HS 325 Cognitive Learning: Developing the Thinking Child

1
HS 325 Cognitive Learning Developing the
Thinking Child

• Wed, Nov. 1 Meet in the gym dressed for
  activity (no jeans)
• Article Summary due on Wed. Nov. 1
• Guidelines and rubric are posted on course website

2
chapter 13

• Knowledge As a Functional Constraint in Motor
  Development

3
Knowledge Bases

• Reasons performance is related to size of the
  knowledge base
• Less need to remember a great deal of information
• More effective use of cognitive processes
• Less demand on conscious attention to some tasks
• Performance facilitated by practice of physical
  skills and by increased knowledge

4
Types of Knowledge

• Declarative - Develops First
• Factual information
• Specific to a topic
• Procedural Develops Second
• How-to information
• Specific to a topic
• Strategic- Develops Last
• General rules and strategies
• Can be generalized across activities

5
NoviceExpert Differences

• Compared with novices, experts

• have more declarative and procedural knowledge,
• organize their information in a methodical
  structure,
• make more inferences,
• analyze problems at a more advanced level,
• recognize patterns more quickly,
• preplan some responses to specific situations,
• organize knowledge relative to the goal of the
  game, and
• spend much time learning about the topic.

6
Gender Differences

• Gender differences in sport performance might
  result partially from differences in knowledge
  about a sport.
• Boys sport knowledge development is fostered.

7
Speed of Cognitive Function

• Many activities require quick and accurate
  responses.
• Researchers generally work from an information
  processing perspective.
• Children and older adults take longer to process
  cognitive information than young adults do.

8
Key Terms

• Cognitive Map-Making
• Mental images retained in memory ready to be
  re-called and re-created on split-second notice.
• Critical Thinking (in the motor domain)
• Reflective thinking used to make reasonable and
  defensible decisions about movement tasks and
  challenges
• ?Higher thought processes are required for
  movement learning to
• occur.
• ? The more complex the task, the more
  complicated the cognitive
• processing.

9
Assessment of Knowledge

• Written knowledge tests
• Teacher Observation
• Self-Assessment
• Check for Understanding

10
Knowledge As a Functional Constraint Summary

• Performance can be limited by limited knowledge.
• Performance can be enhanced by expert knowledge.
• Knowledge can be acquired at any age.
• It takes time and experience to acquire knowledge.

11
Inside the TEEN Brain

• What do you already know about the teen brain?
• Brainstorm with a partner and come with a list

12
Inside the Teen BrainWhat a teen does matters!

• The cells connected and used will survive and
  flourish Use it or lose it!
• Rapid brain growth during adolescence
• The teen brain is changing!
• Gray matter (thinking part of brain) thickens
• throughout childhood.
• Immature frontal cortex
• Strategies, Organizing, Consequences still
  not fully developed
• Brain is most vulnerable to drug use/abuse

13
Teens say

• They need to remember what its like to be a
  kid.
• Let us make our own mistakes!
• You dont have to abide by your own rules.

14
Implications for Physical Educators and Coaches??
15
Variety, Choice,
16
(No Transcript)