Post on 11-Feb-2021
OCR Physical EducationAS / A-Level Skill AcquisitionPowerPoint SummariesThis resource has been written by John Ireland for PEfocus and has been designed to support teaching andlearning of the ‘new’ OCR AS and GCE/A-Level PE specification for teaching from September 2016.
All content mirrors the OCR Skill Acquisition specification perfectly.The resource comprises:
üApprox 40 full colour / fully animated teacher slidesüStudent slides as PDFs – with gaps to fillüTeacher slides as PDFs – with ‘answers’
This resource can be used to present new work, for summing up topic areas and for consolidation at theend of the course.
We really hope that you and your learners will find it both engaging and helpful.
Herearejustafewsampleslides– wehopeyoulove
them!Bothteacherandstudent
slidesareincluded(thelatterwillbesuppliedasPDFfilefor
photocopying)
Skill Acquisition – student slides
The aim is for students to build their own bank of Skill Acquisition knowledge that can be used throughout the course as well as at the end for review.
A favoured layout is to print two slides per A3 sheet; this appeals to students who often find the large visual style manageable, engaging and valuable as a supplement to their other notes and resources.
Sets of these student slides (PDFs) can be given to students as they start a topic area. They can work on the set slide by slide as each element of work is completed (e.g. Newton’s Laws); or as a whole topic area once it has been ‘covered’. This can be done in class or as a homework / private study task
Student slides can be posted on secure areas of centres’ intranet/moodle platforms for easy access and further assimilation.
It is highly recommended that students check the accuracy of their work/completed worksheets against a printed copy of the teacher slides. (NB – agreed Terms and Conditions limit access to the full colour animated PowerPoint slides to staff only)
2.1
Partpractice
Uses… but…Goodforclosedskillsandthoseofloworganisatione.g.tennisserveorcleanandjerk
Goodatcognitivestage
Helpsunderstanding
Givesearlysuccess
Raisesconfidence&motivation
Limitsinformationtoprocess
Saferforlearningdangerousskills
Notsuitableforskillsofhighorganisatione.g.sprinting
Limitsawarenessofwholeskill
Limitskinaestheticdevelopment
Transfertowholeskillmaybedifficult
Canbede-motivatingforhighabilitylearners
Takestime
Wholepractice
Uses…Goodforhighorganisation,continuousandsimpleskillse.g.sprintingorcycling
Givesholisticviewofskill
Savestime
Goodforhighabilitylearnersorthoseattheautonomousstage
Createsmentalpicture
Encouragesfluency
,Unsuitableforcomplexskillse.g.triplejump
Difficultforlowabilitiesandthoseatthecognitivestageoflearning
Toofastforsomelearners
Canbede-motivatingiffailureexperienced
but…
SkillbrokenintosubroutinesThen,subroutinespracticedseparately
�Then,subroutinesputtogether
NotbrokenintosubroutinesSkilllearnedinitscompleteformMovementattemptedholistically
Typesandmethodsofpractice- characteristicsandusesofeach.
2.1
Partpractice
Uses… but…
Wholepractice
,
SkillbrokenintosubroutinesThen,subroutinespracticedseparately
�Then,subroutinesputtogether
NotbrokenintosubroutinesSkilllearnedinitscompleteformMovementattemptedholistically
Typesandmethodsofpractice- characteristicsandusesofeach.
Uses… But…Goodfor________skillsandthoseof______organisation e.g.tennisserveorcleanandjerk
Notsuitableforskillsof_________ organisatione.g.sprinting
Goodat_____________stageoflearning
Limitsawarenessof_________ skill
Helpsunderstanding Limits___________development
Givesearlysuccess Transferto___________skillmaybedifficult
Raisesconfidence&motivation
Canbe________________forhighabilitylearners
Limitsinformationtoprocess
Takestime
Saferforlearning_______________ skills
Uses… But…Goodforhigh______________ ,continuousand_________skillse.g.sprintingorcycling
Unsuitableforcomplexskillse.g.triplejump
Givesholisticviewofskill Difficultforlowabilitiesandthoseatthe_____________ stageoflearning
Saves____________ Toofastforsomelearners
Goodforhighabilitylearnersorthoseatthe____________ stage
Canbe_________________iffailureexperienced
Createsmentalpicture
Encouragesfluency
2.3 Typesandmethodsofpractice- characteristicsandusesofeach.
Massedpractice Distributedpractice
Practiceisrepetitiveandcontinuous
NorestintervalsE.g.repetitiveandcontinuousdrivingingolfor
setshotsinbasketball
Idealfordiscreteskillse.g.golfdriveorbasketballset
shot
Goodforsimpleorshortdurationskillse.g.netball
shooting
Goodattheautonomousphase
Goodforexperiencedorolderormoremotivated
performers
Helpstogrooveoroverlearntheskill
Canbetooexhaustingand/orboring
Couldcausedrivereductionormentalfatigue
Idealforhighenergycontinuousskillse.g.sprintingorswimming
Errorscouldincreaseduetotherepetitiveandcontinuousnatureof
practice
Restintervalsmaydisjointthepractice,causing
learningtobehindered
Canleadtooveruseinjuries
Goodforcomplexanddangerousskillse.g.
trampolining
Helpsunderstandingattheassociative&autonomous
stagesTimeforrest,mental
rehearsal,reinforcement&feedback
HelpstoformS-Rbonds,developkinesthesisand
schema
Goodatthecognitivestageorforlessfitperformers Canbehardtoregain
intensityofpracticeorconcentrationafterabreak
Longorfrequentbreakscanbedemotivating
Practiceisinshortbursts
Regularrestintervals
E.g.sprintingorswimming
Uses… But… But…Uses…
HelpstoformS-Rbonds,developkinesthesisand
schema
2.3 Typesandmethodsofpractice- characteristicsandusesofeach.Massedpractice Distributedpractice
Practiceisrepetitiveandcontinuous
NorestintervalsE.g.repetitiveandcontinuousdrivingingolfor
setshotsinbasketball
Idealfordiscreteskillse.g.golfdriveorbasketballset
shot
Goodforsimpleorshortdurationskillse.g.netball
shooting
Goodatthe______________phase
Goodforexperiencedorolderormore
______________performers
Helpstogrooveor_______________theskill
Canbetoo____________and/orboring
Couldcausedrivereductionormental
___________
Idealforhighenergycontinuousskillse.g.
____________orswimming
Errorscouldincreaseduetotherepetitiveandcontinuousnatureof
practice
Restintervalsmaydisjointthepractice,causing
learningtobehindered
Canleadtochronicor______________injuries
Goodforcomplexand____________skillse.g.
trampolining
Helpsunderstandingattheassociative&
______________stagesTimefor______,mental
rehearsal,reinforcement&_______________
HelpstoformS-Rbonds,developkinesthesisand
__________
Goodatthe_________stageorforlessfit
performersCanbehardtoregainintensityofpracticeor_______________
afterabreak
Longorfrequentbreakscanbedemotivating
Practiceisinshortbursts
Regularrestintervals
E.g.sprintingorswimming
Uses… But… But…Uses…
Helpstoform___________,develop
kinesthesisandschema
Theoriesoflearningmovementskills.4.5
Cognitivelearningtheoryinvolves….
Thecoachgivingthelearnerthewholeproblemtosolve
theGestaltapproachtolearning;orconsideringtheproblemasawhole(notinparts)
perceptionorintelligence
interveningvariables…thismeans…drawingtogetherthedifferentaspectsoftheproblem
usingpastexperiencestosolvetheproblem
insightorintuitivelearning
Practicalexamplesofhowcognitivetheoryhelpsthelearningofmovementskillinclude….
thedancerneedstothinkaboutthesituationbeforeworkingouthowtoperformthemovement
workingoutaneffectivesolutionaddstothedancer’sexperience
thedancerunderstandshowtointerpretthemusicandspiritofthedance
ajudoplayerwouldconsidertheopponent’spreferredspeed,skillandthrowsbeforedecidingonstrategy
movementsfrompreviousjudomatchesmaybetransferredtohelpthelearningofnewmovement
boththedancerandthejudoplayerwouldunderstandwhatneedstobedonetosolvetheirrespectiveproblems
byconsideringfactorssuchasthemeandrhythm,thedancerwouldproduceaneffectivesolution
optimisinglearningthroughthinking
Cognitivetheoryoflearning
Theoriesoflearningmovementskills.4.5
Cognitivelearningtheoryinvolves….
Thecoachgivingthelearnerthe_________problemto_______
theGestaltapproachtolearning;orconsideringtheproblemasa________(notin________)
_____________orintelligence
____________variables…thismeans…drawingtogetherthedifferentaspectsofthe___________
usingpast_____________to___________theproblem
_____________orintuitivelearning
Practicalexamplesofhowcognitivetheoryhelpsthelearningofmovementskillinclude….
thedancerneedstothinkaboutthesituationbeforeworkingouthowtoperformthemovement
workingoutaneffectivesolutionaddstothedancer’s_____________
thedancerunderstandshowtointerpretthemusicandspiritofthedance
ajudoplayerwouldconsidertheopponent’spreferredspeed,skillandthrowsbeforedecidingonstrategy
movementsfrompreviousjudomatchesmaybe______________tohelpthelearningofnewmovement
both thedancerandthe judoplayerwould____________whatneeds tobedoneto________theirrespective__________
byconsideringfactorssuchasthemeandrhythm,thedancerwouldproduceaneffectivesolution
optimisinglearningthroughthinking
Cognitivetheoryoflearning
Visualguidance Verbalguidance
Manualguidance Mechanicalguidance
Thelearnerwatchesamodeltoformamentalimage
…pictures,charts.DVDs,boxesorguidancelines
E.g.demonstrationofapassinrugby
Ademonstration,andalso…
Thelearneristoldwhattodo
Spokeninstruction
Goodforfeedback
E.g.tellingtheplayerwhichtacticstouse
Thelearnerisgivenphysicalsupportbytheteacher
Movingthejointsorlimbsthroughthemovement
Manipulatingthelearner’sbodytotrytodevelopkinesthesis
E.g.physicalsupportduringaforehandshotintennis
Thelearnerusesequipmentorapparatustohelpperformance
Supportingthebodythroughthemovementusingapparatustodevelopconfidence
E.g.usingaharnessintrampolining
Typesandusesofguidance6.1
Visualguidance Verbalguidance
Manualguidance Mechanicalguidance
Thelearnerwatchesamodeltoforma___________image
…pictures,charts.DVDs,boxesorguidancelines
E.g.__________________________
Oftena_____________,butcouldalsobe…
Thelearneristoldwhattodo
Spokeninstruction
Goodfor________________
E.g.______________________
Thelearnerisgiven____________supportbytheteacher
Movingthejointsor_________throughthemovement
Manipulatingthelearner’sbodytotrytodevelop________________
E.g._______________________
Thelearnerusesequipmentorapparatustohelpperformance
Supportingthebodythroughthemovementusingapparatustodevelop_____________
E.g._________________________
Typesandusesofguidance6.1
Learningandperformingphysicalactivityskills
Shallowprocessing=shorterlastingmemories
Deepprocessing=longerlastingmemories
Recognisingphysical/sensoryfeaturesofastimulus– seeingshapes/hearingsounds
Recognisingandunderstandingthemeaningofstimuli
ShallowProcessingfromMaintenancerehearsal
DeepProcessingfromElaborativerehearsal
CraikandLockhart’slevelofprocessingmodel8.7 GCE/Alevelonly
Learningandperformingphysicalactivityskills
______________ processing=shorterlasting_____________
__________processing=longerlastingmemories
Recognising__________orsensoryfeaturesofastimulus– seeing_________/hearing_________
Recognisingand______________themeaningofstimuli
____________Processingfrom
Maintenancerehearsal
Deep___________________
fromElaborativerehearsal
__________and_____________’s levelofprocessingmodel8.7
GCE/Alevelonly