Teaching Scenario 1: Look at the following instructional sequence in volleyball. What are your individual reactions to this sequence of tasks? Teacher demonstrates the overhead set Pupils practice the hand position while sitting Teacher then divides the class into groups of six Pupils are instructed to set the ball to the person next to them in the circle Game. Task is to set the ball with two hands to another person who performs a forearm pass [taught the previous lesson] before a team can send it back over the net Adapted from Rink (1993)

Team Activity Given the scenario, agree with your team how you would ‘introduce’ the overhead set How would you sequence a lesson lasting for one hour [timetabled]…so 45 minutes.

Providing the stepping-stones What is the best way to teach particular content in physical education and in what sequence?

What are Progressions? The sequence is put together using progression “…learning tasks that move students from less complex and sophisticated tasks to more difficult and complicated tasks by adding complexity and difficulty” (Siedentop & Tannehill, 2000).

Dependent upon… the teacher’s knowledge of the lesson content the teachers’ ability to analyze that content the teacher’s assessment of the needs of the pupils in relation to that content and setting prior experiences of the learners the time available

Sequencing movement tasks in a way that has the potential to enable learning is known as CONTENT DEVELOPMENT (Rink, 1998) Progression is an amalgamation of the knowledge of content and the knowledge of teaching known as pedagogical content knowledge [PCK] (Shulman, 1987)

Teaching Scenario 2 (Adapted from Rink, 1998) What do you notice about what this lesson contains? What do you notice about the kinds of tasks themselves? What comments do you have on the sequence of these tasks?

Task Classification INFORMING TASK [I]: the initial presentation of the task EXTENSION TASK [E]: changes the complexity or difficulty of the task REFINING TASK [R]: focuses on the quality of performance APPLICATION TASK [A]: how to use the skill in an applied way

Teaching Scenario 3 (Adapted from Rink, 1998) Look at the Overhead Set, how would you classify each task using the abbreviations on the previous slide

Ways to extend a task? Break the skill down into parts [e.g. a drop serve in tennis] Modify the equipment [e.g. use a training volleyball] Make the space smaller or bigger [e.g. reduce the grid width in a 2v1 football drill focusing upon attacking] Changing the number of people [e.g. dance alone and then with a partner] Change the conditions of performance [ if you can’t reach the net, then move a couple of steps forward when you serve, change speed] Change the rules [e.g. three passes before a shot, as many hits as you wish to get the ball over the net]

Continued Combining two skills [e.g. practice a forward roll, then a forward roll into a handstand] Expand the number of different examples of a concept [e.g. show me three different ways to balance]

Assumptions Designed for skill performance, largely led by the teacher but which can include some Choice Teaching by invitation Informing utilizes extensions and refinements and leads to application Other teaching and learning approaches?

Sport Education Use a progression of tasks all directed by you as the teacher [early-season] Use an initial progression of tasks taught by the teacher, followed by some further progressions to be led by the coach from a task sheet [mid-season] Variation: coach then develops their own ideas Teacher provides a sample of progressive tasks for the coach to select based upon the developmental needs of their team [late season]

Tactical Focus? Requires tactical knowledge and ‘motor skill’ Identification of tactical problems and getting pupils to the point where they know they need the skill to solve the problem

Learning Cycle: Game -------Practice--------Game with 3 stages Game Form [representative] Tactical Awareness [what to do] Skill Execution [How to do it]

Example: Creating Space in Net Games [Short tennis] Game Form: half-court singles with a goal of becoming aware of space on either side of the net and how to create it? Conditions: alternate serves underhand Tactical Awareness: Pose questions that prompt pupils to problem solve and think tactically The goal of the game? What can they do to achieve the goal? What skills are necessary? How can these skills be performed?

Continued… Skill Execution: a specific skill identified can be taught, teaching points identified, and tasks sequenced [e.g. forehand] E.g. backhand Modelling Toss Hit [short, long with targets [hoops] Toss Move sideways and hit Toss Hit and rally, how many? Game: Reintroduce the students to the game. Use the skill just practice to hit the sponge ball which has been hit away from their forehand

Summary Teachers need to know content and make it accessible to pupils Progressions: tasks from less complex/sophisticated to more difficult and complicated Progressions are realized through a series of tasks of different ‘type’ A tactical approach requires identifying tactical problems and helping pupils know when to use the skill to solve the problem Three stages of tactical learning cycle A number of factors that can assist in extending a task

Sample References Siedentop, D., & Tannehill, D. (2000) Developing teaching skills in physical education. [4th Ed.]. Mountain View, CA: Mayfield Publishers Rink, J. (1998) Teaching physical education for learning (3rd Ed.). Boston, MA: McGraw-Hill.

Progression Gary D. Kinchin, PhD