1. Chapter 4 4 Organization and Instruction C H A P T E R

2. Class Organization Noninstructional Tasks Changing clothes: secondary level –Safety and hygiene –Clean grab bag of clothes for those who forget Taking attendance: secondary level –Squad lines match attendance list –During warm-up activities (good use of time) (continued)

3. Class Organization (continued) Stop signal –Device: whistle, music, drum, bell –Voice: “Freeze,” “Huddle up,” microphone –Prompts: Clapping sequence, hand in the air Teacher positioning –Stay in front of class, not in the middle

4. Various Class Formations

5. Class Organization Grouping of students –Preassigned –Student choice: “Get into groups of two or three.” –Counting off –Objects (pinnies, cards) Equipment distribution and collection –Characteristics: age, height, gender, clothing color

6. Instructional Tasks − Demonstrations Show it –Entire skill, right and left handed if appropriate –Several times –Teacher, video clip, student, expert Tell It –Explain only one or two skill elements at a time –Funnel format (continued)

7. Funnel Format

8. Demonstrations (continued) Use teaching cues –Short, catchy, descriptive words or phrases –Helps with retention and performance Provide the whys Check for understanding –“Are there any questions?” is not effective. –Be specific: “Show me how to….” “Tell me what….”

9. Instructional Tasks − Feedback Augmented feedback − external –Knowledge of results (KR) –Knowledge of performance (KP) General, positive feedback –No specific direction to performance –“Good job,” “Way to go,” “Nice” –Motivation (continued)

10. Instructional Tasks − Feedback (continued) Corrective, specific feedback –Helps refine (correct) performance error “Make sure you step with the opposite foot.” Informative, evaluative, instructional feedback –Tells students what they are doing well “Good job stepping with that opposite foot.” Sandwich feedback: use combinations

11. Feedback Delivery Reemphasize error correction to the entire class Give group-specific feedback Be mindful of individuals –Know what is happening in the class Talk to ears (verbal prompts and reminders) Monitor the periphery (backside to wall)

12. Content Progressions − Extensions Extensions change the difficulty or complexity of, or add variation to, a task –Modify the skill –Modify the space –Modify the number of students –Modify the equipment –Modify the rules (continued)

13. Extensions (continued) Example –Task: Take set shots from spots around the key Extension: Move back one step from spots Extension: Dribble to spot, stop, and shoot Extension: Receive a pass from a partner before taking a shot

14. Content Progressions − Applications Applications: activities used to further develop skills –Assess skill in a more competitive setting: “How many times can you... in 30 seconds?” –Use lead-up games (apply skills in games that are far different from the actual game) Pig/horse, keep-away, pepper, relays, sharks and minnows –Modify games (use modified versions of the real game) (continued)

15. Applications (continued) Example Task: Take set shots from spots around the key. Extension: Move back one step from spots. Extension: Dribble to spot, stop, and shoot. Extension: Receive a pass from a partner before taking a shot. Application: Play a game of HORSE with a partner or two.

16. Practice Considerations: Closed- and Open-Skill Practice Closed-skill practice –Performed in a predictable environment Open-skill practice –Performed in changing, unpredictable environments –Helpful to initially learn in a closed-skill environment, working toward more open-skill situations

18. Practice Considerations: Whole Versus Part Skill Practice Practice the whole skill or parts? –Consider skill complexity Skills with many complex parts may best be taught in parts Basketball layup, volleyball spike, breaststroke –Consider skill organization Skills that rely on rhythm, timing, or speed to execute should be taught as a whole Basketball set shot, shooting an arrow, forearm pass

20. Practice Considerations − Massed Versus Distributed Massed practice –Longer bouts of skill repetitions practiced in fewer lessons Distributed practice –Shorter bouts of skill repetitions practiced across more lessons –Shorter and more frequent skill practice throughout an instructional unit is usually preferred

21. Teaching Styles: Teacher-Centered Continuum Command style (most direct style) –Teacher in charge of all aspects of the lesson –Good for control and safety Practice style –Student choice within teacher-directed tasks –Poster or cards used outlining tasks –Teacher designates time limit before moving on to other tasks (continued)

22. Teacher-Centered Styles (continued) Self-check style: Students choose tasks from a list Check Forearm pass to self 10 times _____ Forearm pass above wall line 8 times _____ Forearm pass to partner from toss 5 times _____ Forearm pass back and forth with partner 10 times _____

23. Student-Centered Teaching Styles Reciprocal style –Peer teaching of skills, tasks, rules –Peer assessment Guided discovery style: Teacher-directed activities that guide students to answering a question –How to do a skill correctly –Game strategies and tactics (continued)

24. Student-Centered Styles (continued) Divergent style –Students come up with a solution to a teacher- directed question or problem –Many answers are acceptable –Promotes creativity and problem-solving skills Create an aerobic dance using five different steps Find a way to keep the ball in the air without using your hands

25. Summary Using efficient and effective organizational strategies will help lessons flow and allow ample time for student learning. Thoughtful use of demonstrations and feedback enhance learning. Consideration of practice concepts, progressions, and teaching styles enhances student development.