Learning Theories and Active Learning

• Every student learns differently, requiring adaptation of teaching methodologies.
• Active learning should be promoted to maintain student attention, which is increasingly challenging to gain.
• Active learning can be more demanding for learners accustomed to traditional methods.
• Creating a balanced learning environment for diverse learners poses a challenge.
• Self-regulated learning involves the learner taking responsibility for organizing their learning.
• Constructive learning builds on previously learned content, increasing its complexity.
• Located learning uses the environment and the learner's interaction within it.
• Social learning develops collaboration skills through group activities.

Learning Theories

• Behaviorism links stimulus to response, varying from person to person.
• Classical conditioning is learning through natural experiences.
• Operant conditioning uses artificial situations to stimulate behavioral development.
• Cognitivism states understanding is key to learning.
• The Zone of Proximal Development incorporates peer monitoring.
• Mechanical learning introduces new, unrelated information.
• Significant learning relates new information to previous knowledge.
• Constructivism builds upon prior knowledge and abilities.
• The Piagetian approach involves the intellectual process of adding information.
• Teacher ability, student learning styles, and educational institution resources influence learning.
• Social constructivism is notable.
• Connectionism integrates Information and Knowledge Technologies (ICT).
• Innatory theory suggests learning begins at the start of speaking.
• The theory of maturation is also a factor.

Pedagogical Renewal in Education

• The best teaching style depends on context, including time and student ability.
• Experimentation with new teaching styles and methods began in the 1970s.
• Modern teaching models focus on long-term learning objectives.
• Traditional teaching is short-term focused.
• Learning should be a life-long process.
• Teaching context is variable and can change daily based on mood, tiredness, attention, and energy.
• A teacher's evaluation of their own process is crucial.
• The pedagogical model pyramid consists of teaching styles, methods, and techniques.
• Familiarization and training with a new teaching style can be the hardest step, as students may feel insecure.

Pedagogical Models

• Traditional Model
• Teaching Games For Understanding (TGFU) alters game aspects to promote new reactions while respecting the game's internal logic.
• Sport Education creates teams with identities and roles, fostering skill education through competition.
• Sport Education is time-intensive.
• The Comprehensive Model is a branch of TGFU.
• The Personal and Social Responsibility Model depends on the teacher's control.
• The Attitudinal Style demonstrates skills and abilities, such as a human pyramid example.
• Service Learning supplements learning with community services and resources.
• Cooperative Learning involves collaboration towards shared goals and individual grading.

Flipped Classroom

• In a "Flipped Classroom" the student and teachers roles are reversed
• New Teaching Styles change the role of the student.

Traditional Teaching Styles

• Direct Control involves teacher-led communication, obedience, mass teaching, and discipline.
• Modification of Direct Control enables more feedback.
• Task Assignment involves the teacher providing general information and attending to individual differences.

Role of the Teacher (Traditional)

• Design tasks, sometimes isolated from the game or sport.
• Provide massive, comparative, and prescriptive feedback.
• The best feedback is individual as possible
• Prescriptive feedback is good since you state the most important mistake before execution.
• Comparative feedback incorporates a psychological aspect.
• Learners are dependent on the teacher.
• Focus on execution and results.
• Tendency to repeat exercises makes instruction uncreative.

Role of the Student (Traditional)

• Passive role.
• Task is to execute instructions.
• Questions are directed only to the teacher.
• Task execution happens without understanding the reason why.
• Tasks must be retaught for application in complex settings.

Concerns Of Novice Teachers

• Time management & efficiency
• Planning Process: Goals > Method > Contents > Evaluation > (Repeat)
• Goals are derived from the Official Curriculum
• Methodology includes:
  • Analytical Methodology (reflective)
    • Breaking up into parts
    • Technique is taught outside of the sport
    • Does not teach the integration of the skill into the sport
    • The game is at the end of the process
    • Proper technique
    • Best for High Performance students
    • Disadvantages = Delays to culmination of learning and low motivation
  • Global Methodology (applied)
    • General development
    • Teaching adaptation skills
    • Using real game situations
    • Technique is taught through the game
    • Integrates components of the sport
    • Game is important throughout the whole process
    • Benefits = Fun, decision making and confidence
    • Disadvantages = Mistakes made in the technique are difficult to correct
  • Product (Analytical) is best with less time and for beginners
  • Process (Global) is best with more time for decision making

Teaching Behavior in the Classroom

Presenting tasks includes:

• Initial information given to the student
• 20% of the session is needed to maintain attention
• Needs to promote movement and reduce waiting time
• Phases of the presentation:
  • Getting Attention = Spatial awareness, use of meeting point
  • Introduction to the task = State direct activity, linking with previous tasks, building confidence, give assessment and giving the main goal
  • Explanation of the task = Longest phase conveying the most specific details, show demonstration, making objective significant while explaining
  • Launching of the Task = Reinforce the objective and discovery

Classroom Organization

• Types of organization:
  • Simultaneous (BEST) = 100% action during task, Most chaotic, with performance from all students at the same time
  • Alternative (groups of 2) = 50% useful time, acting in pairs
  • Consecutive (groups of 3+) = Useful time depends on the number of the group
• Principles of Organization:
  • Information = define start/end of class, dangerous and safe zones
  • Materials = shouldn’t be distracting while explanation, use of substitute materials
  • Class Control = Use of the signal system, creating a habit and delegates

Practice Time

• Time usage is broken down in a series of chunks
• 70%-80% inside the task
• Should be planned inside of your schedule

1. Planned Time
2. Indirectly lost time
3. Time available for the class
4. Motor Commitment Time
5. Time used in the task
   • around 60%-65% of the session

Executing Feedback

• Teacher has the objective of providing information that include
  • Prescriptive (best)
  • Descriptive
  • Evaluative
• Observing differences, focus on specifics and simplicity and identifying the source of the error