Chapter 6 Content Analysis & Development “Success is a Choice” -Anonymous

Content Development Content Delivery Teaching Progression See Fielding Skills (Box 6.1, p. 113) What skills are taught? What teaching techniques are used? What teaching styles are used? Teaching Progression What was the scope & sequence of skills in the fielding example?

Teaching progression: What’s missing? Exploration (optional) Demo (students or teacher; use cues) Move to imaginary ball Ball w/o moving Ball while moving (rt, left, fwd, bkwd) Distance Speed Challenge (how many in 1 minute?)

Characteristics of Good Content/Task Development Progressive sequence (simple to complex What determines skill complexity? Individual thrower vs. partner Task variables (how many task variables must they attend to?) 2. Focus on “good performance” 3. Opportunity to apply skills

Types of Tasks Informing (I) – describes what to do; typically first Extending (E) – alters the complexity Refining (R) – improves task quality Application (A) – apply or assess skill What do we use these tasks for? Does the order of tasks ever change?

Developing Tasks Informing Extending Modify equipment Practicing parts Modify space Focus of task # of people Task conditions (modifiers, e.g., speed force, level, trajectory) See p. 118 What is wrong in “the Real World” – p. 119 Rules Skill combinations Differing responses (as in exploration)

Developing Tasks Refining Application Correct/incorrect Cues Feedback Self-/group challenges (testing) “How many times can you…?” Competition (SMALL-SIDED!!!) Assessment (process or product) Process – skill technique (e.g., step with opposite foot) Product – result of skill attempt (e.g., did it hit the target?)

Assignments Read Chapter 7 Bring LP Bring LP format (Assessment section of Syllabus) TB Name Badge Cameras (8mm videotapes)