Chapter 1-3

Assessing the skill development the fundamental skills as students progress in age is extremely important.  Students need to progress to be able to achieve everyday tasks such as walking, writing, running, and many more activities.  Having students achieve a performance benchmark should be your main goal as a teacher.  According to Gallahue and Donnelly, A performance benchmark is a behavior that indicates progress toward a performance goal (5).  A performance benchmark for example could be throwing a football with a correct spiral eight times out of ten attempts.  Underneath performance benchmark is performance standard as well as content standard.  These are what the student should be able to do as well as the expected level of achievement (5).

Motor skills need to develop in sequences.  Its is very unlikely that an eighteen month old baby is going to go out, run and win the Boston Marathon.  They need to go through several developmental stages in order to mature as a physically active being.  For instance before you can run you have to be able to walk, and before you can walk to have to be able to stand.  As one develops their motor skills with walking they learn to walk sideways, up a set of stairs, down a set of stairs, then on to a hurried walk (38-39).  Eventually their running and walking capabilities develop into the mature stage.  Once the mature stage has been reached they will continue to develop into better runners and learn about the different techniques as the mature.

Assessing the developmental skills a very important.  One reason is because as a teacher you want all of your students to be the most physically fit they can be.  It is extremely important to asses with the NYS and NASPE standards.  These standards specify that all students are able to perform basic motor skills, they are able to value physical activity, have resources available for them, and preform physical education safely.  Being able to move fundamentally is an important aspect to physical education.  Before advancing to more difficult tasks students have to be able to master the basics, and lower level skills.  By being able to asses these things, you as a teacher assist the slower developers in becoming fundamentally sound, and also seeing when a student demonstrates each concept wholly they allow them to move on in their development.    

Transcript to Lab A1

http://www.youtube.com/user/RockstarPE#p/c/8D67B07CA2AD609F/8/AMLFzaWkYq4

Transcript to video.

Lab 1

Today this is what I observed in lab.

relationships between teaching functions and skills

Teaching functions and teaching skills go hand in hand.  Teaching functions allow us as teachers to focus why we are teaching the behavior rather than focusing on the behavior itself.  To preform your teacher function, it all depends on how you feel comfortable teaching it.  Examples of this can be videos demonstrations, and even explanations.  Teaching skills are basically the skills that you are trying to teach through the use of teaching functions.  One teaching function is presenting the task to they students.  One way you as a teacher can go about this is through the use of video and how some other professional teaches the skill.  Another was is through the use of demonstrations.  Being the teacher you can show the students how to properly preform the specified task using your professional knowledge about it.  For example teaching volleyball.  You can show a video how to demonstrate one aspect of the game and you can use your knowledge to teach them another aspect of the game.  Another one is developing the content.  One way this can be done is to have the students work on accomplishing them individually.  Another way is to have them work on completing the tasks in groups and having them participate in mini competitions between the groups.

movement task-- student response

Movement tasks are very important to students in physical education.  The movement task is essentially the heart and soul of physical education because they are the activities that the students must master to be able to move on in the lesson.  For example look at a lesson created for basketball.  First a student must have mastered the ability to run before he/she can move on to the next step of dribbling.  To help the students to become 'masters' in that skill they must practice.  You can have them dribble the ball down the line five times without losing control.  Or another could be shooting free throws.  Since they are an important part of the game of basketball, you could have them practice until the make 5 in a row.  They are the basic motor activities that allows the student to progress forward in the lesson.  Students learn about the rules of the game and how it is played as they progress through accomplishing the movement tasks.  It is also important for the teacher to provide feedback in how that particular student is mastering the specific skill that is being taught that day.  Providing positive feedback is very important for the students because it helps them learn how to preform the tasks correctly and it gives the students a positive moral if the teacher compliments them on how well they are doing.

How teaching is a goal oriented activity

Teaching is a goal oriented activity because you teach your students skills they need at their age.  Teaching early elementary students concepts that you would teach seniors in high school would not be appropriate for their skill set.  As a teacher you want your students to achieve their goals that you set for them for that specific activity and school year.  For example you want your kindergartners to learn the basic motor skills before moving on to much more difficult stuff.  As your students progress in age you want them to progress their skills in physical activity as well.  You set goals for your students to achieve on a yearly basis, if you see one student struggle and not achieve one of the goals you set for your teaching lessons than you might see yourself as not a failure, but someone to think 'what could I have done better'.  Whatever level you teach you always have goals for your students to learn and achieve before they feel comfortable to tackling more difficult adventures.

http://youtu.be/AMLFzaWkYq4