Educational Strategies for Active Learning

The amount of time a student spends appropriately engaged with motor content. It's the single biggest predictor of student success in physical education.

Ideally, 50-60% of class time should be spent on activity. However, 2/3 of class time is often wasted in activities like waiting, receiving information, and organizing.

Strategies like efficient planning, maximizing facilities, matching tasks to student ability, using small-sided teams, clear & concise presentations, and effective demonstrations can increase ALT.

This involves the systematic observation and analysis of the instructional process to determine how much time students are actively engaged.

Information learners receive about their performance that is used to maintain focus, encourage learning, and motivate them.

Feedback can come from teachers, peers, and self (Intrinsic). Types include knowledge of performance (KP) and knowledge of results (KR).

Feedback using gestures, expressions, and actions without spoken words. It can be used to provide quick and clear cues.

Positioning helps maintain class focus and enhances "with-it-ness" which is the ability to be aware of all students in the class.

Feedback can either be prescriptive/corrective, positive behavior, positive skill, negative behavior, or negative skill.

Provides advice or direction to improve future performances. Ex: "Next time, follow through after throwing the football, Jimmy."

Expresses positive feelings about a student's behavior. Ex: "Great job following directions! Way to listen!"

Provides specific information about a student's positive skill execution. Ex: "Nice job using your fingertips on that set, Kristin!"

Conveys negative feelings about a student’s behavior. Ex: "Don't sit on the basketball, Heather."

Provides specific information about a student’s incorrect skill execution. Ex: "You dropped your chin on that one."

Feedback is most effective when delivered immediately after performance, allowing the student to apply it to the next attempt.

They are descriptive statements of a pattern of behavior (performance) that a learner should demonstrate. They are measurable and observable.

Objectives help to improve instruction, establish performance standards, plan lessons, and hold everyone accountable.

Objectives often use indicators such as psychomotor (movement), cognitive (knowledge), and affective (attitudes and values).

An objective has three parts: performance/behavior, condition, and criteria.

The activity or skill the student is expected to demonstrate. Ex: "Students will be able to throw a ball into the hoop."

The situation or circumstance under which the performance takes place. Ex: "Using a basketball."

The standard or level of performance expected. Ex: "Students will make 5 out of 10 shots."

Qualitative criteria refer to the quality of movement (e.g., proper form) while quantitative criteria focus on quantity (e.g., number of repetitions).

This involves sequencing movement tasks from simple to complex to ensure progressive learning.

This is the first drill of a lesson, designed to be easy and introduce the skills.

As the learner progresses, the difficulty and complexity of the task gradually increases.

This task emphasizes the practical use of the skill in a real-world setting.

This focuses on improving the quality of movement and provides specific cues for refinement.

A variety of strategies can be used to extend a task: breaking down skills, modifying equipment, changing the space, adding/removing participants, altering conditions/rules, and combining skills.

This involves breaking down a skill into three components: prep, action/execution, and follow through.

The body position and preparation before the skill is executed. Ex: A basketball player's stance before a shot.

The primary movement involved in performing the skill. Ex: The actual throwing motion of a basketball shot.

The movement that occurs after the skill is completed. Ex: The motion of the arm after releasing the ball.

Effective task presentation involves presenting tasks, using effective cues, and providing demonstrations.

Get the learners' attention, sequence the content, and communicate clearly.

Use brief, specific cues that help learners understand and remember the key points of a skill.

Provide clear and accurate demonstrations that help learners visualize the skill.

Students should be able to demonstrate competency in a range of motor skills and movement patterns.

Students should understand basic movement concepts, principles, strategies, and tactics.

Students should have the knowledge and skills to achieve and maintain a healthy lifestyle through physical activity.

Students should demonstrate responsible personal and social behavior in physical activity settings.

Students should recognize the value of physical activity for personal and social well-being.