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Warmup, Cognition and Teaching Styles'

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Title: Warmup, Cognition and Teaching Styles'


1
Warm-up, Cognition and Teaching Styles.
  • 17/1/2003 - PE 352

2
Review from last Fridays class
3
Outcomes - at the end of a teaching episode there
is what happened
  • Subject matter outcomes - based on objectives but
    not necessary the same.
  • Behaviour outcomes- based on objectives but not
    necessary the same.
  • Successful teaching comes from understanding the
    congruency between
  • INTENT ? ACTION

4
Pedagogical unit
  • A Mosston and Ashworth term to refer to the
    complexity of this congruency

Objectives
OB
Subject matter Objectives
Behaviour Objectives
OU
Subject Matter Outcomes
Behaviour Outcomes
Outcomes
5
Task Analysis Observation cycle
6
TO STRETCH OR NOT DURING WARM UP ?A
CONTROVERSIAL ISSUE
  • Based on principles of static stretching as
    traditionally used in warm up.

7
FOR
  • Increases flexibility of muscles around specific
    joints
  • Reduces the chance of injury to soft tissue
  • Even though children are already flexible, it
    teaches them good fitness habits for the future
  • Psychological preparation
  • Improves knowledge of anatomy and physiology

8
AGAINST
  • Flexibility is not increased because muscle
    temperature is not high enough (37 degrees
    Celsius)
  • Gains in flexibility can only be achieved after a
    vigorous workout in which muscle temperature
    reaches 39-43 degrees Celsius)
  • Muscle temperature is a greater factor in
    reducing injury to soft tissue
  • Warm muscles are more elastic than cold muscles
  • Takes up too much time in an already short class
    period

9
Stretching during warm-up Do we have enough
evidenceBy Duane Knudson (1999)
  • There is a lack of scientific evidence
    supporting the injury-preventing of performance
    benefits of stretching during warm-up for most
    activities. The primary injury-prevention
    benefit of a warm-up seems to be related to the
    increased temperature of the muscleLight to
    moderate muscle actions of gradually increasing
    intensity are more appropriate than stretching as
    warm-up activities for most sports. (p. 26)
  • JOPERD 70 (7)

10
Cognitive Question
  • What comes first moving or thinking?
  • Why?
  • What is learning?
  • How do you maximize student learning?

11
Conscious Thinking - p .49
  • S stimulus (the trigger)
  • D The state of cognitive dissonance (the need
    to know)
  • M Mediation (the search)
  • R The response (the answer of solution)

12
Introductory activity assignment
13
Suggested
phases
of a lesson plan
Part 1 The Introduction

The introduction of a lesson plan
-
should prepare the body mentally and physically
-
should be vigorous but with gradual increase in
intensity

-
should serve as a review and be interesting

-
should stress continuity of action
-
should stress continuous movement and blend
fitness components
-

should be

individual
before working in groups
- should be simple and quick to organize.
Part 2 Concept and Skill Development
The concept and skill development of a lesson plan
-
should introduce/review concept
-
should include discussion to clarify concept if
it is new
-
should involve application of concept
-
should stress continuity of action
- should involve working in pairs or groups


Part 3 Culmination

The culmination
of a lesson plan
- -
should stress consolidation of material covered
should bring more meaning to skill and concept
development.

14
Introductory
15
Teaching Styles
  • Brief Overview

16
Warm-up formats (NOTE most effective warm-ups
include a blend of two or more formats)
  • Minor Games- most of these focus on some sort of
    gradual increase in heart rate, with a "interest
    component"
  • Teacher-lead or student -lead, i.e. head-to-toe
    stretching
  • Partner tasks - usually involves partner
    stretching or partner assisted activity

17
Warm-up formats (NOTE most effective warm-ups
include a blend of two or more formats)
  • General fitness circuits/stations (timed or of
    reps.) - usually blends different aspects of
    fitness
  • Fitness Blasts - skill component blended with an
    aerobic component
  • Group tasks- e.g. pursuit runs, group stretch
  • Aerobics (movement patterns to music)

18
Assignment
  • Groups of three or four
  • 10 (or 12) minutes
  • Purpose based on Dual and Individual activities
  • Objectives (CAPS)
  • Warm-up Format
  • Organization
  • Handout to be handed in on or before class of
    Tues. Feb 4th

19
Teaching Warm-Up
  • Task progression - simple to complex
  • Refinements - 3 to 4 main cues (review and focus)
  • Organization
  • Groupings and roles
  • Use of space - diagram
  • Word key directions
  • Feedback - draw on refinements, reinforce
    appropriate behaviour, encourage.
  • Teaching style and objectives (CAPS).

20
DRAW FOR TEACHING
21
Tues - Jan 21st
22
Tues - Jan 28th
23
Listserv Review
A B C
24
Reflection
  • Group A - What makes an activity worth doing?
    What is equal opportunity? Play to win or to play
  • Group B - Automacity - Knowing how and knowing
    what
  • Group C - What is knowledge in PE?
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