CH 2 & 4 Q's

Ch 2


3. In order for someone to learn a motor skill, they must first have some set of prerequisite skills to step off from. These could be simple skills that one might pass over as common sense or not think is vital to learning the new motor skill. This prerequisite could be simple movements like jumping, running, or throwing using proper form. Since we are all unique, we must be mindful of individual characteristics that everyone has. They also need to have a clear understanding of what they are trying to learn. If someone is unsure of what it is they are supposed to do, then how can you expect them to perform it. Along with practice, these are points that we as teachers need to be mindful of when teaching, because they are simple mistakes that can have dire effects on the learner.

4. Teaching open and closed skills should be done separately and in their own respect. This is because the variables attached to each skill is quite different from one another. For instance, closed skills are skills that are done with no environmental influence, therefore we can focus more on the skill itself and not the environment it is taking place in. The bench press would be a closed skill, because the skill is done is a stable environment with nothing else taking place other than the lift. An open skill like kicking a field goal outdoors, is going to have environmental factors such as wind speed/direction, field conditions, and possibly defenders. All of which are unstable changing factors that must be taken into consideration prior to the skill being completed. Discrete skill are going to be a skill with a distinct beginning and ending point such as an archery shot. Now a serial skill is going to be multiple discrete skills done in a continuous manner such as swimming. There is one skill of the stroke that is repeated over and over again. We would first want to teach the discrete skill of the stroke to ensure that proper form is being used and then practice linking the skill back to back with one another. The same goes for teaching open and closed skills, in that you want to learn a skill in a controlled environment than start to add environmental changes.

Ch 4

2. Communication in a loud gym is a difficult task, but it is manageable as long as the teacher has a means of gaining their attention. This could be a short loud blast of the whistle which would be a signal for attention. If the teacher is able to quickly and effectively gain the students attention, then they can get out their information in the same manner. In order for the whistle blast to work, the teacher must explain what the whistle means prior to the activity starting. Having a simple attention getter along with simple and easily understandable directions makes communication easier for all those involved. The short and simple directions leaves little room for misunderstandings and maximizes activity time.

3. Using demonstrations appropriately is critical to the success of a physical education teacher. Demonstrations should be accurate, and done so correctly, because if you are performing the movement incorrectly students are naturally going to try to mimic exactly what they see rather than listening to cues. Having other students demonstrate should also be utilized whenever possible, because this allows the teacher and the other students to focus on observing and point out the most important aspects of the skill. Demonstrations and cues should be given in an organized manner, because it will allow for a smoother transition as well as give students specific steps to follow when trying it for themselves.

5. A good cue is going to have a simple description of what is taking place and can easily be replicated. It is also going to be skill and age appropriate that isn’t above or below the level of the learner. When teaching a closed skill it is important to have effective verbal cues that the learner can use to visualize when they are going through the motions. Once they have effectively learned to perform the skill as a closed skill, adding in environment effect such as wind will further challenge the learner, for instance hitting a ball from a tee as a closed skill, and then hitting a ball pitched by a machine. Learning to hit the ball from the stationary tee will build the fundamentals of swinging the bat, and hitting from a pitching machine is going to add the variable to ball speed as well as timing of the swing. The machine makes the skill more difficult, but allows for a controlled and steady pitch.