Chapter 4: Questions #2, 3, and 5

2. There are quite a few things teachers can do to improve communication.  The teacher can set induction, use a logical sequence, use examples and nonexamples, personalize the presentation, repeat things that are difficult to understand, draw on personal experience of learners, check for understand, and present material dynamically. These are all techniques to improve communication with students.

3. There are several guidelines for using demonstration effectively. The demonstration must be accurate and performed at multiple angles, the students should be used in demonstrations whenever appropriate, the organizational format must be the same in the demo as the practice, the demonstration should be creative and induce problem-solving tasks, the important information about a task must be in the demonstration, the student's understanding is being checked, information on why a skill is performed a certain way is in the demonstration, and lastly, the demonstration is done more than once. These are guidelines for effective demonstration.

5. Good learning cues are accurate, brief, appropriate to the learner's skill level and age, and appropriate for different types of content. A set of learning cues I would use for younger students for jumping would be something like "jump like a bunny would." For older students, my cues for jumping would be "bend at knees, shift weight from back then forward to get more power, swing arms." A closed skill cue I would use for a defensive slide in basketball would be "stand like a surfer" . An open skill cue I would use for a tennis game would be hitting the ball to the opposite side of court that your opponent is on. And lastly, a movement concept cue could be "jab-channel-jab" for playing defense in field hockey.

Chapter 2: Questions #3, 4

3. The requirements for learning a motor skill are as follows; prerequisites, clear idea of the task, motivational/attentional disposition to the skill, practice, and feedback. Prerequisites require the teacher to do a task analysis to see what basic skills the students already have. The students must have the capability to do the task before making them do it. Making sure the students have a clear idea of the task they are trying to learn means the teacher must help the students develop their motor programs for each task.  Motivational/attentional disposition to the skill means that the teacher must keep the students attention so they constantly focus on what they are trying to practice. Practice means letting the students get lots of repetitions and different situations with the skill in it. This way the student can develop the skill so they can perform it consistently. Feedback from a teacher can motivate the students to practice more, or gain confidence in what skills they are practicing.

4. Closed skills, open skills, discrete skills, and serial skills should all be differently.  Closed skills should be taught in an environment that won't change. This way the student can work on consistence and stability of the skill. Open skills are different because the situations are always going to be changing in open skills. The teacher wants to change the environment and the situations in order to train the students so they can adjust to new situations with the skill.  Discrete skills should be taught from beginning to end, and taught in a closed environment. But, serial skills should be taught to make transitions from the first skill to the next. This requires progressions to create the skill patterns.

Lab A2

This is my video for Lab A2. This time for our 4 minute lesson we had to add a hook, a safety statement, a demonstration, a cue to stop and go, and an activity. And overall I would say I did fairly well. I managed to get all the requirements in, but I think there are some things that I could improve upon. The first thing I would like to do is come up with more exciting hooks. Its so important to get the student's attention so they will be interested in the lesson. I think my hook about surfing was clever, but not too exciting. The other thing I will want to improve is how I pair people. I want everyone to be able to mix and mingle with their classmates because the friendlier you are with others the better you learn! I will note that my voice level was audible enough. I just need to adjust pitches to get everyone's attention. Overall, watching the videos is nerve-racking to critic yourself but I think it helps a lot to see yourself in action.

The time coding for my lesson is included here as well.
This is my transcript for my lesson also.

Teaching Physical Education Questions

1) Teaching is a goal-oriented activity because teachers need to strive to meet standards and develop curriculum that will benefit the students. NASPE was developed in order to create these goals that teachers need to help their students achieve. If teachers are meeting the standards it helps their program gain credibility and then they can defend it as a viable source of education.

5) The movement task-student response unit is very important to physical education. The movement task and student response to task are intertwined and the teacher can observe the response and adjust the movement task to benefit the student. The movement task is what the teacher instructs the student to do and the response is what the students are doing for the task. When the teacher observes the student they can determine whether the task is reaching an intended goal or adjustments need to be made regarding the environment or task. The whole ideal is to create the best learning environment for the student.

7) There is a relationship between teaching functions and teaching skills. Teaching skills are within each specific teaching function. The function is a general idea of teaching method that can be applied with specific teaching skills. One teaching function is presenting tasks. A teacher can present the task by vocally explaining the lesson or maybe they can do it by a demonstration. Another teaching function is organizing and managing the learning environment. This can be done by modifying a drill in case you need more people to get involved.  Or maybe you could increase the space used in a tag game so that the students have to move around more. These functions are important tools that teachers must acquire to be successful.