Developing the Content Chapter 12 Developing the Content

Chapter 12 Key Points Is a dynamic process Reflective teachers constantly make decisions about content in the attempt to provide tasks that result in learning and improvement Process of content development (Rink 1993) identifies four functions to help children learn the concepts and skills.

The Process of Content Development Informing Giving the students information about the concept or skill and describing how to do the tasks Extending Making the TASKS easier or harder Refining Providing CUES to help the student perform the task Applying Providing CHALLENGES that motivate the child to want to continue to participate in the task (Rink, J., 1993)

Content Development in Children Moving Children Moving adapted Rink’s system to content development Extensions—Tasks Refinements—Cues Applications—Challenges

Chapter 12 Key Points When informing, effective teachers should Use brief and to-the-point instructions (KISS principle) Demonstrate (teacher demonstrates) Use pinpointing (children are asked to demonstrate) Emphasis the part the students should pay attention to Once students begin task, teacher observes to determine appropriateness of task and make changes (extensions) so that children can be successful Task appropriate when student is successful 80% of the time. Children Moving provides suggested progression of tasks which are designated by

Examples of Tasks for Throwing and Catching (Chapter 27) This time you’re going to throw at targets. You’ll have to keep your eyes on the target. Each of you has a target in your own space. See how often you can hit it. When you can hit your target three items in a row, take a giant step backward and try from that distance.

Chapter 12 Key Points Cues Teacher provides cues to help children understand how to perform skill and do it more efficiently Also referred to as “critical elements”. Are listed through Chapters 16-31 for the skill themes and movement concepts.

Cues for Overhand Throwing Side to Target. Make sure the side of your body away from the hand you are throwing with is toward the wall; if you were to walk straight ahead, you would walk along the wall, not toward it Arm Way Back Bring your throwing arm way back so that your elbow is almost above your ear and your hand is behind your head Step with Opposite Foot Step forward on the foot opposite the hand you are using to throw Follow Through After you throw, make your arm follow the ball. Your hand should end up almost at your knee

Chapter 12 Key Points Cues (cont) Help children learn the correct way to perform a skill Gives students a checklist of the important critical elements they need to successfully practice on their own outside of the physical education class Are most effective when given one at a time – once children have learned a cue, then move on to another Use in conjunction with the provision of congruent feedback e.g. if the cue is step with opposite foot, then congruent feedback would be e.g. “Good step, Tommy”

Chapter 12 Key Points Challenges (Applications) Change a task so that child will be motivated to continue participating. Does not substantially change task – only enough to children interested in participating. Suggested examples of Challenges are provided in Chapters 16-31, and are designated by the symbol The best challenges are those teacher create themselves as they grow to know their children they are teaching. Techniques effective in meeting the needs of all students include: Teaching by Invitation Intra-Task Variation

Example of a Challenge for Throwing and Catching Task/Challenge: You’re going to be aiming at a high target or goal—the hoops. This task will give you good practice for basketball later on. Decide how far away from your goal you want to stand. Use your overhand throw for this task.   This time you’re going to test yourself. Pick a place to stand and see how many throws in a row you can put through the hoop. When you make eight out of ten goals, move to a new spot and try for eight out of ten goals again.

Teaching by Invitation and Intratask Variation TEACHING BY INVITATION Children make decisions about the task they prefer to work on. Example: “You may want to continue batting from the tee or you may want to work with a partner, taking turns pitching a ball to each other.” INTRATASK VARIATION The teacher makes the decisions to extend a task for individuals or small groups Example: “Jim, you may want to practice dribbling behind your back and between your legs.” (Other children are practicing dribbling and staying in self‑space.)