of Tues. Feb 4th 11/24/2018

Teaching Warm-Up Task progression - simple to complex Refinements - 3 to 4 main cues (review and focus) Organization Groupings and roles Use of space - diagram Word key directions Feedback - draw on refinements, reinforce appropriate behaviour, encourage. Teaching style and objectives (CAPS). 11/24/2018

DRAW FOR TEACHING 11/24/2018

Tues - Jan 21st Time Draw Number 2.30 - 2.45 1 2.45 - 3.00 2 3.00 - 3.15 3 3.15 - 3.30 4 3.30 - 3.45 5 3.45 - 4.00 6 11/24/2018

Tues - Jan 28th Time Draw Number 2.30 - 2.45 7 2.45 - 3.00 8 3.00 - 3.15 9 3.15 - 3.30 10 3.30 - 3.45 11 3.45 - 4.00 12 11/24/2018

Listserv Review A B C 11/24/2018

Reflection Group A - What makes an activity worth doing? What is equal opportunity? Play to win or to play Group B - Automacity - Knowing how and knowing what Group C - What is knowledge in PE? 11/24/2018