Title: Warmup, Cognition and Teaching Styles'
1Warm-up, Cognition and Teaching Styles.
2Review from last Fridays class
3Outcomes - 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
4Pedagogical 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
5Task Analysis Observation cycle
6TO STRETCH OR NOT DURING WARM UP ?A
CONTROVERSIAL ISSUE
- Based on principles of static stretching as
traditionally used in warm up.
7FOR
- 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
8AGAINST
- 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
9Stretching 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)
10Cognitive Question
- What comes first moving or thinking?
- Why?
- What is learning?
- How do you maximize student learning?
11Conscious 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)
12Introductory activity assignment
13Suggested
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.
14Introductory
15Teaching Styles
16Warm-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
17Warm-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)
18Assignment
- 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
19Teaching 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).
20DRAW FOR TEACHING
21Tues - Jan 21st
22Tues - Jan 28th
23Listserv Review
A B C
24Reflection
- 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?