Skill Acquisition Markers SAM’s PED 380 Fall 2011 Dr. Johnson

Review  What is the main purpose of a lesson plan?  What issues need to be addressed before students enter a classroom?  How do you prepare students for the lesson?  What are the parts of the Teaching Learning Progression (TLP)?

SAM’s Outline  Visual Description  Movement Sequence –Movement Cues –4 critical points  Variables –Learner –Environmental

SAM’s  A step by step approach to teaching a skill to a class  A breakdown of a skill into its simplest movement patterns

Detail in a SAM  Specific enough to avoid confusion  Broken into the smallest possible steps  Easy to understand description  Must include descriptors –Dominant or non-dominant –“At Target”

Skills That Use SAM’s  Locomotor Skills –Walking –Running –Skipping –Jumping –Galloping –Sliding  Manipulative Skills –Throwing –Catching –Kicking –Dribbling –Passing –Shooting –Punting –Serving –Hitting

SAM- Step #1 Movement Sequence  Write the series of movements that make up the skill, step-by-step.

Movement Sequence for Walking 1.Face target with belly pointed at target 2.Lean upper body forward 3.Bring dominant knee up 6 inches in front of body, pointing toe at target 4.Straighten leg out in front of body 5.Allow body to move forward so heel hits ground 1 ft in front of opposite leg 6.Roll onto ball of foot while moving body forward over dominant foot 7.Swing opposite arm of foot that stepped forward 8.Repeat with opposite leg

SAM- Step #2 Writing Movement Cues  1-3 words describing the movement sequence  Must be easy to say / understand  Do not repeat cues in a SAM

Movement SequenceMovement Cues Movement SequenceMovement Cues 1.Face target with belly pointed at target“Face Target” 2.Lean upper body forward“Lean” 3.Bring dominant knee up 6 inches in front of “Knee Up” body, pointing toe at target 4.Straighten leg out in front of body“Straighten leg” 5.Allow body to move forward so heel hits “Land on heel” ground 1 ft in front of opposite leg 6.Roll onto ball of foot while moving body “Roll” forward over dominant foot 7.Swing opposite arm of foot that stepped forward “Arms” 8.Repeat with opposite leg“Repeat”

SAM- Step #3 4 Most Critical Points  If only 4 steps could be taught, which 4 would be used?  Cannot complete the skill without these 4 steps  Used for young children who cannot remember all steps in series  Denoted by a symbol in the movement sequence column (*,, +, etc)

4 critical points 1.Face target with belly pointed at target“Face Target” 1.Face target with belly pointed at target“Face Target” 2.Lean upper body forward“Lean” 2.Lean upper body forward“Lean” *3.Bring dominant knee up 6 inches in front of “Knee Up” body, pointing toe at target 4.Straighten leg out in front of body“Straighten leg” 4.Straighten leg out in front of body“Straighten leg” *5.Allow body to move forward so heel hits “Land on heel” ground 1 ft in front of opposite leg *6.Roll onto ball of foot while moving body “Roll” forward over dominant foot *7.Swing opposite arm of foot that stepped forward“Arms” 8.Repeat with opposite leg“Repeat” 8.Repeat with opposite leg“Repeat” * 4 most critical points

SAM- Step #4 Visual Description  Paragraph describing the way the skill should be performed  Based on the movement sequence –Write the movement sequence in sentence / paragraph form.

SAM- Step #5 Variables  Learner variables –Those abilities that the learner needs to properly perform the skill.  Environmental Variables –Those items that are controlled by the environment surrounding us

Learner Variables  Fundamental Skills –Body Image –Balance –Laterality –Hand-Eye Coordination –Tactile Touch –General Coordination  Sport Skills –Speed –Endurance –Flexibility –Mobility –Strength –Vision –Timing

Environmental Variables  Weather –Rain –Snow –Wind –Sun –Temperature  Field / Gym –Surface –Condition of field –Size  Equipment –Number –Size –Ability to use  Other –Spacing –Distance –Obstacles –Timing –Accuracy

How many steps can be included?  7 +/- 2 steps (5 to 9) –10 or more steps is too difficult for the student to remember –Less than 5 is limited to your 4 most critical points

Dribbling - 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 SequenceMovement 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

Questions?