Physical Education Fundamentals: Motor Learning and Teaching

Posted on Dec 2, 2024 in Other subjects

School Sport

International Approaches

• English (Sport-Based): Thomas Arnold (Performance Focus)
• German (Gymnastics): Guts Muths (Educational Value, Order)
• Swedish (Health Focus): Pehr Henrik Ling (Balance, Coordination)
• French (Psychomotor): Natural Movement, Survival Skills

Basic Skills

1. Linguistic Communication
2. Mathematics
3. Knowledge and Interaction with the Physical World
4. Information Processing and Digital Competence
5. Social and Civic Life
6. Cultural and Artistic Skills
7. Learning to Learn
8. Autonomy and Personal Initiative

Motor Learning

Theories

• Associations: Stimulus-Response-Reinforcement
• Gestalt: Test-Error-Perception
• Information Processing: Input-Process-Output
• Cybernetic Theory: Input-Process-Output (Feedback)
• Hierarchical Control: Low-Order to Higher-Order Programs

Objectives

• Understand the task (information is key)
• Refine the motor task (clear explanation)
• Student motivation, teacher evaluation and correction

Changes in the Subject

• Reduced stress and energy expenditure
• Improved performance based on complexity and initial level
• Gradual error reduction
• Better stimulus selection
• Less attention to execution (automation of skills)

Phases

• Cognitive Phase: Understanding the task, objectives, and strategies. Building a cognitive map, visual control of movements. Perceptual errors possible. Development of selective attention.
• Associative Phase: Refinement of actions, discrimination of information, error reduction, emotional aspects important.
• Autonomous Phase: Skill organization, stable execution, mindfulness, proprioceptive control, technical refinement.

Factors

Intrinsic

• Motivation: Learning is enhanced when students are engaged.
• Structural and Functional Capabilities: Address any deficiencies.
• Learning Styles and Limitations: Adapt to individual learning patterns.
• Self-Learning: Discovery through exploration.
• Goal Setting and Use: Develop complex skills progressively.
• Feedback: Essential for improvement.

Extrinsic

• Easier to modify
• Social relations within the class (democratic, controlled environment)
• Homogeneous grouping of students
• Teaching methods (listening, imitation, visual aids)
• Class duration (progression)
• Amount and intensity of exercise (avoid excessive exercise)
• Error correction (practice doesn’t guarantee perfection)
• Goal evaluation (balance and achievable limits)
• Learning conditions
• Social and cultural factors (influence choices and persistence)

Learning Styles

Methods

• Global: Pure, with focused attention, or with implementation modification (useful for simple lessons).
• Analytical: Pure (separate parts), progressive (sequential parts), or sequential (ordered parts) (for complex or precise tasks).
• Mixed: Combination of global and analytical.

Types

• Mass: All at once.
• Distributed: In separate groups.

Styles

1. Direct Control: Teacher-centered, knowledge transmission, implementation-evaluation.
2. Task Allocation: Teacher decides the task, individualization, minimal sociability (explanation-execution-correction, single or multi-station, single or multi-tasking).
3. Reciprocal Teaching: Student chooses the task, teacher provides structure, pair work with feedback (different tasks, same goal; same task, different goals; observation and correction).
4. Small Groups: Similar to reciprocal teaching but with more students, reduced performer time.
5. Individual Programs: Self-assessment, individualized work determined by the teacher (respects learning pace, promotes active learning, enhances self-esteem, but can pose socialization challenges).
6. Guided Discovery: Teacher provides support through verbal and motor cues, gives answers (develops cognitive skills, meaningful learning, socialization, autonomy, but can be time-consuming).
7. Problem Solving: Teacher presents a problem with multiple solutions (respects student characteristics and experience, fosters creativity, enhances decision-making, but requires student responsibility and can be slow).
8. Creativity: Elicits creative and spontaneous responses, all answers are valued, uses synectics (discovering psychological mechanisms and linking elements).

Objectives

Types (Bloom’s Taxonomy)

• Cognitive: Intellectual learning (comprehension, analysis, application, synthesis, evaluation).
• Psychomotor: Skills (frequency, power, duration).
• Affective: Internalizing behavior (receipt, response, value).

Types

• General: Long-term goals, overall skills (e.g., Develop the ability to move and navigate in space).
• Specific: Short-term goals, skills acquired in a teaching unit (e.g., Learning and career development).
• Terminal: Specific, measurable outcomes (e.g., Run 2000 meters in under 12 minutes).