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
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):
Providing Clear Explanation
Sequence of the task presentation to include the what task is to be performed
Providing Clear Explanation
Providing Clear Demonstrations
Guidelines for the use of demonstrations in physical education (pp. 76-78):
Providing Clear Demonstrations
Providing Clear Explanation with Effective Demonstration in PE Characteristics
Clear explanation and effective demonstration during task presentation include:
Providing Clear Explanation with Effective Demonstration in PE Characteristics
Clear explanation and effective demonstration during task presentation include :
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):
Providing Clear Explanation for Learning Cues in PE Characteristics
Learning cues used in demonstration are:
Providing Clear Explanation during Task Presentation in PE Characteristics
Clear and concise activity or task instructions include:
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: