Designing Task Progressions to Achieve Learning Outcomes

1
Designing Task Progressions to Achieve Learning
Outcomes

• Teach what we assess.
• Assess what we teach.
• What is worth teaching?
• What is worth assessing?

2
Reasons for Choosing Content

• Know the goals of the Physical Education
  Program.
  
• The content should contribute to the goals of the
  program. It is relevant.
  
• Know the content well in order to develop
  appropriate progressions for instruction.
  

3
Development of Progressions

• Progressions- learning tasks that move students
  from less complex to more difficult and
  sophisticated tasks.
  
• Knowledge of content and knowledge of teaching
  come together.

4
Rinks Model Developing Skill Progressions

• Informing the Task Inform the students about a
  new skill or strategy.
  
• Refining the Performance of the Task
• Technical Quality of the Skill
• Extending the Task
• Change the complexity of the performance of the
  task.
  
• Apply the Task
• Use the task or skill in an authentic setting,
  such as playing a mini-game.
  

5
Tactical Awareness of Games

• Tactical Game Approach teaches students how to
  play the game.
  
• Play the game Learn what skills need refinement
  Play the game again.
  
• Begin with a modified version of the game and
  present a tactical problem to the students
  
• Tactical Awareness Students must learn what to
  do to be successful in the situation.
  
• Students realize what skills need practice.
  Teaching cues and skill practice is designed.
  
• Teacher reintroduces the game to see if the
  students used the skills they have practiced.
  

6
Modifying Task Complexity

• Space
• Equipment
• Number of Participants
• Rules
• Conditions/Tactics/Problems

7
Closed and Open Skills

• Closed Skills-
• Fixed Environment conditions do not change
  during the performance.
  
• Open skills
• Ever-changing environment with conditions that
  are variable.
  
• Do Not Teach Open Skills As If The Skills Were
  Closed!!!