Topic Focus of Activity:

 

Comparison of expert and beginner skill perforamce levels

Student Learning Objectives:

 

1. The student will be able to compare/contrast expert and beginner skill performance levels

National Standard Connections:
 

.NASPE/NCATE 1.3, 1.4

Description of Idea:

 

.After the class lecture on skill analysis and the identification of skill performance levels Videotape yourself performing a chosen motor skill for five minutes.  Videotape one of the varsity athletes performing the same motor skill under the same exact conditions (i.e., camera angles, indoor/outdoor, equipment, etc).  Create a digital video file that contains: a. your three best skill attempts b. your three worst skill attempts c. the varsity athlete's three best skill attempts, and d. the varsity athlete's three worst skill attempts Identify similarities and differences between your best performance with the athlete's best performance.  Repeat the process with your worst performance and the athlete's worst performance (according to the content covered in class).  Sequence the skill attempts with a personal best/worst followed by an athlete's best/worst performance.  Provide a voice over that contains quantitative kinesiological comparisons of the skill attempts.  Be sure toinsert title slides at the start of each difference sequence.  You can sign out a departmental digital video camera or use your own equipment, but remember that the cameras must be able to connect to the MAC computers so you can use the iMovie software.  When you begin filming, be sure to have the tape running for at least 5 minutes of continuous activity so as to provide multiple video segment episodes that will span at least 15 seconds after editing your footage.Once you return home, review the video tape once through to see "what you really captured" on tape.  On the second run through with your footage, identify the best/worst segments within your footage.  You are now going to create a project to share with the class that demonstrates your current ability to identify differences between the beginner and the expert level of a specific motor skill performance relative to the content covered in class lectures. Connect your video camera to the MAC computer and launch the iMovie software.  Follow the directions from the technology instruction manual. Organize the clips so that the best/worst episodes are linked together; set a title slide to start off each best/worst episode; use a voice over that identifies the qunatitative kinesiological comparisons of the skill attempts ñ and why you would identify the performance at that level. Save the project and submit it on-time. All student projects are shared in a small group discussion format in a subsequent class period, where all projects are displayed via an LCD projector integrated with small group discussions of the beginner/expert best/worst espidoes as  identified by each individual student.

Assessment Technique:

 

Results of the discussion.  Also when the students present skills during peer teaching episodes or other practicum experiences, no more than 3 cues are given at any time.

Approximate time required:
 

Plan for 15-20 minutes of class time, including discussion.