Task presentation

Instructional Methods in Physical Education

QPC50B/QPC52B

February 2019 (Week 4)

Readings

Rink 2014

Chapter 4 - Task Presentation  - pp. 63-82

STP teaching areas

# 17 Providing clear explanation

#22 Checking for understanding

Task Presentation

  • The movement task allows the learner (student) to engage motorically (physically) with the skill content.
     
  • The learning task describes how the learner (student) is involved with the skill content.
     
  • Presenting a task to learners effectively helps facilitate learner engagement and elicit good student performance, specifically with the organization of learning cues for motor tasks.

Task Presentation

It is important to note and realise that students generally do not know what to do because the teacher is not clear in presenting the task.

Pedagogical Practice

Pedagogical Practice Chapter on #17 Providing Clear Explanation Teaching Area

Before the teacher begins presenting the task, it is always important to manage the following issues to improve the clarity of communication (pp. 70-75):

 

  • Get the students’ attention with the use of some established signals and procedures
  • Students preoccupation with environmental factors
  • Students inability to hear or see what is happening
  • Inefficient use of time

Providing Clear Explanation

Sequence of the task presentation to include the what task is to be performed

  • Goal orientation (set induction)
  • Organizational arrangements - logical order/backward chaining
  • Provide examples and nonexamples
  • Remember to repeat difficult ideas and essential learning cues
  • Use questions to check for understandin​g
  • Draw on personal experience and transfer
  • Present material dynamically

Providing Clear Explanation

Providing Clear Demonstrations

Guidelines for the use of demonstrations in physical education (pp. 76-78):

 

  • The whole action, skill or movement pattern should be demonstrated accurately (or correctly) and performed at the correct speed and in context
  • Demonstration should be repeated from more than one angle
  • Emphasise critical aspects of a skill and/or tasks

Providing Clear Demonstrations

 

  • Check students’ understanding after the demonstration
  • Use students to demonstrate if they are capable of showing the skill accurately

Providing Clear Explanation with Effective Demonstration in PE Characteristics

Clear explanation and effective demonstration during task presentation include:

 

  • observation of the skill by students from the most appropriate angle
  • description of the expected learning outcome or performance
  • provision of an accurate, complete movement action in context

 

Providing Clear Explanation with Effective Demonstration in PE Characteristics

Clear explanation and effective demonstration during task presentation include :

  • guidance to see specific critical features of the action related to learning cues
  • repetition to reinforce learning cues

Providing Clear Explanation for
Learning Cues

A learning cue is a word or phrase that identifies and communicates to a learner the critical features of a movement skill or task (pp. 79).

 

For example, ‘T-position’ in the extension of the overhand throwing pattern.

Providing Clear Explanation for
Learning Cues

Characteristics of good learning cues (pp. 80-87):

  • accurate (based on the critical features of a skill)
  • brief and critical to the skill performance
  • appropriate to the learner’s skill level and age
  • sequentially organized for rehearsal

Providing Clear Explanation for Learning Cues in PE Characteristics

Learning cues used in demonstration are:

  • representative of the critical features of the action
  • generally related to a body part action, or position in space
  • Logically sequenced and appropriate to the students’ developmental level

Providing Clear Explanation during Task Presentation in PE Characteristics

Clear and concise activity or task instructions include:

  • goal orientation (what task to be done)
  • organisational arrangements
  • demonstrations, if necessary
  • Either individually or in pairs, select one instructional objective with the appropriate movement skill.

 

  • Script the presentation of the skill and learning cues based on the teaching area characteristics. You will be required to demonstrate this teaching area to the class.

Activity for In-Class Practice

Checking for Understanding

Pedagogical practice Chapter on 

#22 Checking for Understanding

Checking for Understanding
in PE Characteristics

Teacher checks students’ understanding of content by:

  • requesting student to demonstrate what they understood from the demonstration and/or instruction
  • asking question to determine students’ understanding in relation to  lesson objectives and learning cues

Task Presentation - SGP _ WCOOLS

By idlovub

Task Presentation - SGP _ WCOOLS

  • 883