1. Chapter 12: SAM’s and IPI’s
Plato’s Physical Education:
A guide to teaching physical education at all levels and in all environments.

2. Levels of student skills
Because students will all be at different levels, it is important to have ways for them to be able to understand and practice at their levels
Dribbling a basketball
Guard on the basketball team
Unskilled student forced to take Physical Education

3. Skill Acquisition Markers (SAM’s)
Same as Task Analysis or Teaching / Learning progression (TLP)
A series of steps to completing a skill with correct form
Usually 5-9 steps
Dance is broken down into a series of 5-9 steps to complete the entire dance.
1-6, 7-12, 13-18, etc

4. Parts of a SAM Movement sequence Movement cues 4 most critical points
Visual Description
Variables
Learner
Environmental

5. Movement sequence Breakdown of skill into simple steps
Use specifics words, such as “dominant” and “at target”
Must be specific of what to do
Bring foot up in front of you
Which foot?
How high?
No more than 9 steps
Cant remember more than 10 things at once.

6. Movement cues 1-3 words describing the movement sequence
Must be easily understood and recognizable
Used when walking around checking students who are practicing the skill

7. 4 most critical points
Used for students too young to remember more than four steps.
Should be the most important steps only
Give some symbol acknowledging them * #
Underlined

8. Visual Description
If you read the movement sequence and perform it as written, it is very robotic
The movement sequence puts fluidity to the movement.
Take the sequence and make it flow in paragraph form.

9. Variables Learner Environmental
These are the skills needed to perform the task
Such as speed, flexibility, timing, etc
Can not perform the skill until these are taught
Environmental
These are the factors that affect the skills performance
Such as weather, distance, obstacles, etc
Proper form does not overcome these obstacles
Skill can be performed correctly, but not have a positive result based on these variables.

10. Dribbling a 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 Sequence Movement 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

11. Individually Prescribed Instruction (IPI)
IPI’s allow for the students at different levels to complete a practice routine at the same time, but at different levels
A progression in the skills that is based on difficulty and changing intensities

12. Steps to writing an IPI Include IPI’s for each skill
Dribbling
Passing
Shooting
As well as at least as many stations of support
Fitness
Quiz, video, current event, etc
Game

13. How to write an IPI Take your objective
Break down the restrictions
Each restriction should have a set of conditions that lead up to the most difficult.
For example, dribbling while (1) alternating hands, (2) being guarded and (3) to half court and back all have easier levels
Hand Difficulty Distance
Dominant Straight short
Non-dominant weaving medium
Alternating guarded long

14. Adding steps to the IPI
Assign a difficulty level to each of the conditions
Hand Difficulty Distance
Dominant Straight Short 1
Non-dominant 2 Weaving Medium 2
Alternating 3 Guarded Long 3

15. Steps to the IPI Next, cross the skills so that all matches are made.
Next, set the values determined earlier in accordance with the three criteria that are labeled. Then multiply to get a number.
Label each accordingly
Multiply to add variance between scores
This leaves us with our levels of difficulty.

16. More steps to IPI’s
The next aspect is to rank the different skills by their overall level of difficulty. The smallest number, or the easiest skill is the first skill and the largest number, or the most difficult skill is the last skill.
Finally, put them in order from easiest (rank 1) to hardest (highest number)
Any with the same value should be randomly placed.

17. Advancing in the IPI
Students now have a series of activities to complete.
The way to move up to the next level is to complete them as the objective states
2 out of 3 times
4 out of 5 times
Success moves you up to the next level.