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

2. 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?

3. 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?)

4. 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

5. 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?

6. 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)

7. 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?)

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