Effective Teaching Styles and Motor Learning in Physical Education
Teaching Styles in Physical Education
There are various teaching styles, including:
- Direct Command
- Assignments
- Reciprocal Teaching
- Small Group
- Individual Programs
- Guided Discovery
- Problem Solving
- Creativity
Direct Command
The teacher provides a stimulus, and the student responds. It is based on order, with very stable organizations. The teacher makes decisions and allows complete control over behavior (rewards and punishments) and implementation. All students perform the same task, the same repetitions, and the same intensity.
Homework Assignment
The teacher decides the task and how to evaluate. There is greater individualization (the student controls the degree of completion, repetitions, start and end of the activity, and rest periods). Minimum socialization networks. More motivation towards the tasks. Relationship of the student with the professor.
Reciprocal Teaching
The student makes decisions in the implementation phase and evaluation. The teacher programs the activity structure. Students work in pairs: one runs, and the other observes and corrects. Convey the task clearly. Establish standards or evaluation criteria. Change roles at the same meeting and task. The professor animates and observes the performer.
Small Groups
Like reciprocal teaching but with more than two students. The student makes decisions in the implementation phase and evaluation. The teacher programs the activity structure. Roles: one runs, the others observe and correct, and others take notes. Advantages in reducing the number of performers at a time. It facilitates the break between the phases of task execution.
Individual Programs
The student makes decisions in the implementation phase and evaluation (self). The professor determines the work performed, and the student performs it individually. Typically uses a tab. The main objective is to convey to the student responsibility for their own training. We work on elaborate programs. The student can co-schedule with the teacher.
Guided Discovery
Not taught by model. The professor evaluates the program and presents situations or questions that lead the student to a resolution of the problem. The problem must be novel. The student seeks solutions verbally and then through motor skills. The professor never gives the answer. It should strengthen all the answers. The issues raised should be suitable for the level of the students.
Problem Solving
The teacher poses a problem for the whole group, and they have to find all the answers (all are valid), choosing the most valid. The goal is to prioritize the student’s motor response. No model is pursued. It results in a search engine of wealth.
Creativity
The main objective is to bring a creative and spontaneous response. The difference with problem-solving is that all answers are valid here (no selection of the best). The resource used is “Synectics”.
Objectives
General Objective: To develop the ability to move in space through bodily movement.
Specific Goal: Learning and career development.
Operational Objective – Terminal: The user is able to travel 2000 m within 12 minutes.
Methods of Practice
Global
Pure, with polarization of care and implementing changes.
Analytical
Progressive, sequential, pure (useful for complex tasks or improving specific motor movements, exercises of sequences).
Mixed
Previous combination.
Measured
1. Severity of the natural environment.
2. Guidance on the route to choose and stay on it.
3. Difficulty of movement (type of walking, climbing, etc.).
4. Effort required to make the trip.
Calculation Time MIDE
- Calculation of travel in the perspective of “gap”: Ascending = 400 m in 1 hour. Descending = 600 m in 1 hour.
- Calculation of travel in the perspective of “horizontal run”:
5 km/h (roads and tracks).
4 km/h (dirt roads, smooth trails, and meadows).
3 km/h (bad paths, accumulation of rocks, and riverbeds).
Didactic Unit Justification
Concerning the programming, general establishment of a timing. Relationship with the rest of you, regarding the objectives, with content. With the characteristics of the users with the environment of the users with the development environment.
Organization
Single Station – only task.
Several Seasons – Single task.
Single Station – Multi-task.
Several Station – Multiple tasks.
Motor Learning
- Associations: Stimulus-Response-Reinforcement.
- Gestalt: Test-Error-Perception.
- Hierarchical-Control: Lower-order central-exit-processor-experience skill level + data-higher-order programs. The subroutine is repeated.
Phases
Cognitive
Viable long-phase. Cognitive character, understand the task. Overall capacity of the task, the objective, and the most effective strategies. Construction of a cognitive map. Learned-dimensional space/time. Existence of a large visual control of movements. Complex as: complex task, subject experience, perceptual skills. Practice on the image of the movement to learn. Perceptual errors can lead to wrong answers. Gradual development of selective attention.
Associations
Phase of variable duration. Further refinements of the actions. Greater discrimination information. Gross errors disappear. More effective role in sensitivity. Importance of the emotional aspects.
Autonomous
Largest organization of the elements of skill. Stability enforceable. More conscious attention. Dominance of proprioceptive control over the implementation. Technical refinement.
Factors
Intrinsic
Motivation, structural and functional capabilities (and limitations pattern of learning, self-learning, goal setting, and use of transfers, feedback).
Extrinsic
Social-class group. Homogeneous grouping of pupils. Way of teaching. Auxiliary-visual methods. Duration of the class. Number and intensity of exercise. Error correction. Evaluation and goals. Position situations. Social and cultural factors.
Rating
Initial
Its function is diagnostic. Determines the presence or absence of prerequisite skills, level of mastery of skills, learning disabilities, etc. It is performed at the beginning of the Educational Assistance process to fit properly. The instruments that can be used could be evidence, observation procedures, initial questionnaires, interviews, etc.
Continuous or Training
Its function is to provide information to the teacher and students about the Educational Assistance process. Determines whether the objectives are developed properly and discover possible errors during the process. Instruments are mainly used-BACK observación.FEED
Join
Its aim is to take stock of the effectiveness of the process and the development achieved by students. It is made to spend a long period at the end of a teaching unit on or before the rated evaluation. Used tests, inspections, testing, and observation on the results.
In Itself
It assesses the status of the student in his/her own level domain and progress. Motivation causes pupil a. Not only serves as a reference as the pupil to be found far from their objectives.
The Rule
It is used as a reference group, i.e. location of the pupil according to the similarities and differences with others => The progress through the learners will be the foundation of this reference. It tends to classify the student with respect to the group but does not provide a clear situation of their skills. It must be supplemented by other references.
By Criteria
Evaluates the absolute status of the student, that is, if you have learned the concepts, procedures, and attitudes in the proposed planned activities. This involves evaluating the proposed target regardless of individual progress.
Evaluative References
1. Pupil assessment: the assessment of targets.
2. Evaluation of the process.
3. Evaluation of the teacher.