Warm-up, Cognition and Teaching Styles.

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Warm-up, Cognition and Teaching Styles.

• 17/1/2003 - PE 352

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Review from last Fridays class
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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

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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
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Task Analysis Observation cycle
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TO STRETCH OR NOT DURING WARM UP ?A
CONTROVERSIAL ISSUE

• Based on principles of static stretching as
  traditionally used in warm up.

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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

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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

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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)

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Cognitive Question

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

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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)

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Introductory activity assignment
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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
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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.

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Introductory
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Teaching Styles

• Brief Overview

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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

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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)

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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

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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).

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DRAW FOR TEACHING
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Tues - Jan 21st
Time Draw Number
2.30 - 2.45 1
2.45 - 3.00 2
3.00 - 3.15 3
3.15 - 3.30 4
3.30 - 3.45 5
3.45 - 4.00 6
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Tues - Jan 28th
Time Draw Number
2.30 - 2.45 7
2.45 - 3.00 8
3.00 - 3.15 9
3.15 - 3.30 10
3.30 - 3.45 11
3.45 - 4.00 12
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Listserv Review
A B C
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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?